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Student2Scholar: rethinking online information literacy using the ACRL's new framework - Monique Flaccavento

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Presented at LILAC 2016

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Student2Scholar: rethinking online information literacy using the ACRL's new framework - Monique Flaccavento

  1. 1. Student2Scholar: Rethinking online information literacy using the ACRL’s new Framework Monique Flaccavento Acting Director, Ontario Institute for Studies in Education (OISE) Library March 22, 2016 1
  2. 2. Session Overview • Introduction to Student2Scholar (S2S) o Quick overview o The team o Funding o Timelines • A closer look at S2S • S2S and the ACRL Framework • Who is using S2S and how? • Rewards & challenges • Q & A 2
  3. 3. www.student2scholar.ca 3
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  5. 5. The Student2Scholar Team Initially nine team members: • project lead: Dr. Elan Paulson (Western) • librarians: Melanie Mills (Western); Christena McKillop (Western); Denise Horoky (Western); Monique Flaccavento (U of T); Jenaya Webb (U of T); Cory Laverty (Queen’s) • instructional designer: Caroline Whippey (Western) • project manager: Colin Couchman (Western) 5
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  7. 7. The Student2Scholar (S2S) Team The team grew over time to include additional librarians, instructional designers, graphic designers, faculty members, a web developer, graduate students, and support staff The full list of project collaborators is listed at: http://student2scholar.ca/index.php/about-us 7
  8. 8. Funding Development of the Student2Scholar modules was funded by the Shared Online Course Fund, as part of the Ontario Ministry for Training, Colleges and Universities’ Ontario Online Initiative. 8
  9. 9. Budget Funding covered: • Release time for librarians • Cost of hiring: o A graphic design firm (for website; badges) o A web application developer o An articulate storyline developer o A screencast developer o A graduate student to develop PowToon videos o Graduate students as writers (to develop scripts, etc.) • Copyright permissions • Cost of securing domain name for website • Gift certificates for students participating in usability testing • Travel expenses (train travel) for team members • Catering / meals for face-to-face meetings ($75,000 CDN) 9
  10. 10. Project Timelines Fall 2014 Winter 2015 Spring 2015 Summer 2015 Fall 2015 Proposal Submitted Nov 2014 Funding Approved Jan 2015 Design Develop Test Launch Dec 2015 10
  11. 11. Modules Overview • Pre-module: Collecting citations and creating bibliographies • Module 1: Thinking like a researcher • Module 2: Defining your research • Module 3: Introductory search techniques for research • Module 4: Advanced search techniques for research • Module 5: Exploring grey literature • Module 6: Understanding design and authority in research • Module 7: Publishing and research impact • Module 8: Your rights and responsibilities as a scholar • Module 9: Joining the scholarly conversation
  12. 12. Activities Modules include a variety of including: • Pre- and post- assessments • Videos (TED talks, screencasts, whiteboard videos, PowToon videos, etc.) • Readings • Interactive tutorials (made in Articulate Storyline) • Online research workbook (critical reflections, worksheets, etc.) • Downloadable handouts • Quizzes 12
  13. 13. Facilitator’s Guide • Map of learning outcomes (i.e. S2S learning outcomes mapped to the ACRL threshold concepts and to the Council of Ontario Universities’ Graduate Degree Level Expectations) • List of all 143 S2S activities • Suggested extension activities • Additional resources: statement of design; information about copyright permissions and references, navigation and completion time, badges, course integration, etc. 13
  14. 14. Framework for Information Literacy for Higher Education Filed by the Association of College & Research Libraries (ACRL) Board February 2, 2015. Adopted by the ACRL Board January 11, 2016. http://www.ala.org/acrl/sites/ala.org.acrl/files/c ontent/issues/infolit/Framework_ILHE.pdf 14
  15. 15. The Importance of Metacognition “This Framework depends on…core ideas of metaliteracy, with special focus on metacognition, or critical self-reflection, as crucial to becoming more self-directed in [the] rapidly changing ecosystem.” Association of College & Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework 15
  16. 16. Knowledge Practices & Dispositions Knowledge practices: “demonstrations of ways in which learners can increase their understanding of…information literacy concepts.” Dispositions: “ways in which to address the affective, attitudinal, or valuing dimension of learning.” Association of College & Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework 16
  17. 17. Sample S2S Activities • Module 1, Part B – Your Journey as a Scholar • Module 7, Part B – The Peer Review Process • Module 8, Part A – The Value of Research Information 17
  18. 18. Who’s using S2S? Google Analytics for Jan. 7 – Mar. 6, 2016 Countries • Total sessions: 1159 • Canada: 967 • United States: 70 • Australia: 11 • United Kingdom: 10 Cities in Canada • *Toronto: 351 • London: 165 • Kingston: 84 • *Mississauga: 53 • Windsor: 48 • *Newmarket: 35 • Ottawa: 30
  19. 19. How is S2S being used? • Co-curricular record (e.g. Graduate Professional Skills program at U of T) • Modules / activities embedded in courses • To support and enhance in-person IL sessions • And possibly other uses (e.g. for independent study)
  20. 20. Rewards & Challenges What are some of the rewards and challenges of collaborating on a large scale project with partners from other institutions? 20
  21. 21. Questions? Monique Flaccavento monique.flaccavento@utoronto.ca 21 Thank you!

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