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Teach Them Why: Using Information Literacy Threshold Concepts to Help Undergraduates Research Better - Harper

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Presented at LILAC 2018

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Teach Them Why: Using Information Literacy Threshold Concepts to Help Undergraduates Research Better - Harper

  1. 1. Teach Them Why Using Information Literacy Threshold Concepts to Help Undergraduates Research Better LILAC 2018 Shelley Harper Colorado College
  2. 2. Brown, Brené. 2017. Rising Strong: How the Ability to Reset Transforms the Way we Live, Love, Parent, and Lead. New York: Random House. Creativity embeds knowledge so that it can become practice. We move what we’re learning from our heads to our hearts through our hands. . . . [C]reativity is the ultimate act of integration – it is how we fold our experiences into our being.
  3. 3. Welcome Shelley Harper Instruction & Research Librarian Tutt Library Colorado College sharper@coloradocollege.edu www.coloradocollege.edu/library Tutt Library ColoradoSpringsIndependentNewspaper
  4. 4. Agenda 1. Introductions 2. Discussion Why Incorporate Both Theory and Praxis? Developing Lesson Plans Using Threshold Concepts 3. Classroom Immersion Instruction Development Workshop Use Threshold Concepts to Create a Lesson Plan for Your Teaching Environment 4. Q & A
  5. 5. Goal: Teach Students Why Research Works as It Does Situate praxis within theory Include research practice Incorporate into one-shot sessions
  6. 6. Use Threshold Concepts to Organize Lesson Plans Seminal concepts that must be understood in order to go further in discipline Basis of the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education Each ACRL framework includes 1 threshold concept knowledge practices learning dispositions
  7. 7. ACRL Threshold Concepts Authority is Constructed & Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration http://www.ala.org/acrl/standards/ilframework
  8. 8. Use Threshold Concepts Threshold Concept Theory Playground Knowledge Practices, etc. Engagement with Theory Play ACRL Frame
  9. 9. Merge Theory with Practice Threshold Concept Theory Playground Knowledge Practices, etc. Engagement with Theory Play ACRL Frame Theory-Based Practical Learning
  10. 10. Threshold Concepts As Playgrounds for Praxis Enable students to understand the research process.
  11. 11. An Example Lesson Using the Threshold Concept “Search as Strategic Exploration”
  12. 12. What happened in the year 1550 CE at the site of a university or college of your choice? Research Assignment Answer This Research Question:
  13. 13. Doing library research can be thought of as a strategic exploration of the information world
  14. 14. What happened in 1550 at your university or college? 1. Develop a Research Question (RQ)  Make a Plan 2. Parse out the RQ’s core concepts The year 1550 CE, and the geographic location of the school 
  15. 15. Research Plan Research Question: What happened in the year 1550 CE at the site of a university or college of your choice? Core Concepts 1. The year 1550 CE 2. The location of the school For each core concept, identify the types of sources that could answer it
  16. 16. Essential Concept 1: The Year 1550 CE Types Information Timelines Chronicles Local History Land Ownership Records
  17. 17. Research Plan Research Question: What happened in the year 1550 CE at the site of a university or college of your choice? Core Concepts 1. The year 1550 CE 2. The location of the school Types of Information 1. Timelines 2. Chronicles 3. Local History 4. Local Land Ownership Records For each type of information, identify where it can be found
  18. 18. Where Is Information Kept? Libraries Special Libraries Archives Museums Museum Libraries Digital Repositories The Open Web Online Exhibitions and Libraries Collections of Data (Data Sets) Governments web sites documents repository libraries archives, libraries, & museums
  19. 19. Essential Concept 1: The Year 1550 CE Types Information ThisType Is Located . . . Timelines Library reference sections Archives Special Collections Digital Repositories Online Exhibitions and Libraries Chronicles ~See Above~ Local History Archives Museums/ Museum Libraries Online Exhibitions and Libraries Libraries Land Ownership Records Local Government Records Online Government Records Local History Locations
  20. 20. Research Plan Research Question: What happened in the year 1550 CE at the site of a university or college of your choice? Types of Information Core Concepts For each location, identify the search tools used there. Locations of Each Type of Information
  21. 21. Essential Concept 1: The year 1550 CE Type & Location Search ToolsUsed Notes on Usage Timelines at 1. Library Reference Sections 2. Online Exhibitions and Libraries 1. Library Catalog 2. Web Search or Search available on Site 1. Search by title, author, or subject Chronicles at 1. Library Reference Sections 2. Online Exhibitions and Libraries 1. Library Catalog 2. Web Search or on- site search 1. Search by title, author, or subject Local History at Online Exhibitions and Libraries Web search or on-site search Land Ownership Records at Online Government Record Repositories On-site search
  22. 22. The Plan
  23. 23. Components of the example lesson • Threshold concept “Search as Strategic Exploration” • Thinking of search as strategic led to making the research plan • Thinking of search as exploration opened up the idea that search is complex
  24. 24. Backchannel Board Padlet: Files for “Teach Them Why https://padlet.com/sharper02/LILAC2018 https://padlet.com/sharper02/backchannel Share your group’s name and at least a summary of your work. Up-vote the group whose work you want to see
  25. 25. Your Turn 1. Work with three or four others who are in a similar subject specialty or who work in a similar type of library. 2. Choose a Threshold Concept and learn a bit about it. http://www.ala.org/acrl/standards/ilframework 3. Create a lesson plan as shaped by your Threshold Concept. Remember to use the Knowledge Practices. 4. Use the Padlet Backchannel to share your group’s name at at least a summary of your work. Feel free to share comments about your group’s experience. 5. Up-Vote on Padlet the group whose work you want to see. One group will share their lesson plan. Padlet: https://padlet.com/sharper02/backchannel
  26. 26. Q & A
  27. 27. Thank You! Shelley Harper Colorado College 14 E. Cache La Poudre Colorado Springs, CO 80903 01-719-389-2386 sharper@coloradocollege.edu
  28. 28. Brown, Brené. 2017. Rising Strong: How the Ability to Reset Transforms the Way we Live, Love, Parent, and Lead. New York: Random House. Creativity embeds knowledge so that it can become practice. We move what we’re learning from our heads to our hearts through our hands. . . . [C]reativity is the ultimate act of integration – it is how we fold our experiences into our being.

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