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From Frame to Outcome
- 1. From Frame to Outcome: Determining Learning Outcomes using Threshold Concepts Santa Clara University Library Intentional Teaching Retreat August 20, 2015 Image courtesy of flickr user Bjorn Bechstein
- 2. Writing Learning Outcomes LibGuide • Go To: http://libguides.scu.edu/writingoutcomes Background image courtesy of flickr user Paree.
- 3. Objectives • Increase our common understanding of the Framework for Information Literacy • Review learning outcome development & use for instruction design • Practice developing learning outcomes related to the Framework
- 4. The Framework for Information Literacy for Higher Education
- 5. Why the Standards? Why the Framework? Why the change? Changing “information landscape” Changing student population Changes in higher education
- 6. Threshold Concepts Image courtesy of Flickr user Gonzalo Viera Azpiroz.
- 7. “Filed by the ACRL Board February 2, 2015, as one of the constellation of information literacy documents from the association.”
- 8. How will they help us improve teaching? Less jargon Metacognition Learning outcomes
- 9. Six Frames
- 10. Authority Is Constructed and Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration
- 11. Developing Learning Outcomes Image courtesy of flickr user Senor Codo.
- 12. Learning Outcome Development Model Assignment Frame Outcomes
- 13. Connecting Frames to Assignments • Divide into groups of three • Review assignment • Identify the frame or frames that could go with the assignment
- 14. Writing Learning Outcomes: Verb Phrase What do you want students to be able to DO or KNOW? After this library instruction event/activity/encounter, the student will be able to…. VERB/DO SOMETHING OBSERVABLE ...
- 15. Example Verb Phrases • The student will be able to identify scholarly articles among a list of database search results. • The student will be able to identify the academic discipline associated with a particular scholarly journal. • The student will be able to locate the fulltext of an article given a citation.
- 16. Add “In Order To” The student will be able to identify scholarly articles among a list of database search results…. o IN ORDER TO • Find relevant sources for their assignment.
- 17. Learning Outcome The student will be able to identify the scholarly articles among a list of database search results in order to find relevant sources for their assignment.
- 18. Writing Outcomes • Return to your group • Work with your assigned frame • Write 2-3 learning outcomes for that frame
- 19. Report Back Image courtesy of flickr user Kai C. Schwarzer.
- 20. Questions? Assignment Frame Outcomes All images available through Creative Commons license. Thank you to the artists who made these available for use.
Editor's Notes
- Nicole
- Nicole
- Nicole
- Gail A long time ago .... Specifically January 18, 2000, the ACRL adopted these Standards (ANTIQUE EXHIBIT) defining, describing "information literacy" competencies... Over the years, they have been used, adapted and adopted, by many, many, many other national, international, regional, local educational organizations, institutions and agencies in their efforts to promote information literacy throughout the higher education curriculum. In 2011 ACRL appointed a Task Force to look at the standards and decide what to do about them . . . Task Force recommended a revision ... appointed another Task Force to do just that They began work in 2013 ... three drafts later ... this new document is the result of that work .... So, 15 years later, we have a new document ... a FRAMEWORK ... rather than a set of STANDARDS ... this new document is the result of that work ....
- You may ask ... Why the change? Motivations were varied The world of info has changed radically . . .availability, access, formats ... even language Our students have changed ... more than consumers ... creators ... we needed a new approach Those were the most obvious ... but, there was also a desire to reflect some of the current issues & thinking in higher education focus more on "concepts" and less on "tools & techniques" .... goal to lead to deeper learning maybe? address/include topics/ideas related to social justice and multiple literacies apply more of a "critical" perspective on information literacy... considering the historical, cultural, social, economic, and political forces that interact with information ... Also wanted a model that was going to encourage conversations ... be adaptable/flexible ... Changes in higher ed: metacognition; higher order thinking; critical thinking; social justice
- Nicole This new model describes information literacy in terms of a set of "threshold concepts" ... an idea/model that has been used in other academic disciplines to identify/describe/define particularly challenging concepts, "troublesome concepts", BIG IDEAS that students struggle with in their chosen fields Threshold metaphor also helpful in that it describes what students have to learn, not as a checklist of skills/tasks, but more as a "movement through a portal" ... in other words, they will take their time getting there .... more "real life" description of the difficulties students face.... as they are moving through the portal, beginning to "get it" . . . said to be in the "liminal space" . . Brief review of criticisms
- Nicole - Standards still in operation Concern around abandoning the standards We are all part of shaping the Framework, in a very real and tangible way
- Nicole Speaking with faculty & students Metacognition Focus on higher order / critical thinking & social justsice– Learning outcomes
- GAIL So, did you do the advanced reading? Name a FRAME . . . let's see if we can come up with 6 ...
- Gail Here they are ... let's put them to use! Nicole has an idea ...
- Nicole We often associate “outcomes” with assessment, but it can be helpful to separate ourselves from this association for this discussion. Importance of learning outcomes to instruction: Communicate to students (“Tell them what you are going to tell them…” You’ll know your destination, so you can navigate your path You’ll have a basis for understanding if you have succeeded
- Nicole Start with the assignment and/or syllabus. Focus your lesson (problem of being asked to cover too much). Select 1-2 frames per lesson. If you are teaching an hour- 1.5 hour lesson, more than this is too much. No one can retain more than a few main points in that period of time. Once you know your frames, select the most important outcomes necessary for the student to be successful, based on the assignment & the frame.
- Gail Time to apply all this ... hands-on Turn yourselves into groups of 3 Get out that sample assignment I'm sure you are all familiar with ... Identify a few FRAMES that "go with" this assignment ... see any of those skills/dispositions coming into play here? Few minutes ... report back briefly
- Nicole
- Nicole
- Gail Optionally add and IOT ... to each learning outcome ... often very simple ...
- Gail Now, ... What frame would this go with?
- Nicole
- Nicole
- Nicole