Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Taking control of your digital learning environmentFiona Jostsons
This presentation was completed as part of a unit at CSU ETL523 Leading for Digital Citizenship. I am completing this unit as part of my Masters of Knowledge Networking and Digital Integration.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
A practical & theoretical case for contextualizing information literacy instruction using threshold concepts and ACRL's draft information literacy framework
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Taking control of your digital learning environmentFiona Jostsons
This presentation was completed as part of a unit at CSU ETL523 Leading for Digital Citizenship. I am completing this unit as part of my Masters of Knowledge Networking and Digital Integration.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
A practical & theoretical case for contextualizing information literacy instruction using threshold concepts and ACRL's draft information literacy framework
Presented to begin a conversation starter program at The Innovative Library Conference (TILC) 2015. Program abstract: Join your colleagues for a Conversation Starter and explore ways to apply the proposed ACRL Framework for Information Literacy for Higher Education in course support. The proposed framework moves away from prescriptive, task-specific itemization towards a conceptual approach anchored by 6 threshold concepts: Authority Is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration. A key element of the framework is its emphasis on implementing assignments and instructional techniques that use these threshold concepts to promote students' critical self-reflection and self-directed exploration and engagement with the information ecosystem. This session will include small and large group discussion.
Information Literacy, Libraries, and Virtual Schools: New Standards for New M...alexrhodges
This roundtable focused conversation on how the emerging information literacy framework (ACRL, 2015) impacts libraries in virtual schooling environments. Participants discussed K-12 and higher education students' development of information literacy as a series of threshold concepts and metaliteracies (Mackey & Jacobson, 2011, 2014; Townsend, Brunetti, & Hofer, 2011). Participants also examined what the evolving information literacy framework means for virtual schools, libraries, teachers and librarians.
Hodges, A. & Ochoa, M. (2015). Information Literacy, Libraries, and Virtual Schools: New Standards for New Modalities. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (p. 2168). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
An overview of the former ACRL Standards and the new draft ACRL Framework for Information Literacy for an audience of digital humanities instructors and librarians
Step-1 Tableau Introduction
Step-2 Connecting to Data
Step-3 Building basic views
Step-4 Data manipulations and Calculated fields
Step-5 Tableau Dashboards
Step-6 Advanced Data Options
Step-7 Advanced graph Options
Learning Tableau - Data, Graphs, Filters, Dashboards and Advanced features
Similar to "If you love something, let it go": A Bold Case for Shared Responsibility for Information Literacy through Collaboration with Teaching Faculty
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Flexible Frames for Pedagogical Practice: Using the Framework for Information...Donna Witek
Link to slides + speaking notes: http://www.donnawitek.com/2015/05/flexible-frames-for-pedagogical.html
Lehigh Valley Chapter of the Pennsylvania Library Associations's 2015 Spring Conference, May 28, 2015, Allentown, PA
Abstract: The Framework for Information Literacy for Higher Education represents a shift in our collective approach to instruction by inviting practitioners to deeply engage the complex concepts that underpin the abilities and dispositions that develop learners’ information literacy. This presentation will map this shift by highlighting concrete approaches for and offering examples of using the Framework in instructional practice.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Presentacion de webinar: Metaliteracy: Engaging Students Through Assessment a...copdiupr
Webinar: Metaliteracy: Engaging Students Through Assessment as Learning, primera actividad de la Segunda Jornada 4o Encuentro Nacional de Competencias de Información, actividad organizada por la Comunidad de Práctica de Competencias de Información de la Universidad de Puerto Rico
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Similar to "If you love something, let it go": A Bold Case for Shared Responsibility for Information Literacy through Collaboration with Teaching Faculty (20)
Practicing Care: Exploring a Maintenance Schema for Sustainable and Compassio...Donna Witek
Presenters: Mary Broussard, Joel Burkholder, Jeremy McGinniss, and Donna Witek
Maintainers III: Practice, Policy, and Care Conference, Washington D.C., October 6-9, 2019
Description: In libraries, there is nothing that does not, at some level, need to be maintained. Physical and virtual collections need to be developed; physical and virtual spaces managed; and instructional services designed, delivered, and sustained. But as social, political, cultural, and technological changes have shifted perceptions about the value of libraries, librarians have often responded with an agenda of innovation to remain relevant and reach an ever expanding user population. However, innovation as a euphemism for “doing more with less,” is not sustainable. Greater attention and care need to be given to maintenance in academic libraries. As a critical response to the obsession with innovation, this panel proposes a schema (comprised of energy, resources, platform, and vision) to make visible the essential role of maintenance in academic libraries. The panelists—librarians at a variety of academic institutions—will use the maintenance schema to analyze the teaching and learning work taking place within academic libraries. Teaching librarians’ capacity to maintain various roles as advocates, coordinators, instructional designers, lifelong learners, and leaders directly affects their ability to support student learning within and across academic, professional, civic, and personal contexts. The lack of attention to maintenance in teaching and learning work in libraries has critical implications for librarians’ identities, advancement, job security, and the potential for burnout. While specifically focused on teaching and learning within libraries, this panel proposes the maintenance schema as a means of recognizing and applying a theory of maintenance for use in other contexts. This presentation draws broadly from the library literature, maintenance studies, information theory, innovation studies, and discussions of burnout to frame and demonstrate the interconnectedness of the maintenance schema.
Shared Goals for Shared Learning: Using Frameworks to Collaborate in the Writ...Donna Witek
Presenters: Donna Witek and Teresa Grettano
ACRL 2015, March 25-28, 2015, Portland, OR
Abstract:
The Framework for Information Literacy for Higher Education has incredible potential for deepening our pedagogy as a profession, especially when considered alongside similar frameworks in other disciplines, such as the Framework for Success in Postsecondary Writing. Participants in this workshop will consider together these two frameworks with the goal of making conceptual connections between them, developing shared learning outcomes, and designing learning activities to meet those outcomes, within a wide variety of learning contexts.
Presenters: Kelly Banyas and Donna Witek
Lehigh Valley PaLA 2019 Annual Spring Conference, Bethlehem, PA, May 17, 2019
Description: This presentation will discuss how two academic librarians migrated information literacy content to online platforms in order to better facilitate instruction and reach learners outside the classroom.
Rhetorical Reinventions: Rethinking Research Processes and Information Practi...Donna Witek
Presenters: Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder
LOEX 2016 Encore: Virtual Session, June 21, 2016
Note: This slide deck was for the the webinar version of our LOEX 2016 presentation.
Abstract: The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort.
This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics.
Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.
Speaking Truth in Community: The Role of Networks in Critical Pedagogy Theory...Donna Witek
Presenters: Jeremy McGinniss and Donna Witek
PaLA CRD 2016 Spring Workshop, Scranton, PA, May 20, 2016
Abstract: We are two academic librarians who have been experimenting with critical pedagogical approaches to information literacy and library work, inside and outside of the classroom. Through this work, we have found it essential to approach our professional networks, both online and in-person, as opportunities to practice, question, and learn from these critical approaches. By engaging on multiple platforms with our peers and fellow learners, we have experienced greater success in developing our approach to and thinking about critical pedagogy.
Rhetorical Reinventions: Rethinking Research Processes and Information Practi...Donna Witek
Presenters: Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder
LOEX 2016, Pittsburgh, PA, May 5-7, 2016
Abstract: The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort.
This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics.
Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.
Creating Collaborations Through Connecting National Writing Guidelines to the...Donna Witek
Presenters: Teresa Grettano and Donna Witek (co-panelists: Barbara D'Angelo and Barry Maid)
ACRL Framing the Framework Webcast Series, January 5, 2016
Abstract:
In 2000, the Council of Writing Program Administrators (CWPA) created the WPA Outcomes Statement for First-Year Composition (WPA OS), which was amended in 2008 and updated into its current form in 2014. In 2011, the CWPA teamed up with the National Council of Teachers of English and the National Writing Project to develop the Framework for Success in Postsecondary Writing. These two documents together articulate the behaviors, understandings, and habits of mind that college students should develop in order to thrive in both their college education and beyond. These documents also share considerable overlap with the Framework for Information Literacy for Higher Education (Framework for IL).
This webcast will introduce the professional academic library community to the WPA OS and the Framework for Success with the goal of outlining how they align with the Framework for IL. Participants will learn the ways that information literacy is already embedded in the writing instruction context, making campus writing programs and instructors promising collaborators in using the Framework for IL to transform classroom praxis. The presenters will share ways the connections between these disciplinary learning frameworks can be leveraged as tools for meaning-making and shared pedagogy in order to build strong collaborations around information literacy with faculty across disciplines.
Presenters: Donna Witek, Danielle Theiss, and Joelle Pitts
ACRL 2015, March 25-28, 2015, Portland, OR
Abstract:
As ACRL approaches its 75th year, a national conversation about information literacy has been sparked by the new ACRL Framework for Information Literacy for Higher Education. In this panel, information literacy specialists in instructional design, assessment, and collaboration with faculty across disciplines, will engage each other and audience participants in a collaborative discussion centered on the Framework. Participants will leave this session with concrete strategies for putting the Framework into practice at their home institutions.
"We're all mad here": Fostering Metadiscourse on MetaliteracyDonna Witek
Presenters: Teresa Grettano and Donna Witek
Conference on College Composition and Communication, March 18-21, 2015, Tampa, FL
Abstract (excerpts):
This presentation will introduce attendees to the paradigm shift underway in the field of information literacy and serve as a model for collaboration between rhetoric & composition instructors and information literacy librarians. The presentation will be a “talk about the talk” instructors in these two disciplines can have in order to collaborate to design and deliver literacy instruction in and for the participatory information environments of the 21st century.
. . .
We co-presenters—an information literacy librarian and a rhetoric & composition professor—offer as a model for collaboration and metaliteracy instruction the conversations and processes through which our own collaboration developed and thrived. We co-design and co-teach a course called Rhetoric & Social Media into which information literacy, rhetorical theory, writing instruction, and metaliteracy are explicitly integrated. Our collaboration—both in its content and its form—has situated us on the front lines of literacy education and (inter)disciplinary identity on our campus, in and across our respective disciplines, and in higher education as a whole. We are engaged in teaching and research that focuses on analyzing students’ literacy practices, behaviors, dispositions, & abilities in the realm of social media and the effects of engagement in these participatory information environments on literacy and instruction; we are collaborating on first-year writing program development & assessment and sharing student learning outcomes across programs; and we are participating in curricular revision & assessment across campus and positioning literacy instruction in the center of our general education program. In short, it’s been an invigorating five years for us, though at times we have felt a little “mad” in introducing this metadiscourse into these crucible-like contexts.
The presentation title, “We’re all mad here,” playfully hints at some of the risks involved in entering this type of collaboration, in engaging in metadiscourse, and in studying and teaching metaliteracy. The “risk” theme of the conference will be addressed on three levels—the disciplinary, the institutional, and the classroom—by engaging the following questions: What does it look like to model this metadiscourse for students, in a course design and in co-teaching? What are the consequences? What does it look like to have this metadiscourse on campus, in program and curricular design, especially with colleagues who resist interdisciplinarity? What are the consequences? What does it look like to have this metadiscourse in our disciplines, with our colleagues, in our research, in defining ourselves for public and educational audiences? What are the consequences?
"You Have Standards?": Disciplinary Frameworks as a Bridge to CollaborationDonna Witek
PA Forward Information Literacy Summit, July 24, 2013, State College, PA
Abstract: Collaboration between academic librarians and teaching faculty thrives when it is built on shared goals. The ACRL Information Literacy Competency Standards for Higher Education outline the goals of information literacy instruction and provide librarians a framework within which to develop in students a disposition toward curiosity, inquiry, and learning how to learn. The disciplines whose faculty we aim to collaborate with also operate within frameworks that articulate what a student studying in that field should know and be able to do. This presentation will make a case for drawing on these disciplinary frameworks as a valuable resource for both understanding the goals our colleagues in other disciplines have for their students and becoming proficient in the vocabulary and language of the disciplines we seek to partner with in information literacy instruction.
The presenter will offer her own experience of building a successful collaboration with a writing professor colleague at her institution based on the areas of overlap and complement identified in the ACRL Standards framework and the framework utilized in the discipline of writing and composition, the WPA Outcomes Statement for First-Year Composition. Methods for both identifying and reading the frameworks of other disciplines will be modeled by the presenter. Participants will then put these methods into practice by working in groups to read a framework in a discipline other than LIS and make connections between it and the ACRL Standards framework. Participants will leave the session with multiple strategies for how to use these connections to facilitate and/or enhance collaboration with faculty.
"Hanging Together": Collaboration Between Information Literacy and Writing Pr...Donna Witek
Presenters: Donna Witek (formerly Mazziotti) and Teresa Grettano
ACRL 2011, Philadelphia, PA, March 30-April 2, 2011
Original Prezi: http://tinyurl.com/preziwitekgrettanoacrl2011
Conference paper: http://tinyurl.com/paperwitekgrettanoacrl2011
Abstract [excerpt]: Most librarians can identify ways in which Information Literacy Programs and First-Year Writing Programs complement one another on the college/university campus. But what is the framework in which this complementary relationship might flourish into one of concrete collaboration and partnership? This is the question the presenters of this paper, which include a university librarian who is a member of the information literacy instruction team in her department, and an English professor whose area of expertise is composition and rhetoric, will answer. In this paper they will closely examine the relationship between the standards/outcomes in their respective fields: the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) and the Council of Writing Program Administrators (WPA) Outcomes Statement for First-Year Composition (2000). The presenters will identify areas of overlap in the work that information literacy and writing programs are doing, as well as ways in which the unique goals of these programs complement one another. The aims of this examination are: to develop a framework in which collaboration between information literacy and writing programs can occur; to identify areas in which our respective programmatic goals align; and to recommend concrete ways in which information literacy and writing programs can and should collaborate, develop partnerships, and use the evidence found right in our respective standards and outcomes to leverage support for collaboration on the programmatic level. The presenters themselves represent a model for how such an intradepartmental collaborative partnership might look, particularly in a situation in which collaboration between individual instructors is likely to precede collaboration between entire programs. In the paper the presenters will share with attendees the context of their partnership, i.e. the collaborative development of a course on social media and rhetoric, which will incorporate information literacy into its course goals. In this respect, the presenters can speak to collaboration between information literacy and writing programs from a place of well-researched experience. The work the presenters are doing with the ACRL Standards and the WPA Outcomes has concrete application in the collaborative design of a course which will serve the goals of both of their respective programs, and this real-world application of the theoretical framework to be presented in this paper is an appealing feature of this conference session.
"I Found it on Facebook": Social Media and the ACRL Information Literacy Stan...Donna Witek
Presenters: Teresa Grettano and Donna Witek (formerly Mazziotti)
Georgia Conference on Information Literacy, October 1-2, 2010, Savannah, GA
Abstract: In March of this year, Facebook outpaced Google to become the most visited website in the U.S., solidifying the centrality of social media in our students’ lives. In this presentation, an English professor and university librarian will illustrate how users on social media websites like Facebook are practicing traditional information literacy skills while developing new ones. The presenters will speculate the implications of these evolving user behaviors and attitudes for the Information Literacy Standards.
Web Personalization: Powerful Information Tool or Filter Bubble?Donna Witek
Presented on April 18, 2013 for Technology On Your Own Terms faculty/staff advancement series, The University of Scranton, Scranton, PA
Description: Like. Share. +1. Subscribe. Unsubscribe. These are just some of the actions we perform on the Web as we interact with information. Generally speaking, we do these things to make sense of the vast amount of information available to us. What is less widely known is that the information we see on the Web is shaped by more than just these deliberate actions we take. For instance, your search engine may know in what country you are located, and it may use this information to deliver search results it deems relevant to your interests based on this information. This process is called Web personalization. In this presentation, attendees will receive a basic overview of Web personalization, how it is different from customization, and the role it plays in determining what information we encounter on the Web. Common examples of how we participate in Web personalization (knowingly and unknowingly) will be demonstrated, and critiques of this technology will be presented.
Facebook in the Information Literacy Classroom: Framework and Strategies Donna Witek
Presenters: Donna Witek and Teresa Grettano
PaLA’s Teaching, Learning & Technology (TL&T) Round Table Spring 2012 Workshop, Harrisburg, PA, March 30, 2012
Description: It's a safe bet that the majority of our students are on Facebook. For students old enough to use the website, Facebook is reshaping what it means to find and use information. As librarians our knowledge of this shift can be leveraged in the information literacy classroom. In this presentation, attendees will learn the ways that Facebook as a tool is affecting our students' information seeking behaviors and practices. Using as a guide the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, the presenters will identify the conceptual links between Facebook's core functions and information literacy as defined by the Standards. They will then suggest ways in which these conceptual links can be co-opted by information literacy instructors seeking to reinvigorate the research process for their students ("using Facebook" to do so). Attendees will leave this presentation with concrete strategies, based on a conceptual framework, of how to use Facebook as a teaching tool in the information literacy classroom.
Rethinking Information Literacy: Classroom Evidence for Incorporating Student...Donna Witek
Presenters: Donna Witek (formerly Mazziotti) and Teresa Grettano
PaLA 2011, State College, PA, October 2-5, 2011
Abstract: In Spring 2011 the presenters, an English professor and an instruction librarian, designed and co-taught a course called Rhetoric & Social Media at The University of Scranton. The course goals included elements of traditional Information Literacy as well as goals unique to communication in online social media environments. Based on assessment of student work in meeting these course goals, this presentation will make the case for an updated definition of Information Literacy that takes into consideration the effects of social media practices on our students’ information seeking behaviors and processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
"If you love something, let it go": A Bold Case for Shared Responsibility for Information Literacy through Collaboration with Teaching Faculty
1. “IF YOU LOVE SOMETHING, LET IT GO”
A Bold Case for Shared
Responsibility for Information
Literacy through Collaboration
with Teaching FacultyDonna Witek and Teresa Grettano
The University of Scranton
Connecticut Information Literacy Conference,
June 13, 2014
2. Donna Witek, information literacy librarian
@donnarosemary
Teresa Grettano, rhetoric/composition professor
@tgrett
Slides: http://tinyurl.com/CTILC2014
#futureofIL
3. What does collaborative information
literacy instruction between librarians
and teaching faculty look like?
#futureofIL
4. PART I: THEORY
META + PEDAGOGY
meta-
meta-awareness
meta-literacy
metaliteracy
• ACRL Framework for IL
pedagogy
critical pedagogy
critical information literacy
#futureofIL
5. BUT FIRST: WHY?
strengthening relationship-based partnerships
sharing expertise between disciplines
sustainable IL programs & practices
shared assessment across programs & curriculum
student learning is deeper & transferable between contexts
#futureofIL
6. META-
Defining meta-
• μετά = ancient Greek for “after”
• evolved into “beyond, about”
metacognition = thinking about thinking
metaphysical = reality beyond the physical
metaliteracy = “literacy about literacy” (Mackey and Jacobson, Metaliteracy: Reinventing
Information Literacy to Empower Learners, 2014, p. 27)
Deeper level of abstraction about an object of study
• “metaland”
• “that’s so ‘meta’”
#futureofIL
7. META-AWARENESS
Defining “meta-awareness”
• Develop in students a “meta-awareness of why they do what they do with
information” that we labeled “meta-literacy”
Course goals for Rhetoric & Social Media (syllabus)
• Become aware of your online behavior, its reasoning and effects
• Develop more purposeful and effective practices in social network environments
Meta-awareness goes beyond literacy
• metacognition
• emotional intelligence
• lifelong learning
#futureofIL
8. META-LITERACY
Early conception of “meta-literacy” on Facebook
by Teresa Grettano and Donna Witek, presented at the
Georgia Conference on Information Literacy, October 1, 2010
See http://tinyurl.com/GAIL10
“…information literacy in the age of
social media requires a kind of
‘meta-literacy’ that previous
understandings of information literacy
did not: educators must teach
themselves and their students to be
critically aware of why they do what
they do with information, otherwise
the tools will make the decisions for
them” (p. 255).
(Witek and Grettano, “Information literacy on Facebook: an
analysis”, Reference Services Review 40.2, 2012)
#futureofIL
9. METALITERACY
the “metaliteracy core” as a “revision of the original
information literacy construct”
metacognition as a “permeable layer”
the “essential aspects of the original ACRL (2000)
standard definition” make up the next sphere
“mediation sphere” referencing “significant trends in
open and online learning”
“incorporate and use” expanded to include “produce
and share” and further to “collaborate and participate”
“a nonlinear, circular, and transparent framework” that is
flexible, open, and decentered
#futureofIL
Metaliteracy Model developed by Tom Mackey,
Trudi Jacobson, and Roger Lipera
Metaliteracy: Reinventing Information Literacy to Empower Learners (Mackey and Jacobson, 2014, pp. 23-25)
10. ACRL FRAMEWORK FOR IL
A framework for teaching and learning information literacy
• Heavily influenced by metaliteracy
• Emphasizes the “vital role of collaboration and its potential for increasing student
understanding of the processes of knowledge creation and scholarship.”
between students and their peers
between students and their instructors
between librarians and teaching faculty
• Threshold concepts as collaborative contact points
Troy Swanson, IL Framework Task Force Member: “. . . these concepts open a point of conversation
between faculty members and librarians. Since the new framework does not outline skills to teach,
but, instead, thresholds of understanding and dispositions for action, librarians and faculty can
explore how students develop as information literate learners within the curriculum. This is a move
past the one-shot session toward more meaningful pedagogical exchange” (emphases added).
#futureofIL
ACRL Framework for Information Literacy for Higher Education, Draft 1, Part 1, 2014, http://acrl.ala.org/ilstandards/
Swanson, “THE NEW INFORMATION LITERACY FRAMEWORK AND JAMES MADISON”, 2014, http://tinyurl.com/ILswanson
11. PEDAGOGY
Defining pedagogy
• παιδαγωγός = ancient Greek for “to lead a child”
• guiding or attending
• the art/science/profession/method/practice/function/work of teaching
Simply put, pedagogy is
• what content you teach and why (knowledge)
• how you teach this content and why this way and not others (methods)
• the goals of your instruction and why
• the purpose of education as a whole and why
#futureofIL
12. CRITICAL PEDAGOGY
Defining critical pedagogy
• studies power: functions, distribution, the construction of
• united in objectives—the interrogation and disruption of power—not in theory or
approaches
• empowering, problem-posing, liberatory, radical, progressive
• key people: Paulo Freire, Ira Shor, Henry Giroux , Peter McLaren
• theoretical background: Marxist, Frankfurt School, poststructuralist, postmodernist
Key concepts for teaching and collaboration:
• co-inquisitors, disrupts hierarchy in instruction
• praxis, both reflection and action, both critique and intervention
• conscientizacao or critical consciousness
#futureofIL
13. CRITICAL INFORMATION LITERACY
Defining critical information literacy (Elmborg)
• IL is “more than a set of acquired skills” but “the comprehension of entire system of
thought and the ways that information flows in that system” as well as “the capacity
to critically evaluate the system itself” (p. 196)
• Argues for librarians to “develop a critical practice of librarianship—a
theoretically informed praxis” (p. 198)
Connected to metaliteracy (Mackey and Jacobson)
• Metaliterate learners can “fill gaps in learning and develop strategies for
understanding” so “the learner is also a teacher and each individual is a
collaborative partner in the learning experience” (p. 13)
• “Metaliteracy is a critical perspective that raises questions about our pedagogical
assumptions and the linear ways we have been teaching information literacy” (p. 8)
#futureofIL
#critlib
http://tinyurl.com/critlibx
Elmborg, “Critical Information Literacy: Implications for Instructional Practice”, Journal of Academic Librarianship 32.2, 2006
Mackey and Jacobson, Metaliteracy: Reinventing Information Literacy to Empower Learners, 2014
14. PART II: PRAXIS
RHETORIC & SOCIAL MEDIA
200-level WRTG course
first offered as Special Topics course in Spring 2011
co-designed and co-taught by presenters
“situates traditional instruction in rhetorical theory/practice and
information literacy within social networks—specifically on
Facebook” (syllabus)
course goals include rhetorical theory/practice, traditional
information literacy, and metaliteracy
#futureofIL
Witek and Grettano, “Teaching metaliteracy: a new paradigm in action”, Reference Services Review 42.2, 2014
15. What does collaborative information
literacy instruction between librarians
and teaching faculty look like?
Opening question revisited…
#futureofIL
16. FACE-TO-FACE INSTRUCTION BY THE LIBRARIAN
Opportunities for the librarian to have direct encounters with students in
the classroom.
Examples: one-shot, two-shot, embedded, co-teaching, teaching
Rhetoric & Social Media: co-teaching
#futureofIL
17. REFERENCE INTERACTIONS &
ONE-ON-ONE RESEARCH APPOINTMENTS
Opportunities for the librarian to have direct encounters with students
outside of the classroom.
Examples: referred by instructor, self-directed by student, librarian
plugs self during face-to-face instruction
Rhetoric & Social Media: later iterations of the course
#futureofIL
18. ONLINE LEARNING OBJECTS & ENVIRONMENTS
The pedagogical use of online objects or platforms to deliver course
content or to facilitate learning.
Examples: tutorials, research guides, LMSs, social media platforms
Rhetoric & Social Media:
• Facebook (as object and secret group), then Twitter, Instagram, and Pinterest
• LMS: ANGEL (document management and formal communications w/ students;
Donna added to course in ANGEL)
#futureofIL
19. ASSIGNMENT DESIGN
The deliberate choices made by the instructor in relation to the
assignments given to students in the course; ideally, these choices are tied
directly and measurably to student learning outcomes.
Questions librarians should ask about the assignment as given:
• Is there an assignment prompt? Do you have it in your possession in advance of your
instruction to the students?
• What tasks (verbs) is the instructor asking students to do?
• How are the library’s resources, or information sources in general, named or
described by the instructor? Does it mention the library and/or the librarian at all?
#futureofIL
20. ASSIGNMENT DESIGN
Questions librarians should ask about the assignment as given (cont.):
• How realistic is the due date for the assignment?
• Is the assignment and/or librarian-led instruction occurring at the optimal time in
relation to the due date as well as to the introduction of the assignment?
• In what ways can these assignment elements be tweaked to further integrate and
develop information literacy in students through the activity of the assignment?
• What other questions can we ask about assignments?
Rhetoric & Social Media: co-designed every assignment
#futureofIL
21. COURSE GOALS/OBJECTIVES/OUTCOMES
The stated goals for the course; most often found on the course syllabus,
and sometimes referred to as “course objectives” or “student learning
outcomes for the course.”
Questions librarians should ask about the course
goals/objectives/outcomes:
• Do you have the syllabus? Are they listed on the syllabus?
• What word choice does the instructor make for describing them? Are they goals?
Objectives? Outcomes?
• Are they measurable? What kinds of verbs are used?
#futureofIL
22. COURSE GOALS/OBJECTIVES/OUTCOMES
Questions librarians should ask about the course
goals/objectives/outcomes (cont.):
• Do any goals call on skills, competencies, behaviors, knowledge, or dispositions that
are shared with information literacy?
• Can any be tweaked to better make the connection between the course and
information literacy?
Rhetoric & Social Media:
• six goals: two rhetorical theory/practice, two traditional information literacy, and
two metaliteracy
#futureofIL
23. DISCIPLINARY FRAMEWORKS
A framework for teaching and learning within a field or discipline
Examples:
• For list see slides 10 and 11 of Witek, “You Have Standards?”: Disciplinary
Frameworks as a Bridge to Collaboration, PA Forward Information Literacy Summit,
State College, 2013, http://tinyurl.com/PAFILS13
Rhetoric & Social Media: used the ACRL Standards (2000) and the
WPA Outcomes Statement (2000), and later the Framework for Success in
Postsecondary Writing (2011)
#futureofIL
Mazziotti and Grettano, “‘Hanging Together’: Collaboration Between Information Literacy and Writing Programs
Based on the ACRL Standards and the WPA Outcomes.”, ACRL 2011 Proceedings, http://tinyurl.com/ACRL2011paper
24. DISPOSITIONS TOWARD TEACHING &
LITERACY (IN OURSELVES)
We can work on our own dispositions and attitudes toward
collaborating with teaching faculty, toward our own instruction, and
toward our own discipline.
Collaborative dispositions to cultivate:
• selves as experts
• another’s ideas can always refine and make mine better
• being open to learning from and with students
• risk/vulnerability within collaborative partnership
• any others?
Rhetoric & Social Media: a critical pedagogy disposition
#futureofIL
25. TEACHING THE TEACHER
We, information literacy librarians, can teach faculty within the
disciplines how to teach information literacy, so we no longer need
to do it ourselves.
Opportunities to do this:
• discourse on campus
• curriculum committees and reform
• shared governance structures
• incentives, institutes, and faculty development programs
Rhetoric & Social Media: IL Stipend Program
• http://tinyurl.com/ILstipends
#futureofIL
26. WHAT TO LOOK FOR IN A FACULTY
COLLABORATOR
meta-aware of disciplinary history in relation to information,
literacy, and research methods
meta-aware of pedagogy
meta-aware of course goals/objectives/outcomes
meta-aware of student behaviors and abilities
#futureofIL