talk at UNCOIL Workshop, Bizzell Library, University of Oklahoma, July 2015

2. 
AreWe All Framers Now?
Betsy Van der Veer Martens
School of Library & Information Studies
University of Oklahoma

3. From Google’s Ngram Viewer

4. Welcome to My One-Shot!!
 Becoming the Book Professor, and Beyond: a brief
history of academic library instruction since Emerson’s time
 Omniscience and the One Box: the impact of scholarly
specialization among research faculty as well as the increase
in both the number and variety of scholarly publications on
academic library instruction efforts
 The Faculty and the Framework – Crossing Those Thresholds:
do we speak the same language when it comes to keywords
and concepts?

5. Timeline for thisTopic
 1840 –1929 The Robber Barons and The Book Professors
 1930 – 1979 The Bibliographic Bubble
 1980 – 2010 Computing the Value of Information LIteracy
 2010 –2015 Making Meta-Literacies

6. Quote fromThomas Carlyle, 1840

7. Quote from Emerson, 1840

8. “Professors of Books”

9. First ALA Conference, Philadelphia, 1876

10. Melvil Dewey, 1876

11. JustinWinsor, 1876
Harvard University Library

12. Reuben Guild, 1876

13. Samuel Swet Green,
1876

14. Otis H. Robinson, 1876
University of Rochester LIbrary

15. William Poole, 1881
An Alphabetical Index to Subjects Treated in the Reviews and Other
Periodicals, to Which No Indexes Have Been Published (1848),

16. Raymond Davis, 1886
University of Michigan
Library

17. Azariah Root, 1890
Oberlin College Library

18. Ernest Cushing Richardson, 1916
Princeton University Library

19. Training for LibraryWork:
Bibliography & Economy
Simmons College

20. Edwin Osgood Grover, 1926

21. William Stanley Hoole, 1936

22. Vannevar Bush, 1945

23. Jesse Shera, 1952

24. Eugene Garfield, 1955

27. ACRL “Standards for College Libraries” 1959

28. Elonnie Julius (E.J.) Josey, 1962

29. The “Generic Book”

30. The “Library-College”

31. RobertTaylor, 1966

32. Sanford Berman, 1971

33. From Paul Zurkowski’s “Information Literacy” document, November, 1974

34. From Paul Zurkowski’s “Information Literacy” document, November, 1974

35. College Library Standards, 1975

36. January,
1977

37. November,
1976
Journal of
Academic
Librarianship

38. “A Nation at Risk”, 1983

39. Patricia Breivik, 1989

40. The “User-Centered Revolution”
Diane Nahl

41. ACRL 1989 Information Literacy Report
“Because of the rapidly shrinking half-life of information. . . [t]o any thoughtful person, it
must be clear that teaching facts is a poor substitute for teaching people how to learn,
i.e., giving them the skills to be able to locate, evaluate, and effectively use information
for any given need. What is called for is not a new information studies curriculum but,
rather, a restructuring of the learning process. Textbooks, workbooks, and lectures must
yield to a learning process based on the information resources available for learning and
problem solving throughout people's lifetimes--to learning experiences that build a
lifelong habit of library use. Such a learning process would actively involve students in
the process of:
knowing when they have a need for information
identifying information needed to address a given problem or issue
finding needed information and evaluating the information
organizing the information
using the information effectively to address the problem or issue at hand.”

42. Information Literacy Standards, 200o
An information literate individual is able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the
use of information, and access and use information ethically and
legally

43. ACRLTask Force Charge, 2011

44. The scholarly information ecosystem
Can be seen at: http://studysites.sagepub.com/sanky/

45. The “Fishscale Model” of Omniscience
 Introduced by social scientist Donald Campbell in a 1969
paper of that name
 His critique was that individual researchers focus on very
small niches within their disciplines in order to make their
discoveries but that, idealy, each “scales” up and out into a
broader body of knowledge
 Celebrated “relevance” theorist Tefko Saracevic recently
reiterated that expanding interdisciplinarity today benefits
from “big picture” thinking by everyone, not just “big data”
capabiilties by individual scientists

46. Information Literacy Framework
for Higher Education
 Authority is Constructed and Contextual
 Information Creation as a Process
 Information Has Value
 Research as Inquiry
 Scholarship as Conversation
 Searching as Strategic Exploration

47. Research as Inquiry

48. Searching as Strategic Exploration

49. Information HasValue

50. Authority is Constructed and Contextual

51. Information Creation as a Process

52. Scholarship as Conversation

54. Trudi Jacobson andTom Mackey

55. Barbara Fister

56. Carol Kuhlthau

57. Troy Swanson

58. Ian Bellin

59. Megan Oakleaf

60. Kim Leeder Reed

61. Carolyn Gardner

62. Benjamin Harris

63. Threshold Concepts
Transformative: cause the learner to experience a shift in perspective
Integrative: bring together separate concepts (often identified as
learning objectives or competencies) into a unified whole
Irreversible: once grasped, cannot be un-grasped
Bounded: may help to define the boundaries of a particular discipline,
are perhaps unique to the discipline
Troublesome: usually difficult or counterintuitive ideas that can cause
students to hit a roadblock in their learning

64. Amy Hofer

65. Threshold Concepts and the ACRL

66. AssessingThreshold Concepts?
Transformative: how could this subjective reaction be assessed by librarians?
Integrative: how could this broader level of comprehension be assessed by
librarians?
Irreversible: how could this internal state of knowledge be assessed by
librarians?
Bounded: how could the role of this internal/external limitation be assessed by
librarians?
Troublesome: how could this affective reaction be assessed by librarians?

67. Threshold Concepts
in LIS Education?

68. Threshold Concepts
in LIS Education?

69. 
So… are we all framers now?
Let’s find out!!!!
This presentation is available on Slideshare:
http://www.slideshare.net/DocMartens