Navigating Our Way with the Framework for Information Literacy
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This document outlines an information literacy instruction session for first-year writing students. The session aims to have students brainstorm research questions, identify appropriate search tools, practice searching for sources, and use the search process to strategically explore their research topics. It maps the learning objectives to several frames from the ACRL Framework for Information Literacy, including Searching as Strategic Exploration and Scholarship as Conversation. It also notes that not every learning outcome needs to be formally assessed.
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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.
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The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Faculty Support: Shaping an Information Literacy Learning Activity Handbook
Topics:
- Information culture as part of a university strategic plan
- Process of creating an information literacy learning activity handbook
- Faculty IL support goal
- Learning exercises grouped by IL competences
ACRL Framework: Workshop for Reference & Instruction Librarians
ACRL's Framework for Information Literacy: A Workshop Held for Reference & Instruction Librarians at Harford Community College Library, June 2014
A framework-tasting-tilc-2015-pannabecker
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.
Librarians as doctoral researchers - Jane Secker & Mary Delaney
Librarians as doctoral researchers - Jane Secker & Mary DelaneyIL Group (CILIP Information Literacy Group)
Presented at LILAC 2016Does the research paper kill curiosity? Collaborating with faculty to support...
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Presented at LILAC 2016Flipping Out: Applying Flipped Classroom Principles to On-Board New Staff in ...
Presented as a poster at the Great Ideas session. For best results, download so you can enlarge.
Abstract: This poster explains how an E-Resources & Serials Acquisitions section incorporated flipped classroom principles into its training routine for new staff and graduate students, allowing new hires to come up to speed on complex tasks and workflows more quickly.
Bio: Megan Kilb is the E-Resources Librarian in the University Library at UNC-Chapel Hill. She’s held a variety of e-resources-related positions at UNC for 9 years now and holds a masters degree from SILS at UNC-Chapel Hill.
A graduate employability lens for the Seven Pillars of Information Literacy
Presentation to LILAC2016, in Dublin, 23/03/2016. This describes how information literacy contributes to employability. The presentation presents research on selected employability frameworks and on the relevance of information literacy on employment. It suggests five broad areas in which there is an alignment between graduate employability and information literacy, as a basis for this latest incarnation of SCONUL's Seven Pillars model
The Canadian Linked Data Initiative: Charting a Path to a Linked Data Future
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
Shaping Expectations: Defining and Refining the Role of Technical Services in...
From trial to implementation, technical services staff play an important role in shaping awareness of, and expectations for, new resources. Internally, technical services staff provide information and instruction to public services staff. Externally, they influence how new resources are integrated into the library website and other platforms. With appropriate “message control,” technical services staff can positively influence awareness of new resources while keeping everyone’s expectations in check.
During fall 2015, technical services staff at Georgia Southern University adopted a protocol for new resource rollouts that explicitly times and structures internal and external communications to ensure that all library staff are ready to support new resources as they go live. This protocol focuses on providing appropriate lead-time notifications to public services staff and “training the trainers” first, prior to releasing any external communications. Furthermore, this protocol integrates with activities of the library’s promotion committee, supporting smooth transition to public services promotion of new resources.
During this session, presenters will discuss this protocol in detail, with special emphasis on timing of internal and external communications, the importance of providing sufficient staff training and support materials early on, and the importance of maintaining objectivity and accuracy in all rollout communications and assets. Presenters will share protocol planning tools and worksheets, describe how these are integrated into implementation workflows, and engage participants in discussion about the role of technical services in new resource rollouts.
Presenters:
Jeff Mortimore & Debra Skinner
Zach S. Henderson Library
Georgia Southern University
PaLA JC common core presentation
Describes the PA Common Core standards, the PA Model Library Curriculum, and the ACRL Framework for Information Literacy in Higher Education
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Information Literacy Champions Transform Lives FLA 3_3_2016 Version 3
Information Literacy Champions Transform Lives FLA 3_3_2016 Version 3
ACRL's Framework for Information Literacy for Higher Education: Implications ...
ACRL's Framework for Information Literacy for Higher Education: Implications ...
The New Framework for Information Literacy for Higher Education
The New Framework for Information Literacy for Higher Education
The Future of Information Literacy in the Library: An Example of Librarian/Pu...
The Future of Information Literacy in the Library: An Example of Librarian/Pu...
Information Literacy: From Standards to Framework - An Overview for Digital H...
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Embracing Undergraduate Research; Creating the 'Arsenal'
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Faculty Support: Shaping an Information Literacy Learning Activity Handbook
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Shaping Expectations: Defining and Refining the Role of Technical Services in...
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Juggling a New Format with Existing Tools
The University of Northern Colorado Libraries have experienced a surge in streaming video requests in the past few years. Like others, UNC's Techical Services department has found new ways to manage procedures and workflows associated with this format. Since no two streaming video requests are the same, flexibility is required. This session will cover methods for handling: streaming video databases, licensed content ripped from DVD, firm orders, and multi-year streaming licenses. It will also discuss using existing tools, such as an ILS and ERM, to leverage content, track expiration dates, and manage various purchase types. These resources cross typical bounderies of monographs and serials, and therefore require more coordination throughout their lifecycle. The presenters will share their experiences and strategies, but will allow time for attendees to share any further tips and tricks from their libraries.
Jessica Hayden, University of Northern Colorado
Jennifer Leffler, Technical Services Manager, University of Northern Colorado
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Science, technology and critical thinking by joshua amponsem.
Science and its application evolved into technology but without critical thinking, these technological artifacts could destroy us. Read and get insight on the relation between science, technology and critical thinking.
Budowanie struktury organizacyjnej Smart MBC
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ดาวน์โหลดไฟลน์นี้ได้ที่ http://www.philosophychicchic.com
แนวคิดเรื่อง “สังฆะ” ของหมู่บ้านพลัม
ท่านติช นัท ฮันห์ เป็นหนึ่งในบุคคลผู้ริเริ่มนำพระพุทธศาสนาออกมาสัมพันธ์กับโลกสมัยใหม่อย่างมีพลัง ในยามที่บ้านเมืองเกิดศึกสงคราม ท่านเห็นว่าจุดยืนของพระพุทธศาสนามิได้อยู่ที่การสนับสนุนฝ่ายใดฝ่ายหนึ่งที่จับอาวุธห้ำหั่นกัน หากอยู่ที่การเสนอทางออกอย่างสันติ โดยมีความเมตตาต่อทั้ง ๒ ฝ่าย
ในขณะที่ผู้คนกำลังเดือดร้อนจากภัยสงครามและความยากจน ชาวพุทธไม่ควรเอาแต่นั่งภาวนาหรือแผ่เมตตาอยู่ในที่ของตน หากควรออกไปช่วยเหลือคนเหล่านั้น โดยพร้อมร่วมทุกข์ ร่วมสุขกับเขา แต่สิ่งที่ต้องทำควบคู่กับปฏิบัติการทางสังคม ก็คือ การเจริญสมาธิภาวนา เพื่อให้จิตบังเกิดความสงบ มีสติ เปี่ยมด้วยกรุณาและมีปัญญากระจ่างแจ้ง ทั้งนี้เพื่อให้เกิดทั้งประโยชน์ท่านและประโยชน์ตนอย่างแท้จริง
“สังฆะ” เกิดขึ้นเพื่อ เป็นชุมชนแห่งกัลยาณมิตรที่ประกอบด้วยพุทธบริษัท ๔ ที่มาร่วมกันปฏิบัติธรรม ขัดเกลาจิตใจของตนด้วยสิกขาบท และการเจริญสติ เป็นดั่งชุมชนที่คล้ายกับครอบครัว มีบรรยากาศของความเป็นพี่น้อง เพื่อนที่อบอุ่น และหวังดีต่อกันอย่างจริงใจ ด้วยความรัก ความเมตตา คอยช่วยเหลือและตักเตือนซึ่งกัน
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ดาวน์โหลดไฟล์นี้ได้ที่ www.philosophychicchic.com
สัทธรรมปุณฑริกสูตร (The Lotus of The True Law)
หัวข้อการนำเสนอ
- ความหมายแห่งสัทธรรมปุณฑริกสูตร
- ประวัติความเป็นมา
- วัตถุประสงค์ของคัมภีร์
- โครงสร้างและเนื้อหาโดยย่อของพระสูตร
- หลักธรรมที่สำคัญ
- นิกายต่างๆ ที่นับถือคัมภีร์สัทธรรมปุณฑริกสูตร
- อิทธิพลของสัทธรรมปุณฑริกสูตรที่มีต่อสังคม
วัตถุประสงค์ของสัทธรรมปุณฑริกสูตร
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With the recent adoption of the ACRL Framework academic librarians have the opportunity to reinvent and redesign their library instruction session. This presentation provides an overview of how to use the Framework to design one-shot library instruction sessions.Teaching & assessment with the acrl framework
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Social Web: (Big) Data Mining | ISS FSV UK | Charles University in Prague | Faculty of Social Sciences | Institute of Sociological Studies | bachelor’s course | JSB454 | summer semester 2014/2015
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https://ia377-feec-unicamp.github.io/classes/2023/03/09/Literature-Review.html
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Presenters: Mary Broussard, Joel Burkholder, Jeremy McGinniss, and Donna Witek
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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.
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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.
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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.
"Hanging Together": Collaboration Between Information Literacy and Writing Pr...
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...
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?
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
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...
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.
Information Literacy and Social Media: How Facebook is Changing Students’ At...
Presenters: Teresa Grettano and Donna Mazziotti
Faculty Research Seminar Series at The University of Scranton, Scranton, PA, September 30, 2011
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- 1. NAVIGATING OUR WAY WITH THE FRAMEWORK FOR INFORMATION LITERACY DONNA WITEK * THE UNIVERSITY OF SCRANTON @donnarosemary * donna.witek@scranton.edu Framework Unconference Virtual Panel PaLA CRD Connect & Communicate Series September 17, 2015 #acrlframework CC BY-NC-SA 4.0
- 2. First-Year Writing Spring 2015 3 sections, 2 instructors, 1-shot Assignments: researched argument OR researched proposed solution to an identified problem INSTRUCTIONAL CONTEXT #acrlframework By the end of this information literacy instruction session, students will: • Brainstorm research questions, search terms, and information types/formats related to their research topics • Identify search tools that match their information need(s) • Practice searching for and locating possible information sources for their research projects • Use the search process as an opportunity to strategically explore their research topics and questions CC BY-NC-SA 4.0
- 3. #acrlframework By the end of this information literacy instruction session, students will: • Brainstorm research questions, search terms, and information types/formats related to their research topics • Identify search tools that match their information need(s) • Practice searching for and locating possible information sources for their research projects • Use the search process as an opportunity to strategically explore their research topics and questions SEARCHING AS STRATEGIC EXPLORATION SCHOLARSHIP AS CONVERSATION INFORMATION CREATION AS A PROCESS RESEARCH AS INQUIRY MAPPING THE FRAMES CC BY-NC-SA 4.0
- 4. #acrlframework By the end of this information literacy instruction session, students will: • Brainstorm research questions, search terms, and information types/formats related to their research topics • Identify search tools that match their information need(s) • Practice searching for and locating possible information sources for their research projects • Use the search process as an opportunity to strategically explore their research topics and questions SKILLS / BEHAVIORAL DISPOSITIONAL / VALUE / ATTITUDE EXPANDING OUR (LEARNING) DOMAINS CC BY-NC-SA 4.0
- 5. #acrlframework TO MAP EVERY STAR (OR NOT) Image “Uncountable Stars” by James Wheeler (Flickr user james_wheeler) licensed CC BY-NC-SA 2.0 (license / summary) Not every worthy outcome is assessable... CC BY-NC-SA 4.0