This document discusses reinventing library instruction using the ACRL Framework. It begins by comparing the previous ACRL Standards to the new Framework, noting the Framework focuses on knowledge-based learning through six conceptual frames rather than skills checklists. It then explains the characteristics of threshold concepts and how the Framework provides new opportunities for more flexible, collaborative instruction emphasizing discovery and higher-level thinking. Examples are provided for designing one-shot instruction sessions around student assignments and specific frames using backward design and formative assessment techniques. Specific examples demonstrate applying frames in classes like psychology research methods, marketing research, and criminal justice.

1. Re-Inventing Library Instruction
With the
ACRL Framework
Diane Fulkerson
University of South Florida Sarasota-Manatee
COMO Athens, GA
October 6, 2016

2. Standards vs.Framework
ACRL Standards for Information Literacy
Five Standards
22 Performance Indicators
90 Learning Outcomes
ACRL Framework for Information Literacy
Six Frames
45 Knowledge Practices
39 Dispositions

3. Threshold Concepts
“A threshold concept can be considered as akin to a portal, opening up a new
and previously inaccessible way of thinking about something.”
--Meyer & Land
Photo by IPBrian (CC BY-NC-SA 2.0)

4. Threshold Concept Characteristics
Transformative--causes a shift in perspective
Irreversible--once learned cannot be unlearned
Integrative--unifies facts/lessons/concepts
Bounded--defines the boundaries of a particular discipline
Troublesome--counter-intuitive

5. What’s the Difference
Standards
Focused on discrete skills
Checklist of skills for library instruction
Framework
Focus on knowledge based/transformative learning
Adapt to institutional needs
Collaborate with faculty
Use one Frame or combine Frames

6. ACRL Standards Rescinded
ACRL Standards rescinded June 2016
Where do we go from here?
Do we have to use the Framework?
New opportunities

7. New Opportunities
Less is more
Flexibility
Decrease emphasis on skills
Knowledge based learning/discovery
Improved one-shot classes
Collaboration with faculty
Explore your options

8. One-Shots
Photo by Kwansiripat (CC BY-NC 2.0)

9. Creating One-Shots
Use course assignments/syllabus
Determine appropriate frame or frames
Identify desired outcomes
Use Knowledge Practices/Dispositions
Develop materials--including worksheets
Create assessment methods
Formative, summative or a combination

10. Instructional Design
Understanding by Design (UbD) (Wiggins and McTighe, 2000)
Also known as Backward Design
Start with desired results (learning outcomes)
Select one or more frames
Learning outcomes align with Frame and assignment

11. Instructional Design
Develop assessment
Worksheets
One-minute paper
Class discussion
Create instructional materials/learning objectives

12. Stages of Understanding by Design
Stage 1: Desired results based on essential questions
Stage 2: Evidence of student ability to…
Stage 3: Learning activities need to...

13. Instructional Design
Focus on the “stuck places”
Engaging and relevant
Use course assignment/project
Work with faculty
Improve design of instructional materials
Bigger picture--think outside the box

14. Instructional Design
Use a template
Template Examples
http://slulibrary.saintleo.edu/framework
http://ulinstructors.web.unc.edu/ilbd-template/

15. Performance Assessments
Research log
Reflective writing
Self or Peer evaluations
Open-ended questions
Worksheets
Discussion
Concept map

16. Assessment
Two questions to ask when developing assessment
How will you know students achieved the outcome?
How will students demonstrate they achieved it?

17. Examples
Using the Frames
In
One-Shot Classes

18. Psychology Research Methods Class
Student assignment:
Research paper with literature review
Frames selected:
Research as Inquiry
Scholarship as Conversation
In class activity
Find one or two articles about their topic
Use literature review matrix to synthesize main ideas

19. Hospitality Management
Student assignment:
Develop a HR recruitment plan for a local resort
Frame selected:
Searching as Strategic Exploration
In class activity answer two questions
What do they know about the resort’s current recruitment practices?
Where will you find the information and what types of information will you need?

20. Marketing Research
Student assignment focused on re-launching a failed product
Assignment requires them to create an infographic for the product
Frame(s) selected:
Information Creation as Process
Searching as Strategic Exploration
In class activity: Evaluate an infographic for an existing product or service
Determine information need for project
Resources to create an infographic

21. Physics Class
Student assignment:
Develop a physics research question based on surroundings @ Mote Marine
Create a presentation and paper similar to Science article
Frames selected:
Information Creation as a Process
Research as Inquiry and/or Searching as Strategic Exploration
In class activity used popular media to find primary scientific sources

22. Public Speaking Class
Student assignments: five speeches & a special topics paper
Students must cite sources used in their assignments
Frame selected: Information Has Value
In class activity
Create citations for different sources
Used different online citation tools
Discussed the limitations of online tools

23. ISS Special Topics Class
Student assignment: research paper on class topic of domestic violence
Frames selected:
Authority is Constructed and Contextual
Information Creation as a Process
In class activity
Students worked in groups to identify bias in different sources
Worksheet with questions to identify bias

24. Criminal Justice Research Methods
Student assignment: develop a research proposal
Project includes an annotated bibliography
Students need 10 scholarly/peer-reviewed articles
Frames selected:
Scholarship as Conversation
In class activity
Students wrote an annotation for an article (articles were provided by librarian)

25. Thank You!
Questions, Comments, or Concerns
Contact Information
Diane Fulkerson
dfulkerson@sar.usf.edu