ACRL’S FRAMEWORK FOR INFORMATION LITERACY FOR HIGHER EDUCATION T R U D I J A C O B S O N , C O - C H A I R A C R L I N F O R M A T I O N L I T E R A C Y S T A N D A R D S F O R H I G H E R E D U C A T I O N T A S K F O R C E W I T H T H A N K S T O C R A I G G I B S O N F O R S E L E C T E D S L I D E S
PRESENTATION OUTLINE Student nt R Research B h Beha haviors IL IL F Frame mework Go k Goals ls Thr hresho hold ld C Conc ncepts Majo jor E Ele leme ment nts o of t the he F Frame mework k Im Impli lications ns o of t the he F Frame mework k
LEARNERS IN TODAY’S INFO ENVIRONMENT Student nts a are o overwhe helme lmed, u , unc ncertain a n about “ “starting ng p point nts” f for academi mic r research h Student nts o often d n do no not u und nderstand nd t the he na nature a and nd s scope o of academi mic r research a h assignme nment nts Student nts r report b being ng c conf nfused a about t the he “ “open-e n-end ndedne ness” o of the he r research p h process—ho how t to kno know w whe hen t n to c conc nclu lude a an n assignme nment nt w witho hout p precise i ins nstructions ns? Ali lison H n Head, “ , “Proje ject Inf Informa mation L n Literacy: W y: Wha hat C Can B n Be L Learne ned a about t the he Inf Informa mation-S n-Seeki king ng B Beha havior o of T Today’s y’s C Colle llege S Student nts?” P Proceeding ngs of t the he A ACRL N Nationa nal C l Conf nferenc nce ( (2013), Ind , Indiana napoli lis, IN , IN, p , pp. 4 . 472-4 -482. .
LEARNERS IN TODAY’S INFO ENVIRONMENT Student nts u use “ “tried a and nd t true” t tools ls a and nd r resources ( (Go Google le, , Wiki kipedia, a , a s sma mall s ll set o of d databases) Student nts ma may no y not e expand nd t the heir r repertoire b because o of fami mili liar a assignme nment nt t typ ypes ( (stand ndard r research p h paper) Student nts c carry o y over t to c colle llege ma many o y of t the heir hi high s h scho hool l routine nes a and nd p practices f for r research h Ali lison H n Head, “ , “Proje ject Inf Informa mation L n Literacy: W y: Wha hat C Can B n Be L Learne ned a about t the he Inf Informa mation-S n-Seeki king ng B Beha havior o of Today’s y’s C Colle llege S Student nts?” P Proceeding ngs o of t the he A ACRL N Nationa nal C l Conf nferenc nce ( (2013), Ind , Indiana napoli lis, IN , IN, p , pp. 4 . 472-4 -482. .
LEARNERS IN TODAY’S INFO ENVIRONMENT Cont ntext The he s sing ngle le mo most i important nt mi missing ng e ele leme ment nt f for t today’s y’s le learne ners i in n becomi ming ng i inf nforma mation li n literate The “Big Picture” (summary, background, overview) Information Gathering (finding and securing relevant sources) Language (understanding the meaning of words) Situational (knowing the expectations of assignments, the surrounding circumstances) Ali lison H n Head, “ , “Proje ject Inf Informa mation L n Literacy: W y: Wha hat C Can B n Be L Learne ned a about t the he Inf Informa mation-S n-Seeki king ng B Beha havior o of T Today’s y’s Colle llege S Student nts?” P Proceeding ngs o of t the he A ACRL N Nationa nal C l Conf nferenc nce ( (2013), Ind , Indiana napoli lis, IN , IN, p , pp. 4 . 472-4 -482. .
THINKING ABOUT A NEW WAY OF FRAMING INFORMATION LITERACY Focus o on t n the he i inf nforma mation la n land ndscape Help lp s student nts t to u und nderstand nd t the he “ “why” y” Trans nscend nd p particula lar s ski kills lls a and nd r resources Focus o on t n the he hu huma man p n processes o of kno knowle ledge creation, s n, searchi hing ng, r , reporting ng, w , writing ng, , present nting ng . . . i . . . ins nstead o of ju just t the he a artifacts o of t the hese pr proce cesse sses s
GOALS FOR THE FRAMEWORK A flexible system of learning information literacy concepts that can be tailored to individual settings Recognizes the participatory, collaborative information environment: learners as content/ knowledge creators, not just consumers (Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL , 72 (1) 2011, pp. 62-78)
GOALS FOR THE FRAMEWORK • Importance of metacognition (thinking about one’s own thinking) (Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL , 72 (1) 2011, pp. 62-78) • Recognition of affective factors
EACH OF THE 6 FRAMES CONTAIN Threshold Concept with description Knowledge Practices/Abilities Dispositions
ONLINE SANDBOX Will c ll cont ntain a n a v variety o y of i imple leme ment ntation- n- rela lated r resources Cana nadian w n wiki ki ( (Ryerson U n U, U o , U of T Toront nto, , York U) k U) “ “for c colle llecting ng, s , sha haring ng a and nd keeping ng t the he c conversation g n going ng” ht http:/ ://try-2 -2014-a -acrl-f l-frame mework.w .wiki kispaces.c .com
http://www.organicgardening.com/learn-and-grow/design-pro-thresholds-passages
THRESHOLD CONCEPTS Early d ly decision t n to u use a as t the he u und nderpinni nning ng of t the he ne new F Frame mework k Based o on w n work e k ema mana nating ng f from t m the he U Uni nited King ngdom: M m: Meyer a and nd L Land nd, e , econo nomi mics For i inf nforma mation li n literacy, w , work b k by y Towns nsend nd, H , Hofer, , Brune netti a and nd S Sylv ylvia L Lu (who ho i is s speaki king ng t today) y)
THRESHOLD CONCEPTS A p passage t thr hrough a h a p portal o l or g gateway: y: gaini ning ng a a ne new v view o of a a s subje ject la land ndscape In Involv lve a a “ “rite o of p passage” t to a a ne new le level o l of und nderstand nding ng: a : a c crucial t l trans nsition n Require mo moveme ment nt t thr hrough a h a “ “li limi mina nal” l” s space whi hich i h is c cha halle lleng nging ng, u , uns nsettli ling ng, d , disturbing ng —whe here t the he s student nt ma may b y become me “ “stuck” k”
THRESHOLD CONCEPTS Transformative Integrative Irreversible Bounded Troublesome Hofer, Townsend, and Brunetti, 2012, 387-88, quoting Meyer and Land
IL THRESHOLD CONCEPTS Scho hola larshi hip i is a a C Conversation n Research a h as Inq Inquiry y Autho hority i y is C Cons nstructed a and nd C Cont ntextual l Informa Inf mation C n Creation a n as a a P Process Searchi hing ng i is S Strategic Informa Inf mation ha n has V Valu lue The he c conc ncepts w were i ident ntified t thr hrough a h an o n ong ngoing ng De Delp lphi hi s study b y being ng c cond nducted b by L y L. T . Towns nsend nd, , A. R . R. H . Hofer, S , S. L . Lu, a , and nd K K. . Brune netti, t , tho hough t h the he T Task F k Force ha has t taken s n some me o of t the hem i m in ne n new directions ns
FRAME: AUTHORITY IS CONTEXTUAL AND CONSTRUCTED Autho hority o y of i inf nforma mation r n resources i is d drawn f n from m the heir c creator’s ’s e expertise a and nd c credibili lity b y based o on t n the he inf nforma mation ne n need, a , and nd t the he c cont ntext i in w n whi hich t h the he inf nforma mation w n will b ll be u used. T . Thi his a autho hority i y is v viewed with a h an a n attitude o of i inf nforme med s skepticism a m and nd a an n openne nness t to ne new perspectives, a , additiona nal v l voices, , and nd c cha hang nges i in s n scho hools ls o of t tho hought ht. .
AUTHORITY IS CONTEXTUAL AND CONSTRUCTED Kno nowle ledge P Practices ( (Abili lities) Learne ners w who ho a are d develo loping ng t the heir i inf nforma mation li n literate a abili lities: De Define ne d different nt t typ ypes o of a autho hority s y such a h as s subje ject e expertise ( (i.e .e. . scho hola larshi hip), s , society p y position ( n (i.e .e. p . publi lic o office o or t title le), o , or s special l experienc nce ( (i.e .e. p . participating ng i in a n a hi historic e event nt). . Us Use r research t h tools ls a and nd ma markers o of a autho hority t y to d determi mine ne t the he c credibili lity o y of sources. u . und nderstand nding ng t the he e ele leme ment nts t tha hat mi might ht t temper t thi his c credibili lity. . Und nderstand nd t tha hat ma many d y discipli line nes ha have a ackno knowle ledged a autho horities i in t n the he sens nse o of w well kno ll known s n scho hola lars a and nd p publi lications ns t tha hat a are w widely ly cons nsidered " "stand ndard," ," a and nd y yet e even i n in t n tho hose s situations ns, s , some me s scho hola lars would ld c cha halle lleng nge t the he a autho hority o y of t tho hose s sources. .
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