scholarly journals Loaded questions: The Framework for Information Literacy through a DEI lens

2020 ◽  
Vol 81 (8) ◽  
pp. 382
Author(s):  
Karin Heffernan
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Strategic Plan ◽  
Threshold Concepts ◽  
Knowledge Practices ◽  
Diverse Individual

Just after our university published its Diversity, Equity & Inclusion (DEI) Strategic Plan, I found myself driving home from the “Engaging with the ACRL Framework” Roadshow. My head was full of converting knowledge practices into learning outcomes when the frames began to emerge through a DEI lens, and threshold concepts became questions. The very asking of a question inherently invites diverse, individual perspectives. Published before current higher education DEI efforts, the Framework prompts us to ask questions and pursue answers, especially from unheard or systemically silenced voices. It encourages us to challenge elitism, racism, sexism, ableism, and biases within the entire information ecosystem.

scholarly journals Applying the Framework as a reflective tool: A teacher learner perspective

2018 ◽  
Vol 79 (8) ◽  
pp. 416
Author(s):  
Ethan Pullman
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information Literacy ◽  
Threshold Concepts ◽  
Self Reflection ◽  
Knowledge Practices ◽  
Learner Perspective ◽  
Troublesome Knowledge

If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3

scholarly journals Cross-country librarying

2020 ◽  
Author(s):  
Gunhild Austrheim
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Degree Programme ◽  
Cross Country

Since 2012 all students in higher education in Norway have had learning outcomes related to finding, evaluating and using information in their study work. All degree programmes have these learning outcomes in their study plans and all library teachings in information literacy are related to these learning outcomes.  HVL is the result of a merger between three institutions, all with libraries, and librarians that teach. The study portfolio of the former institutions were quite similar, nonetheless,  it turned out our library teaching offers varied from one degree programme to the next, and from one campus to the next. We needed to unify our practices across the institution. How could we achieve this across geography, tradition and work cultures? We have worked on the content of our teaching, the competency of our staff and our methods of collaboration with faculty, hoping that taken together this will be a magic mixture for our students’ information literacy.

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

scholarly journals Using “threshold concepts” as a framework for teaching information literacy

2020 ◽  
Author(s):  
Veronica Alfredsson ◽  
Tobias Pernler
Keyword(s):  
Higher Education ◽  
Tacit Knowledge ◽  
Information Literacy ◽  
Round Table ◽  
Research Process ◽  
Threshold Concepts ◽  
Information Economy ◽  
Systems Research ◽  
Free Resource ◽  
Form Part

We would like to explore the idea of threshold concepts as a framework for information literacy (IL) instruction in a higher education setting. Threshold concepts are central to a discipline; difficult to learn, but once understood, impossible to “unlearn”. They are implicitly incorporated in practitioners’ day-to-day work, and form part of the tacit knowledge in a profession. Threshold concepts are thus both taken for granted and difficult to teach; they have become so internalized by the expert that it is easy to forget that they were actually learned at some point. This could lead to a failure in appreciating how hard the concepts can be to master for the novice.  According to Hofer, Hanick & Townsend (2018), possible threshold concepts relevant to IL-instruction are: authority; format; information commodities; organizing systems; research process. As we came across these ideas, we asked ourselves how teaching librarians could utilize this approach when helping students cross the IL thresholds. For example, when teaching how to check the authority of a source, how do we help students handle the distinction between trust and truth? When promoting the library as a free resource, how can students understand the information economy?  Starting with a brief presentation of the idea of threshold concepts, and an introduction to the IL-specific concepts, we would like to invite the round table participants to reflect upon their own approaches when teaching IL. The discussion will be structured around questions such as: What concepts do you normally find students have difficulties grasping? When did you yourself master those concepts? How did that happen? How can that understanding help you as a teacher to facilitate your students’ learning of the concepts?  Possible outcomes of the discussion may entail new didactic ideas, as well as tentative new IL-related threshold concepts. 

scholarly journals CREATE: Adapting the Framework to Studio Art disciplines

2017 ◽  
Vol 78 (10) ◽  
pp. 554 ◽  
Author(s):  
Amanda Meeks ◽  
Larissa Garcia ◽  
Ashley Peterson ◽  
Alyssa Vincent
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Studio Art ◽  
Library Instruction ◽  
Artistic Practice ◽  
Knowledge Practices ◽  
Subject Specialist

Because of its emphasis on knowledge practices and dispositions over prescriptive skills, the ACRL “Framework for Information Literacy for Higher Education” resonates with subject specialist librarians who may have found it difficult to apply the ACRL “Information Literacy Competency Standards for Higher Education” to their particular programs. For example, the research and corresponding library instruction that supports Studio Art coursework and artistic practice often looks very different from the methods used to conduct scholarship in other disciplines.

scholarly journals Book Review: Not Just Where to Click: Teaching Students How to Think about Information

2015 ◽  
Vol 55 (2) ◽  
pp. 171
Author(s):  
Pamela Louderback
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Assessment Instruments ◽  
Knowledge Practices ◽  
Literacy Standards

Fifteen years ago, information literacy standards brought information literacy into higher education conversations and advanced the library field. ACRL’s current revision of Framework for Information Literacy for Higher Education provides further direction for contextualizing and integrating information literacy into the curriculum and offers a deeper understanding of the knowledge practices and dispositions that an information-literate student should develop. With this in mind, Not Just Where to Click provides recommendations to help librarians develop appropriate resources, practices, and assessment instruments for information literacy.

scholarly journals Book Review: The Fun of Motivation: Crossing the Threshold Concepts

2020 ◽  
Vol 59 (2) ◽  
pp. 135
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Library Instruction ◽  
Threshold Concepts ◽  
Information Research ◽  
New Curricula ◽  
New Framework ◽  
Student Instructor

When ACRL officially adopted the Framework for Information Literacy for Higher Education in 2016, fun was not a word many librarians would associate with this new Framework, as it required new ways of incorporating information literacy concepts and skills into library instruction sessions. Instead of strict standards, the Framework interconnects ideas and concepts about information, research, and scholarship that will allow the student, instructor, and librarian greater flexibility in developing new curricula.

scholarly journals Book Review: Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians

2015 ◽  
Vol 55 (2) ◽  
pp. 172
Author(s):  
Ann Agee
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Contextual Information ◽  
Literacy Skills ◽  
Lesson Plans ◽  
Threshold Concepts ◽  
Core Concepts ◽  
Information Literacy Skills ◽  
Teaching Information

Finalized in early 2015, the Framework for Information Literacy for Higher Education was created by ACRL to provide a roadmap for librarians working to reimagine their approach to information literacy. The Framework seeks to move what librarians teach from the “how” of information literacy skills to the “why” of information creation and use. This is where “threshold concepts” enter in as the six core concepts identified in the Framework as the key to students’ information literacy: Scholarship as Conversation; Research as Inquiry; Authority is Constructed and Contextual; Information Creation as a Process; Searching as Strategic Exploration; and Information has Value.

scholarly journals Reflection for learning: understanding the value of reflective writing for information literacy development

2012 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
Author(s):  
Pamela McKinney ◽  
Barbara A Sen
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Business Intelligence ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Reflective Writing ◽  
Writing Assessments ◽  
The University

Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

scholarly journals Information Literacy in Nova Scotia: Systematic Mapping of High School Learning Outcomes

2021 ◽  
Author(s):  
Cora-Lynn Munroe-Lynds
Keyword(s):  
High School ◽  
Nova Scotia ◽  
Learning Outcomes ◽  
Information Literacy ◽  
School Curriculum ◽  
Future Research ◽  
Threshold Concepts ◽  
High School Curriculum ◽  
Research Libraries ◽  
School Learning

Information literacy has never been more important for the functioning of the democratic process, and for autonomy over one’s decisions. The Association for College and Research Libraries (ACRL) created a framework for information literacy, which lists six threshold concepts that an information literate individual possesses. This paper seeks to identify information literacy embedded in the Nova Scotia high school curriculum learning outcomes. Information literacy threshold concepts were mapped in the learning outcomes using qualitative coding. Findings from this study will reveal strengths and weaknesses in IL competencies in the Nova Scotia high school courses. This study also provides recommendation for future research.

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