1. Higher Education:
Assignments & Expectations
Cathy Mayer
Jennie Huizenga Memorial Library Director
Trinity Christian College

2. In a spirit of celebration…
Hi Professor,
I won't be in class tomorrow because I'm going
to the Cubs parade.
Kayla
Kayla,
I think what you meant to say is as a criminal
justice student, you are very interested in how
police handle large crowds. For this reason you
have decided to get first hand research seeing
the Chicago Police work with a large crowd. I
think it is very commendable that are you so
dedicated to criminal justice, that you are
spending your time and money to do this
important research. Please be safe. Dr. Connelly.
Source: http://www.clickondetroit.com/education/she-wanted-to-skip-class-for-the-cubs-parade-this-is-her-professors-response

3. Ecclesiastes 1:9 (NIV)
What has been will be again,
what has been done will be done again;
there is nothing new under the sun.

4. AASL Standards for the 21st Century Learner
 Common Core
AASL
 use an inquiry based research process (2.1.1)
 use strategies to draw conclusions and apply
knowledge (2.1.3)
 read, view, and listen for information
presented in any format (1.1.6)
 seek appropriate help when needed (1.4.4)
Common Core
 draw evidence form literary or informational
texts to support analysis, reflection, and
research(11-12.W.9)
 determine central ideas of a text (11-12.R.I.2)
 integrate and evaluate multiple sources
presented in different formats (11-12.R.I.7)
 consult references as needed (11-12.L.1.b)
Explore more via this Link to the crosswalk for AASL & CC
Primary Emphasis  Development of Critical Thinking Skills

5.  Framework for Information Literacy for
Higher Education
6 Frames
(alphabetically listed, no prioritization)
 Is Constructed and Contextual
 Information Creation as a Process
 Information Has Value
 Research as Inquiry
 Scholarship as Conversation
 Searching as Strategic Exploration
Replaces The Information Literacy
Competency Standards for Higher
Education (originally approved in
2000), which were rescinded by the
ACRL Board of Directors at the 2016
ALA Annual Conference
The Framework is organized into 6
frames, each consisting of:
- a concept central to information
literacy,
- a set of knowledge practices, and
- a set of dispositions.
Explore the
ACRL Framework

6. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new
questions whose answers in turn develop additional questions or lines of
inquiry in any field.
Experts see inquiry as a process that focuses on problems or questions in a discipline or
between disciplines that are open or unresolved. Experts recognize the collaborative effort
within a discipline to extend the knowledge in that field. Many times, this process includes
points of disagreement where debate and dialogue work to deepen the conversations
around knowledge. This process of inquiry extends beyond the academic world to the
community at large, and the process of inquiry may focus upon personal, professional, or
societal needs. The spectrum of inquiry ranges from asking simple questions that depend
upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine
research questions, use more advanced research methods, and explore more diverse
disciplinary perspectives. Novice learners acquire strategic perspectives on inquiry and a
greater repertoire of investigative methods.

7. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new
questions whose answers in turn develop additional questions or lines of
inquiry in any field.
Knowledge Practices
Learners who are developing their information literate abilities:
 formulate questions for research based on information gaps or on reexamination of existing, possibly
conflicting, information;
 determine an appropriate scope of investigation;
 deal with complex research by breaking complex questions into simple ones, limiting the scope of
investigations;
 use various research methods, based on need, circumstance, and type of inquiry;
 monitor gathered information and assess for gaps or weaknesses;
 organize information in meaningful ways;
 synthesize ideas gathered from multiple sources;
 draw reasonable conclusions based on the analysis and interpretation of information.

8. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new
questions whose answers in turn develop additional questions or lines of
inquiry in any field.
Dispositions
Learners who are developing their information literate abilities:
 consider research as open-ended exploration and engagement with information;
 appreciate that a question may appear to be simple but still disruptive and important to research;
 value intellectual curiosity in developing questions and learning new investigative methods;
 maintain an open mind and a critical stance;
 value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research
process;
 seek multiple perspectives during information gathering and assessment;
 seek appropriate help when needed;
 follow ethical and legal guidelines in gathering and using information;
 demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).

9. …this Framework draws significantly upon the concept of
metaliteracy,7 which offers a renewed vision of information
literacy as an overarching set of abilities in which students are
consumers and creators of information who can participate
successfully in collaborative spaces.8 Metaliteracy demands
behavioral, affective, cognitive, and metacognitive
with the information ecosystem.
Excerpted from Introduction of the Framework for Information Literacy for Higher Education
*Emphasis Added*

10. Knowledge Practices
+ Dispositions
Demonstrated Understanding
of Critical Thinking Skills
Cathy’s Interpretation of the ACRL Framework

11. Ecclesiastes 1:9 (NIV)
What has been will be again,
what has been done will be done again;
there is nothing new under the sun.
Demonstrated Understanding of
Higher Order Thinking Skills is Observed in:
AASL Standards for 21st Century Learner
Common Core Standards

12. AASL Standards Framework for
Information Literacy for Higher Education
AASL
 use an inquiry based research process (2.1.1)
 use strategies to draw conclusions and apply
knowledge (2.1.3)
 read, view, and listen for information
presented in any format (1.1.6)
 seek appropriate help when needed (.4.4)
ACRL
 deal with complex research by breaking
complex questions into simple ones, limiting the
scope of investigations (Research as Inquiry-
KP)
 value intellectual curiosity in developing
questions and learning new investigative
methods; (Research as Inquiry – D)
 recognize that authoritative content may be
packaged formally or informally and may
include sources of all media types (Authority is
Constructed & Contextual –KP)
 seek appropriate help when needed (Research
as Inquiry –D)
Key: KP = Knowledge Practice, D= Disposition

13. Authority Is Constructed and Contextual
Prof. Holly Aungst, Assistant Professor of Physical Education
“Students are expected to research, present, and engage in
discussion on topics related to incorporating physical
movement into their lifestyle. I encourage them to make the
process personal because the habits they set can have
implications on their health and academic success.
I’ve found many students are fearful of presenting and
engaging in discussions. They also seem to get stuck if they
can’t simply “Google” a solution.”
Knowledge Practice: Learners who are developing their
information literate abilities acknowledge they are developing
their own authoritative voices in a particular area and
recognize the responsibilities this entails, including seeking
accuracy and reliability, respecting intellectual property, and
participating in communities of practice.

14. Research as Inquiry
Dr. John Fry, Professor of History
“Why don’t my students already know how to make an
argument based on evidence?
This involves knowing what a thesis is, how to support a
thesis with points, and how to support points with some
kind of evidence from a source. I have the idea that
students should have done this at some point during
high school, but I have many students that don’t really
know how to do it. So I try to teach it as well as I can.”
Knowledge Practice: Learners who are developing their
information literate abilities monitor gathered information and
assess for gaps or weaknesses; organize information in
meaningful ways; and synthesize ideas gathered from multiple
sources.

15. Information Creation as a Process
Dr. Deborah Windes, Associate Professor of Business
“I’m surprised students don’t know how to write a
professional email. They don’t seem to understand why
they shouldn’t start an email by writing, “Hey Professor.”
Also, I’d like to see them start college with a clear
understanding of how to format an e-mail: using a
meaningful subject line– not leaving it blank; using
“Dear” and “Sincerely” in their correspondence; and
breaking apart ideas into separate paragraphs.”
Knowledge Practice: Learners who are developing their
information literate abilities develop, in their own creation
processes, an understanding that their choices impact the
purposes for which the information product will be used and
the message it conveys.

16. Information Has Value
Prof. Christine Scholma,
Assistant Professor of Special Education
“I find that my students struggle
with citing information properly
and understanding plagiarism. If it
didn't come from your head-- cite
it!”
Knowledge Practice: Learners who are developing their information
literate abilities give credit to the original ideas of others through
proper attribution and citation.

17. Searching as Strategic Exploration
Dr. Shaniqua Jones, Director of Community Engagement & Diversity
In SWK 370 [Community Social Action Policy
Course] students were tasked with electoral
advocacy in Fall 2016. They developed plans
for promoting voter registration and
equipped voters with information in order to
encourage thoughtful civic engagement.
Knowledge Practice: Learners who are developing their information
literate abilities match information needs and search strategies to
appropriate search tools.

18. Dr. Mackenzi Huyser, Executive Director of Chicago Semester
“Students in the Chicago Semester program are
required to prepare a learning contract in advance of
site placement. This involves researching the
organization where they will work and identifying
learning goals.
During their time at Chicago Semester, students work
with professionals to better understand the implications
of their academic study in work settings.”
Scholarship as Conversation
Knowledge Practice: Learners who are developing their
information literate abilities cite the contributing work of others in
their own information production; and identify the contribution
that particular articles, books, and other scholarly pieces make to
disciplinary knowledge.

19. Works Consulted
Framework for Information Literacy for Higher Education. (2016, January 11). Retrieved
November 03, 2016, from http://www.ala.org/acrl/standards/ilframework
Crosswalk of the Common Core Standards and the Standards ... (2011). Retrieved
November 3, 2016, from
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/commoncorec
rosswalk/pdf/CrosswalkEnglishAllGrades.pdf
Math & Science “Freebies” Up Next 

20. Are students allowed to use calculators?
Yes, but…
Dr. Sharon Robbert
Professor of Mathematics
“I require students to show all of
their work. I’m interested in what
they’re thinking, NOT simply in
making sure they can get the right
answer.”

21. What lack of skills mastery surprises you?
Dr. Mike Bosscher
Assistant Professor of Chemistry
“Algebra… specifically problems that
requires students to identify
conversions in measurement.”

22. Example Problem from CHEM 101 or 103:
Convert 12 g of carbon into moles of carbon.
 Explanation of the Problem: Students learn how to use conversion factors, like atomic mass, in Chemistry
101 or 103. However, even students who identify that they must use the conversion factor (in this case
12.011 g / mol) often struggle to identify whether the number must be multiplied or divided to give units
of moles. For this particular problem– it must be divided.
When students incorrectly set up the problem, they often cannot predict the resulting unit. For example,
a number with units of grams times 12.011 g/mol gives units of g2/mol, but some students struggle to
carry out the arithmetic to see this.
 Mike’s Suggested Solutions: Emphasize units and dimensional analysis in science. In math courses,
direct application of algebra on conversion factors may reinforce these concepts while also giving a
concrete set of applications for students.