Get fit for the ACRL framework - Pichel & van der Blaak
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Get fit for the ACRL framework - Pichel & van der Blaak
- 1. Get fit for the ACRL framework Applying the Jigsaw Method Jaro Pichel & Rogier van de Blaak 25.04.2019 LILAC 2019, Nottingham
- 2. Rogier W. van de Blaak @JaroPichel #lilac2019 #getfitfortheACRL Jaro Pichel @JaroPichel Educational Specialist & Researcher @ Maastricht University Specialist Education Support @ Vrije Universiteit Amsterdam
- 4. What to expect? 1. Gain an understanding of the new ACRL framework and how it can complement existing information literacy practices 2. Develop lesson plans, activities, or techniques to integrate the ACRL framework into educational practices 3. Experience first-hand a pedagogical method, which can be used to introduce the ACRL framework to your colleagues
- 8. Why frameworks or norms? Conversation with faculty Assessing IL skills Input for learning goals and activities Internal discussions ? ?
- 9. ACRL Standards ACRL Framework Standards (2000) Information = static Information literacy = checklist Yes/no Information literate Framework (2015) Information = dialogue, social construct Information literacy = lifelong learning Novice -> expert
- 10. The Six Frames Authority is Constructed and Contextual Information creation as a process Information has value Scholarship as an Conversation Research as Inquiry Searching as an strategic exploration
- 11. “Criticisms generally accept the Framework on its own terms and are concerned with its practicality, implementation, adaptability, and accessibility.” Beilin, 2015 “I worried about how I could rewrite student learning outcomes and revise assessment for my Viewpoint college’s entire curriculum (…)” Bombaro, 2016
- 12. What to do about it? GUIDE PARTNERSHIP BUILD LEARNING INTERVENTIONS CONTEXTUALI ZE
- 15. Send at least one person from your home group to each expert table
- 16. Expert Groups What are the main characteristics of each frame? Could you think of examples where students are confronted with this frame? How are you currently addressing/teaching these frames at your university? 12 min
- 17. Home Groups Each ‘expert’ reports their frame to the group Select at least two frames that you want to address in your lesson plan Read assignment & formulate a lesson plan 15 min
- 18. Add your lesson plan to: https://bit.ly/2v19Y XU
- 19. Format Description Pillar: Scholarship as an Conversation - Mapping Scholarly Conversation In this pre-research lesson, students create concept maps for topics that they are considering for research assignments. This allows them to formulate a clear and focused research question. Bachelor 2nd Year Estimated time: 25-35 minutes Materials needed: - White boards, poster-sized sticky notes, paper, or poster board - Example of a concept map Learning Goal - Student will develop a thoughtful and meaningful research question from a broad topic - Student will learn to recognize a well-thought-out research question facilitates the research and writing process Teaching and Learning Activities - Guidance: Showing students teachers concept map - Active learning: Let students draw their own concept map Formative Or Summative Assessment - Student’s peer-feedback their concept maps
- 20. Share your Lesson Example with us
- 21. Let’s have a chat Jaro Pichel, MSc Educational Specialist & Researcher at Maastricht University j.pichel@maastrichtuniversity.nl Jaro Pichel Rogier W. van de Blaak Specialist Education Support @ Vrije Universiteit Amsterdam r.w.vande.blaak@vu.nl Rogier W. van de Blaak
- 22. Beilin, I. (2014). Beyond the threshold: Conformity, resistance, and the ACRL Information Literacy Framework for Higher Education. In the Library with the Leadpipe. Retrieved from http:// www.inthelibrarywiththeleadpipe.org/2015/ beyond-the- threshold- conformity-resistance -and-the-aclr-information- literacyframework-for-higher-education. Bombaro, C. (2016) "The Framework is elitist", Reference Services Review, 44 (4), 552-563, https://doi.org/10.1108/RSR-08-2016- 0052.6 Reference list
Notas del editor
- A very warm welcome to our workshop get fit for the ACRL framework.
- Let me briefly introduce myself and my Dutch colleague and co-facilitator for today’s workshop. Jaro: At Maastricht University, I’m leading a university-wide education innovation project to identify where students struggle in using information in their learning process. And based on the empirical evidence, we are developing an information literacy bachelor’s programme. I also authored and co-authored internal publications around information literacy. As I am supervising and coaching students in their research project, I also started with a professional coaching programme myself. Rogier works as an specialist at the education support team at the Vrije Universiteit Amsterdam. One of his responsibilities is to harmonize the ACRL framework with existing information literacy efforts of the library. So, if you have questions about the challenges in integrating the framework, he is your man!
- Before we start, I would like to shortly set the stage. So, what can you expect from today? For this session we defined 3 learning goals. First we will leave you with a greater understanding of the ACRL framework. Second, you are going to develop your own learning interventions to integrate the ACRL framework And third, you experience first hand a constructivistic pedagogical method called “Jigsaw method”
- Of course the workshop is not only about Rogier and me. We will make us of an audience response tool to hear more about you. Please enter the URL on the right.
- You might wonder, why do we actually work with frameworks for information literacy education? Here are a few advantages that come with a framework. Improve conversations with teachers Helps in assessing the information literacy skills of students It creates an overview of topics that are addressed in the courses Provides input for learning goals and learningactivities Internal discussions with colleagues
- Alike the other frameworks, the ACRL took a major revision of their old standards in 2015/2016. Let’s first take a look how the standards differ from the framework. The concept of information, how it is presented in the old standards, is nowadays outdated. Information was considered as static. And today, with the influence of the internet and social media, we look at information very differently. Information is a result of interaction and dialogue, it is a social construct within the society. So, the way we look at information is different. The old standards view information literacy as a sort of checklist, you can tick the box what you have learned, then you are information literate. The framework views it as a continous learning process, a development from novice to expert.
- Here are the 6 frames listed (extensive delphi study). Earlier they were called threshold concepts. I don’t go in detail here. You will receive a more precise description for your assignments anyways. What I want to stress is that the frames as beautiful as they sound, also resulted in a lot of confusion and misunderstanding among academic librarians.
- One main critique point is based on the abstract threshold concepts, which are less prescriptive than clear learning outcomes. Many librarians, expressed their concerns to translate the rather abstract language of the framework into practical education.
- So what can we do about it? My tip: Don’t see the framework as something threatening. See it as an opportunity to rethink and update your information literacy education where necessary. See the 6 frames as an guide, collaborate with faculty teachers and information specialists to develop learning interventions adapted to your educational context. There are endless examples out there describing the benefits of a joint effort. In the end, faculty needs to feel equipped to teach information literacy within their curriculum. So go out and co-create worksheets, assignments, and lesson plans related to information literacy.
- And this is exactly what we are going to do today! Constructivistic: Learner is actively involved in constructing knowledge Collaborative learning: Learning occurs collectively by sharing and exchanging knowledge and ideas To build effective interventions we will make use of an cooperative learning method called JIGSAW. Don’t worry, you will not have to puzzle. But similiar to an jigsaw puzzle, each piece — each member on your table— is essential for the completion and full understanding of the final product. Still abstact? Let me explain you the details.
- We will follow three steps. First, you get two know your homegroup members Second, you come together in the expert groups and become knowledgeable about at least one frame of the ACRL framework. Third, the experts report their knowledge about the frame to the homegroup. Then, in the homegroup, you will work together on an case-assignment.
- Ask participants to look below their chair and take the assigned number Tell participants that expert tables are marked with a colour Each perspn responsible for one of the frames should be able to teach the others about the frame when coming back to the homegroup
- Explain assignment 2' - Each table focuses on one frame - Each table is provided with a short summary about the respective frame - Discussion on each expert table will be guided by reflection questions around the frame to become an ‘expert’ -What are the main characteristics of each frame? -Could you think of examples where students are confronted with this frame? -How are you currently addressing/teaching these frames at your university?
- Each ‘expert’ reports their frame to the group This can be done in 1 or 2 sentences Decide if you want to formulate a learning goal, a short learning lesson, or a learning activity etc. Refer to the examples from the Handout as inspiration Select at least two frames that you want to address in your lesson plan, learning activity etc. The lesson plan or learning activity can be send via email and will be later distributed to all workshop participants
- When you are done with your assignment please send your learning activitiy in a word/ppt/excel file to my e-mail. We will share the output to you next week. This will hopefully give you some inspirations for integrating the ACRL framework in your institution.
- Possible follow-up question: Was the ACRL framework supportive in designing these learning interventions? Thanks for your participation. Good luck with the implemntation of the ACRL framework at your institution!