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Luis Gaona

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PA Forward Information Literacy Summit, July 24, 2013, State College, PA Abstract: Collaboration between academic librarians and teaching faculty thrives when it is built on shared goals. The ACRL Information Literacy Competency Standards for Higher Education outline the goals of information literacy instruction and provide librarians a framework within which to develop in students a disposition toward curiosity, inquiry, and learning how to learn. The disciplines whose faculty we aim to collaborate with also operate within frameworks that articulate what a student studying in that field should know and be able to do. This presentation will make a case for drawing on these disciplinary frameworks as a valuable resource for both understanding the goals our colleagues in other disciplines have for their students and becoming proficient in the vocabulary and language of the disciplines we seek to partner with in information literacy instruction. The presenter will offer her own experience of building a successful collaboration with a writing professor colleague at her institution based on the areas of overlap and complement identified in the ACRL Standards framework and the framework utilized in the discipline of writing and composition, the WPA Outcomes Statement for First-Year Composition. Methods for both identifying and reading the frameworks of other disciplines will be modeled by the presenter. Participants will then put these methods into practice by working in groups to read a framework in a discipline other than LIS and make connections between it and the ACRL Standards framework. Participants will leave the session with multiple strategies for how to use these connections to facilitate and/or enhance collaboration with faculty.

"You Have Standards?": Disciplinary Frameworks as a Bridge to Collaboration

Donna Witek

Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE. Presenters: Donna Witek and Teresa Grettano Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.

"If you love something, let it go": A Bold Case for Shared Responsibility for...

Donna Witek

Corporate/Passive Asset Transfer

aaronmacd

Presenters: Donna Witek, Danielle Theiss, and Joelle Pitts ACRL 2015, March 25-28, 2015, Portland, OR Abstract: As ACRL approaches its 75th year, a national conversation about information literacy has been sparked by the new ACRL Framework for Information Literacy for Higher Education. In this panel, information literacy specialists in instructional design, assessment, and collaboration with faculty across disciplines, will engage each other and audience participants in a collaborative discussion centered on the Framework. Participants will leave this session with concrete strategies for putting the Framework into practice at their home institutions.

Shifting our Focus, Evolving our Practice: A Collaborative Conversation about...

Donna Witek

Presenters: Jeremy McGinniss and Donna Witek PaLA CRD 2016 Spring Workshop, Scranton, PA, May 20, 2016 Abstract: We are two academic librarians who have been experimenting with critical pedagogical approaches to information literacy and library work, inside and outside of the classroom. Through this work, we have found it essential to approach our professional networks, both online and in-person, as opportunities to practice, question, and learn from these critical approaches. By engaging on multiple platforms with our peers and fellow learners, we have experienced greater success in developing our approach to and thinking about critical pedagogy.

Speaking Truth in Community: The Role of Networks in Critical Pedagogy Theory...

Donna Witek

Navigating Our Way with the Framework for Information Literacy

Donna Witek

ACRL's Framework for Information Literacy for Higher Education: Implications ...

Donna Witek

Presenters: Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder LOEX 2016, Pittsburgh, PA, May 5-7, 2016 Abstract: The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort. This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics. Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.

Rhetorical Reinventions: Rethinking Research Processes and Information Practi...

Donna Witek

Presenters: Teresa Grettano and Donna Witek (co-panelists: Barbara D'Angelo and Barry Maid) ACRL Framing the Framework Webcast Series, January 5, 2016 Abstract: In 2000, the Council of Writing Program Administrators (CWPA) created the WPA Outcomes Statement for First-Year Composition (WPA OS), which was amended in 2008 and updated into its current form in 2014. In 2011, the CWPA teamed up with the National Council of Teachers of English and the National Writing Project to develop the Framework for Success in Postsecondary Writing. These two documents together articulate the behaviors, understandings, and habits of mind that college students should develop in order to thrive in both their college education and beyond. These documents also share considerable overlap with the Framework for Information Literacy for Higher Education (Framework for IL). This webcast will introduce the professional academic library community to the WPA OS and the Framework for Success with the goal of outlining how they align with the Framework for IL. Participants will learn the ways that information literacy is already embedded in the writing instruction context, making campus writing programs and instructors promising collaborators in using the Framework for IL to transform classroom praxis. The presenters will share ways the connections between these disciplinary learning frameworks can be leveraged as tools for meaning-making and shared pedagogy in order to build strong collaborations around information literacy with faculty across disciplines.

Creating Collaborations Through Connecting National Writing Guidelines to the...

Donna Witek

Presenters: Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder LOEX 2016 Encore: Virtual Session, June 21, 2016 Note: This slide deck was for the the webinar version of our LOEX 2016 presentation. Abstract: The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort. This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics. Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.

Rhetorical Reinventions: Rethinking Research Processes and Information Practi...

Donna Witek

Using Google docs to Collaborate

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Presenters: Teresa Grettano and Donna Witek (formerly Mazziotti) Georgia Conference on Information Literacy, October 1-2, 2010, Savannah, GA Abstract: In March of this year, Facebook outpaced Google to become the most visited website in the U.S., solidifying the centrality of social media in our students’ lives. In this presentation, an English professor and university librarian will illustrate how users on social media websites like Facebook are practicing traditional information literacy skills while developing new ones. The presenters will speculate the implications of these evolving user behaviors and attitudes for the Information Literacy Standards.

"I Found it on Facebook": Social Media and the ACRL Information Literacy Stan...

Donna Witek

Presenters: Donna Witek (formerly Mazziotti) and Teresa Grettano PaLA 2011, State College, PA, October 2-5, 2011 Abstract: In Spring 2011 the presenters, an English professor and an instruction librarian, designed and co-taught a course called Rhetoric & Social Media at The University of Scranton. The course goals included elements of traditional Information Literacy as well as goals unique to communication in online social media environments. Based on assessment of student work in meeting these course goals, this presentation will make the case for an updated definition of Information Literacy that takes into consideration the effects of social media practices on our students’ information seeking behaviors and processes.

Rethinking Information Literacy: Classroom Evidence for Incorporating Student...

Donna Witek

Information Literacy and Social Media: How Facebook is Changing Students’ At...

Donna Witek

Presented on April 18, 2013 for Technology On Your Own Terms faculty/staff advancement series, The University of Scranton, Scranton, PA Description: Like. Share. +1. Subscribe. Unsubscribe. These are just some of the actions we perform on the Web as we interact with information. Generally speaking, we do these things to make sense of the vast amount of information available to us. What is less widely known is that the information we see on the Web is shaped by more than just these deliberate actions we take. For instance, your search engine may know in what country you are located, and it may use this information to deliver search results it deems relevant to your interests based on this information. This process is called Web personalization. In this presentation, attendees will receive a basic overview of Web personalization, how it is different from customization, and the role it plays in determining what information we encounter on the Web. Common examples of how we participate in Web personalization (knowingly and unknowingly) will be demonstrated, and critiques of this technology will be presented.

Web Personalization: Powerful Information Tool or Filter Bubble?

Donna Witek

Presenters: Donna Witek and Teresa Grettano PaLA’s Teaching, Learning & Technology (TL&T) Round Table Spring 2012 Workshop, Harrisburg, PA, March 30, 2012 Description: It's a safe bet that the majority of our students are on Facebook. For students old enough to use the website, Facebook is reshaping what it means to find and use information. As librarians our knowledge of this shift can be leveraged in the information literacy classroom. In this presentation, attendees will learn the ways that Facebook as a tool is affecting our students' information seeking behaviors and practices. Using as a guide the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, the presenters will identify the conceptual links between Facebook's core functions and information literacy as defined by the Standards. They will then suggest ways in which these conceptual links can be co-opted by information literacy instructors seeking to reinvigorate the research process for their students ("using Facebook" to do so). Attendees will leave this presentation with concrete strategies, based on a conceptual framework, of how to use Facebook as a teaching tool in the information literacy classroom.

Facebook in the Information Literacy Classroom: Framework and Strategies

Donna Witek

Link to slides + speaking notes: http://www.donnawitek.com/2015/05/flexible-frames-for-pedagogical.html Lehigh Valley Chapter of the Pennsylvania Library Associations's 2015 Spring Conference, May 28, 2015, Allentown, PA Abstract: The Framework for Information Literacy for Higher Education represents a shift in our collective approach to instruction by inviting practitioners to deeply engage the complex concepts that underpin the abilities and dispositions that develop learners’ information literacy. This presentation will map this shift by highlighting concrete approaches for and offering examples of using the Framework in instructional practice.

Flexible Frames for Pedagogical Practice: Using the Framework for Information...

Donna Witek

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"You Have Standards?": Disciplinary Frameworks as a Bridge to Collaboration

"If you love something, let it go": A Bold Case for Shared Responsibility for...

Corporate/Passive Asset Transfer

Shifting our Focus, Evolving our Practice: A Collaborative Conversation about...

Speaking Truth in Community: The Role of Networks in Critical Pedagogy Theory...

Navigating Our Way with the Framework for Information Literacy

ACRL's Framework for Information Literacy for Higher Education: Implications ...

Rhetorical Reinventions: Rethinking Research Processes and Information Practi...

Creating Collaborations Through Connecting National Writing Guidelines to the...

Rhetorical Reinventions: Rethinking Research Processes and Information Practi...

Using Google docs to Collaborate

"I Found it on Facebook": Social Media and the ACRL Information Literacy Stan...

Rethinking Information Literacy: Classroom Evidence for Incorporating Student...

Information Literacy and Social Media: How Facebook is Changing Students’ At...

Web Personalization: Powerful Information Tool or Filter Bubble?

Facebook in the Information Literacy Classroom: Framework and Strategies

Flexible Frames for Pedagogical Practice: Using the Framework for Information...

ohyuiuyu

1. HOLA CARIÑO MI NOMBRE ES LUIS GAONA

2. TE DOY LA BIENVENIDA

3. GRACIAS POR VISITAR MI BLOG

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