“Creating a First Year Information Literacy Program Collaboratively at Fresno State“
Raymond Pun, First Year Student Success Librarian, California State University, Fresno; Amanda Dinscore, Research Services Coordinator and Public Services Librarian, California State University, Fresno
This presentation explores how librarians in California State University, Fresno (Fresno State) collaboratively designed learning objectives for first year information literacy in Fall 2015. The presenter will explain the project in three phases: forming a first year information literacy advisory group comprising of faculty and librarians, collaboratively designing learning objectives that utilize some of ACRL’s new frameworks and feedbacks from the group, and discovering creative ways to build tutorials and modules on meeting these learning goals. This first year information literacy project ensures that the one-shots would be substituted with learning modules that can be scalable and sustainable throughout campus. The presenter will also share opportunities and challenges along the way in designing the first year information literacy program
“Focusing on Student Mindsets: Developing Information Literacy Dispositions in First-Year Calculus”
Kaila Bussert, Foundational Experiences Librarian, California Polytechnic State University, San Luis Obispo
Developing student dispositions — values, attitudes, and habits of mind — towards information literacy is an integral part of the learning process and an ingredient for academic success. What are some practical strategies we can use to focus on dispositions articulated in the ACRL Framework for Information Literacy? One way is to embed information literacy assignments into foundational courses that use active learning methods. This interactive session will discuss a librarian-faculty collaboration at Cal Poly San Luis Obispo where “learn by doing” library assignments are integrated into a first-year Calculus course taught by Inquiry-Based Learning (IBL). Attendees will see sample student assignments and how these fit within a larger framework of inquiry-based learning, and take away ideas for reframing information literacy instruction in first-year courses across the curriculum.
“Integrating within the LMS: A New Lens for Library Guides”
Oscar Giurcovich, Research and Instruction Librarian, Nevada State College; Francesca Marineo, Instructional Design Librarian, Nevada State College
Using library-curated learning modules in the Canvas learning management system (LMS), the Marydean Martin Library at Nevada State College created a sustainable model for reframing the integration of library skills and services directly into the curriculum. Unlike other library-curated content using tools such as LibGuides, creating modules within Canvas offers a new lens through which to empower both the librarian and instructor in tailoring course content to maximize its relevance and effectiveness to students.
To complement in-person library sessions, core information literacy instruction can take place within the LMS platform, allowing for synthesis and assessment to be the focus of in-classroom time in the library. Following this presentation, attendees will be able to identify the benefits of integrating library resources and services within the LMS, communicate the value of providing point-of-need service to a highly diverse student population, and leverage opportunities for implementing similar projects at their own institutions.
“Re-Framing Backward Design: How to Revive Library Instruction for Student Success”
Faith Bradham, Reference Librarian, Bakersfield College
How can libraries intentionally integrate the ACRL Framework into existing information literacy instruction? Discover one librarian’s journey infusing the Framework into a community college library’s learning outcomes for a credit-bearing information literacy course.
In this session, we will focus on techniques for applying the Framework to your library’s information literacy programming, thus uncovering new methods for keeping students engaged in a re-invigorated responsive learning environment. Be prepared to get your hands dirty, as the session will conclude with a discussion on the application of these techniques, as well as a collective brainstorm of learning activities that incorporate Framework principles.
“Re-Framing the ‘Conversation’ as Argument”
Sharon Radcliff, Library Faculty, California State University, East Bay
Librarians often work with English composition and subject area faculty to support the information literacy skills of students learning to write persuasive or inquiry–based papers on social, political and scientific issues. In the past, librarians focused on discrete skills enumerated by the ACRL Information Literacy Competency Standards; now we are shifting to include the threshold concepts of the new Framework, which require that students attain and demonstrate a deeper level of reflective, questioning, and evaluative thinking.
In this workshop, the history of argument theory from the ancient Greeks to current theories of Stephen Toulmin, Frans van Eemeren, Douglas Walton, and Thomas Bayes will be presented interactively to participants who will work in groups to analyze and evaluate arguments using the various methods, while relating them to teaching information literacy and to the Framework, particularly the threshold concepts of “research as inquiry,“ “authority is constructed and contextual,” and “scholarship as conversation.”
“Rethinking online learning using the ACRL’s new Framework for Information Literacy in Higher Education”
Jenaya Webb, Public Services Librarian, University of Toronto Libraries; Monique Flaccavento, Public Services and Instruction Librarian, University of Toronto Libraries
This presentation will introduce Student2Scholar (http://student2scholar.ca/), a series of ten self-paced, interactive, online and openly available modules, built on the ACRL Framework. This session will provide participants with the opportunity to explore the modules and consider how they might be used to support and enhance their teaching.