Launching the NKU QEP CC BYNCSA 4 0
Launching the NKU QEP CC BY-NC-SA 4. 0
How do you define information literacy? CC BY-NC-SA 4. 0
Association of College & Research Libraries: definition of information literacy Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning. ACRL Framework for Information Literacy for Higher Education, 2015 CC BY-NC-SA 4. 0
QEP Outcomes: NKU students will graduate with the skills and dispositions necessary to effectively and ethically engage with information. • Define information literacy; distinguish between information literacy and other related concepts, such as computer literacy • Explain how information is created, accessed, disseminated, valued, and used in a variety of contexts • Critically evaluate the authority, format, process, purpose, and perspective behind information • Utilize information effectively and ethically in scholarly and creative endeavors • Reflect on personal characteristics and habits necessary to effectively engage with information, including curiosity, open-mindedness, persistence, and adaptability CC BY-NC-SA 4. 0
Multiple literacies CC BY-NC-SA 4. 0
Information Literacy Across and in the Disciplines • Interdisciplinarity • Transdisciplinarity • The research process as a threshold concept across the disciplines • Information literacy as an umbrella CC BY-NC-SA 4. 0
Not doing things differently, But doing different things. CC BY-NC-SA 4. 0
Trends in Higher Education CC BY-NC-SA 4. 0
Why should we teach information literacy? Courtesy of Brittney Johnson, St. Edward’s University, Theshold Concepts Conference, June 15, 2018
CC BY-NC-SA 4. 0
It’s called a framework intentionally • …. based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. • …at its heart are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole. CC BY-NC-SA 4. 0
From step-by-step to conceptual understandings The Competency Standards: Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. CC BY-NC-SA 4. 0 The Framework: Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
Built around six frames… Each consisting of a concept central to information literacy and anchored in threshold concepts… Rather than a linear set of skills and search techniques, each frame prompts questions about what learners will need to know, experience, and do to demonstrate their increased understanding as they progress from novice to expert in the scholarly journey and as information literate individuals. CC BY-NC-SA 4. 0
• The Frames Unpacking the Framework Central concepts for information literacy • Knowledge Practices How learners will demonstrate their increased understanding of these concepts • Dispositions The affective, attitudinal, or valuing dimensions of learning CC BY-NC-SA 4. 0
ACRL’s Framework for Information Literacy Frame Definition Description Knowledge Practices Dispositions
The Frames ØAuthority is Contextual and Constructed ØInformation Creation as a Process ØInformation has Value ØResearch as Inquiry ØScholarship as Conversation ØSearching as Strategic Exploration CC BY-NC-SA 4. 0
Framework for Information Literacy for Higher Education Metaliteracy Threshold Concepts Understanding by Design CC BY-NC-SA 4. 0
• Metaliteracy • Critical self-reflection and affective dimension • Thinking about thinking • Students as creators • Threshold Concepts • • Stuck places Transactional curriculum design (faculty, other educators, students) Liminal space Novice to expert spectrum • Understanding by Design • • Enduring understandings & essential questions Backward Design Students taking charge of their own learning, coming to their own conclusions Transfer of learning CC BY-NC-SA 4. 0
“…an overarching set of abilities in which students are both consumers and creators of information in multiple formats. ” • Behavioral • Affective • Cognitive • Metacognitive Mackey, T. P. & Jacobson, T. E. (2014). Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago, IL: American Library Association. CC BY-NC-SA 4. 0
Threshold concepts Those ideas in any discipline that are passageways or portals to ways of knowing and doing in that discipline. Meyer, J. H. F. & Land, R. (2003). Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines. (ETL Project, Occasional Report 4). Edinburgh, UK: University of Edinburgh CC BY-NC-SA 4. 0
Threshold Concept Characteristics • Transformative • Irreversible • Integrative • Bounded • Troublesome CC BY-NC-SA 4. 0
Two important things from threshold concept research findings: 1. The dialogue amongst faculty, other educators, and students is essential in the process of developing the threshold concept framework. 2. The stuck places: “Broadly, the purpose of threshold concept research is to explore difficulties in the learning and teaching of subjects to support the curriculum design process. ” “Transactional curriculum inquiry” Cousin, G. (2009). Researching Learning in Higher Education. New York, NY: Routledge. CC BY-NC-SA 4. 0
Wiggins and Mc. Tighe Start with the essential questions What is worth understanding? Uncoverage Novice to expert CC BY-NC-SA 4. 0
Start with the essential questions or ‘big ideas’ or enduring understandings What do we want students to understand be able to connect to new ideas years from now, after they have forgotten the details? CC BY-NC-SA 4. 0
Uncoverage “A curriculum designed to develop understanding would uncover complex, abstract, and counter-intuitive ideas by involving students in active questioning, practice trying out ideas, and rethinking what they thought they knew. ” Understanding by Design CC BY-NC-SA 4. 0
From novice to expert “The continuum of understanding ranges from naïve to sophisticated, and from simplistic to complex (as opposed to merely right or wrong). ” Understanding by Design CC BY-NC-SA 4. 0
Backward design • Step 1: Identify desired results • Step 2: Determine acceptable evidence of learning • Step 3: Plan learning experiences and instruction CC BY-NC-SA 4. 0
To find out more about the Framework: http: //acrl. libguides. com/framework/toolkit CC BY-NC-SA 4. 0
Part II: Where do students have trouble and how can we help them? CC BY-NC-SA 4. 0
Activity: Identifying information literacy ‘stuck places’ in student learning Given the definition and scope of information literacy we have discussed, use the frame descriptions on the back of the ‘Elevator Speech’ handout to identify where your students have the most difficulty. CC BY-NC-SA 4. 0
Activity: The Backward Design Process • Step 1: Identify desired results • Step 2: Determine acceptable evidence of learning • Step 3: Plan learning experiences and instruction CC BY-NC-SA 4. 0
Step 1: Identify desired results. CC BY-NC-SA 4. 0
Frames Essential questions CC BY-NC-SA 4. 0
Questions that lead to learning from the students’ perspective Standard Two: The information literate student accesses needed information effectively and efficiently. How does the way information is organized affect the way we can access it? How can I make my search both effective and efficient? Standard One: The information literate student determines the nature and extent of the information needed. How will I know when I have enough information? How do I use conflicting sources or gaps in information to shape my topic? CC BY-NC-SA 4. 0
Authority is Contextual & Constructed Essential Questions: • How or why do we decide if someone has “authority” on a topic? • How might biases privilege some sources of authority and silence others, especially in terms of others’ worldviews, gender, sexual orientation, socioeconomic class, etc. ? CC BY-NC-SA 4. 0
Frames Essential questions Learning outcomes CC BY-NC-SA 4. 0
Authority is Contextual & Constructed Essential Questions: • How or why do we decide if someone has “authority” on a topic? • How might biases privilege some sources of authority and silence other, especially in terms of others’ worldviews, gender, sexual orientation, socioeconomic class, etc. ? Students will be able to: • Determine attributes of authoritative information for different needs, with the understanding that context plays a role in authority-based attributes • Recognize that traditional notions of granting authority might hinder diverse ideas and world views Nicole Pagowsky (2014, December 9), Pumped. Librarian blog CC BY-NC-SA 4. 0
University of Southern California: Information Literacy Outcomes for Undergraduates Frame: Authority is Constructed and Contextual Outcomes By the time undergraduate students graduate, they will be able to: • Identify markers of authority recognized by disciplines, professions, and other communities of knowledge and practice • Debate the ways privilege influences perception of authority • Acknowledge that they themselves may be seen as an authority in particular contexts • Identify authoritative information sources based on information need USC Libraries Information Literacy Outcomes for Undergraduates (2015, April 16). Retrieved from http: //libguides. usc. edu/ld. php? content_id=10093239 CC BY-NC-SA 4. 0
Essential Questions & Student Learning Outcomes EQ: How do contributions of new insights or discoveries add to or change understanding of a given issue over time? SLO: The student will be able to map linked citations representing scholarly conversations on a topic. (Scholarship as a Conversation) EQ: How do debate and dialogue help to shape a topic? SLO: The student will be able to list areas of consensus and disagreement among publications on a topic. (Research as Inquiry) EQ: How do we know if an author is a credible authority on a topic? SLO: The student will be able to brainstorm characteristics of authors deemed as trustworthy on a topic. (Authority is Constructed and Contextual) CC BY-NC-SA 4. 0
Step 2: Determine acceptable evidence of learning How will we know students have achieved the outcome? What could students do to demonstrate they’ve achieved it? Authentic assessment Concept mapping Student narratives or reflections (the student voice) Web pages or e-portfolios CC BY-NC-SA 4. 0
Step 3: Plan learning experiences and instruction CC BY-NC-SA 4. 0
Activity: Strategies for addressing stumbling blocks • Focus on the frame (IL concept) you had identified that poses the biggest stumbling block for your students in your discipline or in your professional interaction with them. • Identify an assignment or activity or a learning outcome you could use to address this stumbling block. Write it on a notecard and share with your table. CC BY-NC-SA 4. 0
Part III: Information Literacy in the Curriculum CC BY-NC-SA 4. 0
Information Literacy Across and in the Disciplines • Interdisciplinarity • Transdisciplinarity • The research process as a threshold concept across the disciplines • Information literacy as an umbrella CC BY-NC-SA 4. 0
St. Edward’s University - Vertical Integration of Information Literacy Brittney Johnson, Threshold Concepts Conference June 15, 2018 Emerging Expert Senior Discipline. Specific Junior Discipline. Specific Sophomor e Rhetoric & Composition II Freshman Rhetoric & Composition I {multisessions} Novice
CURRICULUM MAPPING Threshold Concept: Authority Knowledge Practice (Students will. . ) Courses Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. 1. 1 define different types of authority such as subject expertise, societal position, or special experience RC 1 1. 2 use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility RC 1 1. 3 Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered ‘standard’, and yet, even in those situations RC 2 D Dispositions (Students will…) 1. 1 Develop and maintain an open mind when encountering RC 1 varied and. CCsometimes BY-NC-SA 4. 0 conflicting perspectives RC 2 D
• Aligning disciplinary concepts & ways of thinking with IL threshold concepts • Complex threshold concepts: ”having an overarching or permeating quality which informs or underpins other disciplinary concepts or areas of knowledge. ” Hokstad & Gundrosen, 2016 CC BY-NC-SA 4. 0
Mapping disciplinary concepts to the Framework concepts • Writing Studies • Women and Gender Studies • Biology • Doctoral studies CC BY-NC-SA 4. 0
Writing Program Administrators Outcome Statement for First-Year Composition • Rhetorical Knowledge • Analyze context and audiences • Critical Thinking, Reading, and Composing • analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts • Processes • Use multiple strategies processes to conceptualize, develop, finalize projects • Knowledge of Conventions • Genre knowledge, mechanics, citation practices CC BY-NC-SA 4. 0
Intersections WPA OS Framework for IL Rhetorical Knowledge Authority is Constructed and Contextual Research as Inquiry Scholarship as Conversation Critical Thinking, Reading, and Composing Information Has Value Scholarship as Conversation Processes Information Creation as Process Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration Scholarship as Conversation Knowledge of Conventions CC BY-NC-SA 4. 0
Threshold Concepts & Writing Studies Naming What We Know: Threshold Concepts of Writing Studies. Ed Linda Adler-Kassner and Elizabeth Wardle. 2015. • Writing Is a Social and Rhetorical Activity • Writing Speaks to Situations through Recognizable Forms • Writing Enacts and Creates Identities and Ideologies • All Writers Have More to Learn • Writing Is (Also Always) a Cognitive Activity CC BY-NC-SA 4. 0
Women’s and Gender Studies Threshold Concept Intersectionality Privilege and Oppression Social Construction of Gender Feminist Praxis CC BY-NC-SA 4. 0
Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First Findings. Cell Biology Education, 3, 270 -277. • Understanding of the research process • Skill in interpretation of results • Ability to analyze data • Understanding how knowledge is constructed • Becoming part of the learning community • Understanding primary literature • Assertions require supporting evidence • Understanding how scientists think • Self-confidence • Skill in science writing • Learning ethical conduct CC BY-NC-SA 4. 0
Biological Literacy: Vision and Change (AAAS/NSF) All undergraduates should develop a basic understanding of these core concepts: 1. Evolution 2. Structure and Function 3. Information flow, exchange, and storage 4. Pathways & transformations of energy and matter 5. Systems CC BY-NC-SA 4. 0
Biological literacy Core competencies for disciplinary practice: 1. Ability to apply the process of science 2. Ability to use quantitative reasoning 3. Ability to use modeling and simulation 4. Ability to tap into the interdisciplinary nature of science 5. Ability to communicate and collaborate with other disciplines 6. Ability to understand the relationship between science & society CC BY-NC-SA 4. 0
Preparing faculty to engage in vision & change (AAAS/NSF Vision and Change Report) • Encourage the development of a community of scholars-educators • Engage faculty in regular conversations and peer-to-peer mentoring about teaching and learning • Improve, test, and share an understanding of how students learn CC BY-NC-SA 4. 0
Doctorateness: content and process Trafford and Leshem (2009): Doctorateness as a threshold concept Kiley (2009): Identifying Threshold concepts and proposing strategies to support doctoral candidates Humphrey & Simpson (2012): Writes of passage: writing up qualitative data as a threshold concept in doctoral research Wisker & Robinson (2009): encouraging postgraduate students of literature and art to cross conceptual thresholds CC BY-NC-SA 4. 0
Vitae Researcher Development Framework CC BY-NC-SA 4. 0
To find Framework-related instructional resources: http: //sandbox. acrl. org CC BY-NC-SA 4. 0
Collaborative pedagogical practices • Scholarship of Teaching and Learning (So. TL) • Decoding the Disciplines • Peer-Reviewed Assignment Design CC BY-NC-SA 4. 0
So. TL: The scholarship of teaching and learning: “Intentional, systematic reflections on teaching and learning resulting in peer-reviewed products made public” Gurung, R. A. R. & Schwartz, B. (2010). Riding the Third Wave of So. TL. International Journal for the Scholarship of Teaching and Learning, 4(2), 1 -6. “The scholarship of teaching and learning, by which faculty continuously evaluate the quality of their teaching and its effect on student learning…” Gurung, Chick, & Haynie, Exploring Signature Pedagogies (2009) CC BY-NC-SA 4. 0
Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking Pace & Middendorf (2004) • Stuck places • Charting the path between how experts think and how students think at the beginning • Ties together threshold concept theory and practical application CC BY-NC-SA 4. 0
The Decoding the Disciplines Process 1. What is a bottleneck to learning in this class? 2. How does an expert do these things? 3. How can these tasks be explicitly modeled? 4. How will students practice these skills and get feedback? 5. What will motivate the students? 6. How well are students mastering these learning tasks? 7. How can the resulting knowledge about learning be shared? Shopkow, L. (2010). What Decoding the Disciplines Can Offer Threshold Concepts. In J. H. F. Meyer, R. Land C. Baillie (Eds. ), Threshold Concepts and Transformational Learning (pp. 317 -381). Rotterdam: Sense Publishers. CC BY-NC-SA 4. 0
Peer Review Assignment Design (NILOA model) • Small-group peer sharing & review of assignments • 5 minutes-present, identify areas you want to improve • 15 minutes – feedback, questions, discoveries • 5 minutes-written feedback • Multidisciplinary perspectives National Institute for Learning Outcomes Assessment http: //www. learningoutcomesassessment. org/ CC BY-NC-SA 4. 0
Taking the process to your own campus • Start a general conversation about assignments and what makes them work • Focus on student work • Approach assignments through curriculum mapping • Align existing assignments with shared learning outcomes • Create assignments from the ground up • Organize by disciplines or related fields/outcomes • Build attention to assignment design into program culture and processes Hutchings, P. , Jankowski, N. A. , & Ewell, P. T. (2014). Catalyzing Assignment Design Activity on Your Campus: Lessons from NILOA’s Assignment Library Initiative. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). CC BY-NC-SA 4. 0
The Courage to Teach The growth of any craft depends on shared practice and honest dialogue among the people who do it We grow by trial and error, but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community that encourages such risks. Palmer, P. J. (1998). The Courage to Teach. San Francisco, CA: Jossey-Bass. CC BY-NC-SA 4. 0
Partnerships: Creating a culture of teaching and learning CC BY-NC-SA 4. 0
Faculty Learning Communities “A cross-disciplinary faculty and staff group of 6 to 15 members who engage in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning development, the scholarship of teaching, and community building. ” Milton Cox, Building Faculty Learning Communities, 2004 CC BY-NC-SA 4. 0
A Framework For Change EXTERNAL CONTEXTS INSTITUTION DEPARTMENT/COLLEGE Rew FACULTY MEMBER ard s Sy ste m nal ssio ent e f Pro lopm e Dev STUDENT LEARNER d ea hip ers L CC BY-NC-SA 4. 0 P. Hutchings & M. D. Sorcinelli, 2018 Res our ces
Integrating IL into the NKU curriculum • Are NKU students graduating with the knowledge, skills, and values needed to effectively engage with information in their academic, professional, and personal lives? How do we know? • Who should be responsible for ensuring that NKU students are becoming information literate? • What partnerships can be developed? What institutional supports or changes are needed? CC BY-NC-SA 4. 0
Wrap up Thank you for coming! CC BY-NC-SA 4. 0
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