Framing the ACRL Framework - rrlc.org...2. Understand personal privacy, information ethics, and...

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Framing the ACRL Framework

Trudi Jacobson, Co-Chair

ACRL Information Literacy Standards for Higher

Education Task Force

Head, Information Literacy Department

University at Albany

With thanks to Craig Gibson

Co-Chair of the ACRL Information Literacy Standards for Higher Education Task Force

And creator of some slides in this presentation

This morning we will… • Glimpse the reasoning, motivation, and constructs

(threshold concepts and metaliteracy) behind the

Framework

• Delve into the Framework and its potential

• Brainstorm and share ideas about implementation

• Discuss potential ways to move forward

• Consider additions to this list

How did we get from there to here?

Determine extent of information need

Access/Search

Evaluate

Use/apply

Consider ethical/legal/social issues

Scholarship

Authority

Information Creation

Searching

Inquiry

Students’ experience of research

Describe students’ research skills in one sentence

(photo courtesy of UCD School of

Medicine)

Learners in Today’s Info

Environment

• Students are overwhelmed, uncertain about “starting

points” for academic research

• Students often do not understand the nature and scope of

academic research assignments

• Students report being confused about the “open-

endedness” of the research process—how to know when

to conclude an assignment without precise instructions?

Alison Head, “Project Information Literacy: What Can Be Learned about the Information-Seeking Behavior of Today’s College Students?” Proceedings of the ACRL National Conference (2013), Indianapolis, IN, pp. 472-482.

Environment

• Students use “tried and true” tools and resources (Google, Wikipedia, a small set of databases)

• Students may not expand their repertoire because of familiar assignment types (standard research paper)

• Students carry over to college many of their high school routines and practices for research

Other Findings

• Students use library databases but start with

Google

• “Discovery” is not a problem: evaluation

and contextual understanding are the

challenges

• Students are overconfident in their

searching

Other Findings

• Students confuse library-sponsored

resources with the “open web”

• “Good enough” results: satisfaction with

one or two screens of search results

• Students ask for help from friends, parents,

and teachers rather than librarians (and

may use Facebook in doing so)

Source: Emily Singly, “How College Students Really Do Research: Findings from Recent Studies,”

American Libraries, November 22, 2014. Available at: http://emilysingley.net/how-college-students-

really-do-research-findings-from-recent-studies/

Environment

Context

The single most important missing element for today’s learners in becoming information literate

• The “Big Picture” (summary, background, overview) • Information Gathering (finding and securing relevant

sources) • Language (understanding the meaning of words) • Situational (knowing the expectations of assignments,

the surrounding circumstances)

Activity

Pick one of your course-related instruction sessions

for this activity

• What is the course? What level are the students?

• What desired learning outcomes has the instructor

identified?

• Outline what you tend to do during this session.

What do the students do?

http://www.ala.org/acrl/standards/ilframework

Frames listserv: ACRLframe@lists.ala.org

The Framework

Thinking about a New Way of

Framing Information Literacy

• Focus on the information landscape

• Help students to understand the “why”

• Transcend particular skills and resources

• Focus on the human processes of knowledge creation, searching, reporting, writing, presenting instead of just the artifacts of these processes

The Framework vs. The Standards

• 4 domains addressed:

cognitive, affective,

behavioral,

metacognitive

• Learners as information

consumers & producers

• 6 Frames

• Learning outcomes and

assessment locally-based

• Faculty involvement critical

• Emphasis on behavioral

and cognitive domains

• Learners as information

consumers

• 5 Standards, 22

Performance Indicators

• Learning outcomes

specified

• Meshes with one-shots

Framework Standards

From an Ithaka Report “ …its complexity, its scope, and its somewhat daunting guidelines for implementation will make it more challenging to use, if ultimately more successful. It captures more realistically what information-literate people really do and, despite the controversies, represents a significant step forward in the incorporation of a sophisticated understanding of scholarly work practice into the fundamentals of librarianship.”

Ithaka Report by Nancy Fried Foster: Information Literacy and Research Practices http://www.sr.ithaka.org/sites/default/files/files/SR_Briefing_Information_Literacy_Research_Practices_20141113.pdf

Goals for the Framework

• A flexible system of learning

information literacy concepts that

can be tailored to individual settings

• Recognizes the participatory,

collaborative information

environment: learners as

content/knowledge creators, not just

consumers (Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011, pp. 62-78)

Goals for the Framework

• Importance of metacognition

(thinking about one’s own thinking) (Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011, pp. 62-78)

• Recognition of affective factors

(dispositions/habits of mind) (Carol Kuhlthau’s

work, amongst others)

http://pixabay.com/en/puzzle-learn-arrangement-components-210785/

Threshold Concepts

Dispositions

Knowledge Practices

Habits of mind

Behaviors

demonstrating

understanding

Underpinning ideas

In depth look

Metaliteracy

Threshold Concepts

Threshold Concepts Hofer, Townsend, and Brunetti describe threshold concepts and their criteria, as based on the work of Jan Meyer and Ray Land:

…Threshold concepts are the core ideas and

processes in any discipline that define the discipline,

but that are so ingrained that they often go

unspoken or unrecognized by practitioner. They are

the central concepts that we want our students to

understand and put into practice, that encourage

them to think and act like practitioners themselves.

(Hofer, Townsend, and Brunetti, 2012, 387-88)

Why Threshold Concepts?

“Threshold concepts reflect the

perspective of experts in our profession

on the most important concepts in our

field, and also provide a developmental

trajectory for assisting our students in

moving from novice to experts in using

and understanding information in a wide

variety of contexts.”

Threshold Concepts Transformative

Integrative

Irreversible

Bounded

Troublesome (Hofer, Townsend, and Brunetti, 2012, 387-88), quoting Meyer and Land

Threshold Concepts • A passage through a portal or

gateway: gaining a new view

of a subject landscape

• Involve a “rite of passage” to

a new level of understanding:

a crucial transition

• Require movement through a

“liminal” space which is

challenging, unsettling,

disturbing—where the student

may become “stuck”

Threshold Concepts in the Learning Process

• “The transformation may be sudden or it

may be protracted over a considerable

period of time, with the transition to

understanding often involving ‘troublesome

knowledge’“

• “The acquisition of threshold concepts often

involves a degree of recursiveness”

(Meyer, Land, and Baillie, eds., Threshold Concepts and Transformational Learning, 2010)

Threshold Concepts in the Learning Process

• Allow time for the process of grieving as students let go of previous conceptual models

• There is a need for a dynamic method of assessment that charts student progress along the transformational journey, rather than a single assessment “snapshot”

(Meyer, Land, and Baillie, eds., Threshold Concepts and Transformational Learning, 2010)

Progression toward more sophisticated

understanding

Traversing the threshold

(mis)Understanding

Over the threshold

Initial State

Via librarian,

professor, or

experience

Through continued

exposure in courses

or other experience Learner Progression for a Threshold

Threshold Concepts in Disciplines

• Geology: the scale of geologic time

• Economics: opportunity cost

• Accounting: depreciation

• History: no unitary account of the past

• Writing/rhetoric studies: audience, purpose,

situated practice, genre

• Biology: evolution

Threshold Concepts for IL

• Authority is Constructed and

Contextual

• Information Creation as a Process

• Information Has Value

• Research as Inquiry

• Scholarship as Conversation

• Searching as Strategic Exploration The concepts were identified through an ongoing Delphi study being conducted by L. Townsend, A. R. Hofer, S. Lu, and K. Brunetti, though the Task Force took some of them in new directions

What is Metaliteracy?

• “promotes critical thinking and collaboration in a

digital age”

• “comprehensive framework to effectively participate

in social media and online communities”

• “unified construct that supports the acquisition,

production, and sharing of knowledge in

collaborative online communities”

Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a Metaliteracy” College &

Research Libraries. January 2011 72:62-78. http://crl.acrl.org/content/72/1/62.full.pdf+html

Mackey and Jacobson (2014)

Metaliteracy: Reinventing

Information Literacy to

Empower Learners

Metaliteracy: Reinventing Information

Literacy to Empower Learners

(Mackey and Jacobson, 2014).

“Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, participate, produce, and share)” (p. 1).

“Metaliteracy empowers learners to participate in interactive information environments, equipped with the ability to continuously reflect, change, and contribute as critical thinkers”

(p. 86).

(Jacobson and Mackey, Proposing a Metaliteracy Model to Redefine Information Literacy, 2013)

Collaboratively Developed ML Goals and Objectives

1. Evaluate content critically, including dynamic,

online content that changes and evolves, such as

article preprints, blogs, and wikis

2. Understand personal privacy, information ethics,

and intellectual property issues in changing

technology environments

3. Share information and collaborate in a variety of

participatory environments

4. Demonstrate ability to connect learning and

research strategies with lifelong learning processes

and personal, academic, and professional goals

http://metaliteracy.org/learning-objectives/

Mackey and Jacobson (2014)

Metaliteracy: Reinventing

Information Literacy to

Empower Learners

Quick Reflection:

I’d love to see

my students

take on the

role of…

Metaliteracy in Practice

(Jacobson and Mackey, Forthcoming).

“Metaliteracy applies to all stages and facets of an individual’s life. It is not limited to the academic realm, nor is it something learned once and for all. Indeed, metaliteracy focuses on adaptability as information environments change, and the critical reflection necessary to recognize new and evolving needs in order to remain adept.” (Preface)

Assessment Need to avoid assessments that allow mimicry

Rather, use a declarative approach where students represent their knowledge, such as concept maps, portfolios, logs, blogs, diaries

Assess over time, recognizing the recursive process of learning (Meyer and Land, 2010)

Assessment

Differentiate between assessing

understanding, or crossing the threshold, of a

threshold concept and assessing a knowledge

practice or a learning outcome developed

from a Frame

Curriculum Design Considerations

• Want students to stay in liminal state long enough to learn (B. Fister)

• Design with colleagues

• Faculty and librarians identify existing connections and co-develop assignments

• Position frames strategically across the curriculum

• Align threshold concepts with learning outcomes (or create new learning outcomes)

Curriculum Design Considerations

• Design learning activities or lessons

around threshold concepts

• Allow for confusion and uncertainty

• Revisit the concept more than once

• Revise learning outcomes if

necessary

Adapted from: “Threshold Concepts: Strategies and Approaches.”

Office of Learning and Teaching, Southern Cross University.

Available at: http://scu.edu.au/teachinglearning.index.php/92)

Activity Think / Pair / Share

Think • Review your description from earlier about an

instruction session

• Does it fit, in part or in whole, with one or more

frames?

• Jot down which frames, and add knowledge

practices and affective components you think

mesh well

• Do you foresee potential difficulties?

• Describe your session and the applicable frames

• Together, brainstorm either: o a way to address a frame (something you hadn’t thought

of when working on your own) or

o a way to address a potential difficulty you identified

• Switch and talk about the other person’s session

• Pick one to present to the whole group

http://padlet.com/tjacobson/rrlc

Trudi Jacobson, M.L.S., M.A.

Distinguished Librarian

Head, Information Literacy Department

University Libraries

University at Albany, SUNY

Tjacobson@albany.edu

@PBKTrudi

Metaliteracy Digital Badging System

Metaliteracybadges.org

What is a digital badge?

o Record of an

accomplishment

o Corresponds to

knowledge shown or

abilities proven

o A component in the

competency-based

education movement

o Methods of gauging

accomplishment varies

o For metaliteracy badges,

reading by humans

important, given nature

of the learning Image Source: Girl Guides of Canada, CC-BY

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