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.

1. Shifting our Focus,
Evolving our Practice
A Collaborative Conversation about the
ACRL Framework for Information Literacy
for Higher Education
Donna Witek Danielle Theiss Joelle Pitts
Public Services Librarian Director, De Paul Library Instructional Design Librarian
The University of Scranton University of Saint Mary Kansas State University
@donnarosemary @danielletheiss @jopitts
#ILshift #acrl2015
CC BY-NC-SA 2.0

2. Image by Flickr user erozkosz via CC BY-SA 2.0
#ILshift #acrl2015

3. #ILshift #acrl2015
We invite you to tweet during our panel
using our session hashtag:
#ILshift
...and the conference hashtag:
#acrl2015
Panelists on Twitter:
@donnarosemary
@danielletheiss
@jopitts

4. What are the challenges
to implementing the
Framework at your
institution in the areas of
→ instructional design
→ assessment
→ collaboration ?
What are the opportunities
the Framework provides for
your individual and program-
level work in
→ instructional design
→ assessment
→ collaboration ?
You tell us...
#ILshift #acrl2015
Discuss with your neighbor, then tweet to #ILshift to share your responses.

5. This is the Framework’s invitation to us.
What does it look like to accept this invitation?
“The Framework opens the way for librarians, faculty, and other
institutional partners to redesign instruction sessions, assignments,
courses, and even curricula; to connect information literacy with
student success initiatives; to collaborate on pedagogical research
and involve students themselves in that research; and to create wider
conversations about student learning, the scholarship of teaching
and learning, and the assessment of learning on local campuses and
beyond” (Framework for information literacy, Introduction).
#ILshift #acrl2015

6. Instructional Design within the Framework
Image by Flickr user Maha Abed via CC BY-ND 2.0
#ILshift #acrl2015
Joelle Pitts
@jopitts

7. Overview of Instructional Design Lens
“Translating pedagogical research and
practice into instructional curriculum
specifically crafted to produce desired
learning outcomes” - Colorado State University Teaching
Center
● IDLs typically employed by larger
institutions
○ Charged with creating learning
objects and instructional
experiences focused on info lit
Image by Flickr user Allan Ajifo via CC BY 2.0
#ILshift #acrl2015

8. ID Themes in the Framework
Metaliteracy
● Emphasis on producing and
sharing in participatory
environments - Mackey & Jacobson,
2011
#ILshift #acrl2015

9. ID Themes Cont.
● Constructivism
○ “The human mind does not simply
take in the world but makes it up in
an active way” - Brandt & Perkins, 2000
● Making meaning
○ Questions that determine long-term
storage:
■ Does this make sense?
■ Does this have meaning?
#ILshift #acrl2015

10. ID Themes Cont.
Making meaning
● Intrinsic vs. extrinsic
motivation
Extrinsic:
Points
Grades
Praise
Prizes
Money
Levels
Intrinsic:
Mastery
Meaning
Self-knowledge
Autonomy
Belonging
Power
Images: CC
#ILshift #acrl2015

11. ID Themes Cont.
A Framework for better learning
● Frames provide context, helping librarians
help learners create meaning and retain
learning - Sousa, 2011
● ‘Framework’ of associative networks - Sousa, 2011
● “Big Ideas” - Wiggins and McTighe, 2005
● Threshold Concepts - Meyer and Land, 2003
Image by Flickr user A. Davey via CC BY 2.0
#ILshift #acrl2015

12. Instructional Design in Practice
New Literacies Alliance
● Suite of shared online content/lessons
mapped to Framework knowledge
practices
● Formed around foundational principles
○ Metaliteracy/lifelong learning
○ Technology, vendor and institution-
agnostic
○ Leveling platform
○ Peer-reviewed Open Education
Resource (OER)
○ Outcomes-based instruction
○ Reuse existing content
#ILshift #acrl2015

13. Instructional Design in Practice
Start with knowledge practices, big
questions, create outcome
statements
● Research as Inquiry, Searching as
Strategic Exploration frames
○ Scope of Investigation
○ Choosing the “Right” Information
○ Search Strategies
Divergent thinking
Convergent
Divergent
#ILshift #acrl2015

14. Instructional Design in Practice
Brainstorm big ideas, but help
make meaning on a personal
level
Instructional designers
storyboard and rapid prototype
each lesson
#ILshift #acrl2015

15. Tips for Instructional Design
Teach for transfer
● Connect content to patron emotions
● Learn by doing
● Visit the important topics often rather than just one intense exposure (one-shot) -
Sousa, 2011
Connect YOUR past experiences teaching information literacy to
the new framework
● Rethink, reimagine, refocus, but also reuse
Consider a rapid prototyping approach
#ILshift #acrl2015

16. Assessment within the Framework
Image by Flickr user carnagenyc via CC BY-NC-ND 2.0
#ILshift #acrl2015
Danielle Theiss
@danielletheiss

17. Image by Flickr user Alan Vernon via CC BY-NC-ND 2.0
Assessment within the Framework itself
What do we assess?
Tools and techniques versus concepts
Shift from focus on “right rules” in assessment
strategies to “conceptual understandings”
#ILshift #acrl2015
Assessment within the Framework

18. Assessment using the Framework
Image by Flickr user epSos.de via CC BY-NC-ND 2.0
Strategies for “how to assess”
Use existing assignments and evaluate them
using the framework and then adapt
Informal structured assignments help assess if
students are engaged with concept and rules for
games become separate learning objectives
Meyer and Land, 2003
Create assignments which highlight framework
and shift focus from “mimicking the right rules to
conceptual understanding”
why was the article or book written?
who has authority?
how do you know this resource is on your
topic
Lu, Hofer, and Townsend, 2014
#ILshift #acrl2015

19. Assessment using the Framework: Reflect
Image by Flickr user samit4me via CC BY-NC-ND 2.0
Other strategies
Right/Wrong → Learning Outcomes → Conceptual Ideas
Assignments take a “declarative approach where students
represent their knowledge”
● concept mapping
● think aloud exercises
● logs Meyer and Land, 2003
“learning as an excursion” reflection as part of the journey
Shift from student to practitioner (consumers and creators)
#ILshift #acrl2015

20. Image by Flickr user epSos.de via CC BY-NC-ND 2.0
Basic Learning Outcome Formula
Audience Action Impact
Student will be able to map (list, brainstorm,
etc.) characteristics of authors deemed as
trustworthy on a topic
link to threshold concept
Authority is Constructed and Contextual
Oakleaf, 2014
#ILshift #acrl2015Assessment using the
Framework: Creating Framework Outcomes

21. Assessment using the Framework
Image by Flickr user hitzi1000 via CC BY-NC-ND 2.0
Sample Reflection Assignment
Works cited project (current, standard assignment)
Add reflection component to assignment
--annotated bibliography component that says how the
student will use the sources and also include several
sources student would not use and why
Reflection Exercise Outcome Statement
Students will reflect on types of sources deemed
trustworthy on a topic (Authority is Constructed and
Contextual)
Lu, Hofer, and Townsend, 2014; Oakleaf, 2014
#ILshift #acrl2015

22. Image by Flickr user jonathanpercy via CC BY-NC-ND 2.0
Institutional Learning
Objectives (ILOs)
Student Learning Objectives
(SLOs)
Accrediting Institutions
Assessment in Action, Value
of Academic Libraries
#ILshift #acrl2015Assessment using the
Framework: Wider Community

23. Image by Flickr user dluders via CC BY-NC-ND 2.0
#ILshift #acrl2015
Tips for Assessment
Look at current assignments and
adapt them with a new framework
assessment component
Connect your assessment strategies
to your university’s assessment plan
(SLOs, ILOs, accreditation criteria)
Start small and seek guidance from
others (via ACRL webinars, blogs,
listservs)
We are all transforming and can do it
better with help from others!

24. #ILshift #acrl2015
Donna Witek
@donnarosemary
Image by Flickr user baggyjumper via CC BY-NC-ND 2.0
Collaboration with Faculty
across Disciplines

25. Overview of Collaborator Lens
#ILshift #acrl2015
Image by Flickr user jannem via CC BY-NC-SA 2.0
Information literacy as…
→ shared
→ situated
→ scaffolded

26. Overview of Collaborator Lens
#ILshift #acrl2015
Image by Flickr user april-mo via CC BY-NC-SA 2.0
Collaboration through...
→ shared
LANGUAGE
GOALS
RESPONSIBILITY
→ situated
WITHIN DISCIPLINES
→ scaffolded
ACROSS
CURRICULUM

27. Collaboration within the Framework
#ILshift #acrl2015
→ shared
LANGUAGE
GOALS
RESPONSIBILITY
Image by Teresa Grettano for “We’re all mad here”:
Fostering Metadiscourse on Metaliteracy, CCCC 2015
- Mazziotti and Grettano, 2011

28. Collaboration within the Framework
#ILshift #acrl2015
→ situated
WITHIN
DISCIPLINES
Image by Flickr user guercio via CC BY-NC-ND 2.0

29. Collaboration within the Framework
#ILshift #acrl2015
→ scaffolded
ACROSS
CURRICULUM
Image by Flickr user josepha via CC BY-NC-SA 2.0

30. Collaboration in Practice
#ILshift #acrl2015
Develop an elevator speech for the Framework that is
specific to your institutional context:
Read through and reflect on the Framework...
→ individually
→ with colleagues in your IL program
→ with faculty you’re already collaborating
with (and thus already have a
collaborative relationship/partnership with)
Be inspired!
Describe the key takeaways from the Framework re:
its impact on teaching and learning
Tweets used with permission via source

31. Collaboration in Practice
#ILshift #acrl2015
Image by Flickr user mmmavocado via CC BY 2.0
Graft the Framework onto collaboration
initiatives that already exist in your
information literacy program:
Information Literacy Stipend Program at
The University of Scranton
Excerpts from the Framework hosted on the
library’s information literacy pages
→ Reenvision the work you’re already doing
through the lens of the Framework.

32. Collaboration in Practice
#ILshift #acrl2015
Image public domain via source
Find the IL choir on your campus (even if
they don’t know they are) and preach to it:
Faculty development workshops re: the
Framework slated for Fall 2015 at UofS
Faculty Development Specialist in our
Center for Teaching & Learning
Excellence already on board to help us
plan
Inviting past recipients in the Information
Literacy Stipend Program to help develop
and plan (and deliver?) these workshops
for their faculty colleagues

33. Tips for Collaboration
#ILshift #acrl2015
Read and reflect on the Framework to develop your own understanding of its
significance in your IL instructional practice.
→ Don’t be afraid of “slow learning” for yourself and your collaborators re: the Framework - Mader, 2015
Connect and map the Framework to your current IL initiatives and to knowledge
domains within the broader curriculum.
→ Identify the shared goals between IL and the disciplines on your campus
Identify potential collaborators whose work demonstrates obvious overlap with
the Framework and reach out to start a conversation.
→ Strategically seed the curriculum with each new conversation and collaborative partnership
→ Hint: There is immense resonance between information literacy as defined by the Framework and
the goals of First-Year Writing/Composition as defined by the CWPA, NCTE, and NWP in the
Framework for Success in Postsecondary Writing (pdf), 2011

34. Discussion ~ Q&A ~ Idea Sharing
#ILshift #acrl2015
Donna Witek
Public Services Librarian
The University of Scranton
donna.witek@scranton.edu
@donnarosemary
Danielle Theiss
Director, De Paul Library
University of Saint Mary
danielle.theiss@stmary.edu
@danielletheiss
Joelle Pitts
Instructional Design
Librarian
Kansas State University
jopitts@ksu.edu
@jopitts
Thank you!

35. Works Cited & Sources for Further Reading
#ILshift #acrl2015
Brandt, R. S. & Perkins, D. N. (2000). The evolving science of learning. In R. S. Brandt (ed.), Education in a New Era
(pp. 159-183). Alexandria, VA: Association for Supervision and Curriculum Development.
Framework for information literacy for higher education. (2015). Association of College and Research Libraries.
Framework for success in postsecondary writing (pdf). (2011). Council of Writing Program Administrators, the
National Council of Teachers of English, and the National Writing Project.
Grettano, Teresa, & Donna Witek. (2015). “We’re all mad here”: fostering metadiscourse on metaliteracy. Presented
at the Conference on College Composition and Communication, Tampa, FL, March 18-21. 2-15.
Lu, Silvia, Amy R. Hofer, & Lori Townsend. (2014). Assessing threshold concepts for information literacy. Presented
at the Reinventing Libraries: Reinventing Assessment Conference, New York City, NY, June 6, 2014.
● Presentation handout: Overview and Assessment (pdf)
● Example assignment: Citation Sleuthing (pdf)
● Example assignment: Movie Views and Reviews (pdf)
Mackey, T. P. & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research
Libraries, 72 (1): 62-78.
Slide 1/2

36. Works Cited & Sources for Further Reading
#ILshift #acrl2015
Mackey, Thomas P., & Trudi E. Jacobson. (2014). Metaliteracy: reinventing information literacy to empower
learners. Chicago : ALA Neal-Schuman.
Mader, Sharon. (2015). Putting the framework for information literacy into action: next steps. [webinar] ACRL
Presents.
Mazziotti, Donna, & Teresa Grettano. (2011). “Hanging together”: collaboration between information literacy and
writing programs based on the ACRL standards and the WPA outcomes (pdf). Presented at ACRL 2011,
Philadelphia, PA, March 30-April 2, 2011.
Meyer, Jan H.F., & Ray Land. (2003). Enhancing teaching-learning environments in undergraduate courses (pdf),
ETL Project, Occasional Report 4.
Oakleaf, Megan. (2014). A roadmap for assessing student learning using the new Framework for Information
Literacy for Higher Education (pdf). Journal of Academic Librarianship. Preprint.
Sousa, David A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.
Wiggins, Grant, & Jay McTighe. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.
Slide 2/2