Nelig 2015 Questioning the Status Quo
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Presented at the ACRL NELIG annual conference 2015 "Crossing the Threshold: Real Life Applications of the ACRL Framework"
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Nelig 2015 Questioning the Status Quo
- 1. “You Guys Still Here?” by Mike Norkum CC BY-ND 2.0
- 2. Keene State College • 8 full time library faculty (7 teaching) • 250-330 session per year until spring semester 2014
- 4. Dependent upon successful collaboration “Collaboration” by Chris Lott CC BY 2.0
- 5. The Matchmaker Or Librarian? “Millionaire Matchmaker” by Fred Rockwood CC BY-SA 2.0
- 7. "Vanna White Stands Beside Puzzle." US Federal Government. Public Domain. Have you ever been a Vanna ???
- 8. Ability to assess students readiness for the session & engage in best practices in teaching and learning
- 9. The problem"We continue to do one-shot generic and subject- specific sessions, as well as offering point-of-need guidance at the reference desk, recognizing that such “training” does not even begin to make a student literate within the world of information.” Badke, William B. “Can’t get no respect: helping faculty to understand the educational power of information literacy.” The Reference Librarian 43.89-90 (2005): 63-80.
- 10. “Literacy can not be described, therefore in broad terms, literacy is in constant flux and embedded in cultural situations, each situation nuanced and different from the others.”Elmborg, 2006
- 11. Sustainability “Felling Snags on Fire Line” Gerald W. Williams Collection. Public Domain.
- 14. Questioning the status quo…
- 15. Integrative Learning Promoted by the intentional design of programs to facilitate students making connections between knowledge from multiple disparate experiences, concepts, or subjects and adapting skills learned in one situation to problems encountered in another See report: Integrative Learning: Mapping the Terrain & the Carnegie Integrative Learning Project http://gallery.carnegiefoundation.org/ilp/
- 16. High Impact Practices • First year seminars and experiences • Common Intellectual Experiences • Living & Learning Communities • Writing Intensive Courses • Undergraduate Research experiences • Service / Community based learning • Internships • Capstone Courses http://www.aacu.org/leap/hips
- 17. COMPLEX INFORMATION ECOSYSTEM ENGAGEMENT METALITERACY Collaborative student work INTERGRATIVE conversation CREATORS & PARTICIPANTS Multi-media Teams Undergraduate research Digital projects Interactive engaging Learning communities Cross disciplinary ACCESSING & PRODUCING Critical thinking Blended learning metacognition HOLISTIC INTERSECTIONS CRITICAL DISPOSITIONS Deeper learning High impact
- 18. “The Framework redefines the boundaries of what librarians teach and how we conceptualize the study of information within the curriculum of higher education institutions.”
- 19. “The Track Not Taken” Gagan Moorthy CC BY-NC-ND 2.0
- 20. Information Studies minor • Engages students in the study of the information ecosystem as content • Develop critical thinking and information literacy
- 21. • 5 courses • “Value Added” minor, adaptable to any major Information Studies minor • Information Environment* • History of the Book • Participatory Culture • Information Policy* • Special Topics
- 22. The Proposal • Took advantage of the Framework’s call to engage in high impact practices & description of the dynamic information ecosystem • Used national and regional data on skills most cited by employers
- 23. “The Track Not Taken” Gagan Moorthy CC BY-NC-ND 2.0
- 25. “It's given me experience with being on my toes and learning to help students with just the little information they give me and manage to create a whole drafts of papers. It's also open many doors for me in my department and is something I'm proud to put on my resume.”
- 26. Revising IL outcomes for General Education • Students will engage in an iterative and recursive inquiry process and explore diverse perspectives. • Students will recognize how information is produced, accessed, and valued. • Students will participate ethically in the information environment and advance from consumers to producers.
- 27. Elizabeth Dolinger edolinger@keene.edu @ grateflibrarian QUESTIONS ? My fellow Keene State teaching Librarians Rock Stars: Jen Ditkoff Irene McGarrity Amanda Scull Rodney Obien https://elizabethdolinger.wordpress.com/
- 28. Information Studies minor Program Objectives: • Students will think critically and creatively about how information is produced, organized, shared, and preserved in a variety of formats, both traditional and social, and recognize the significance of the format to communicating and accessing information; the production of knowledge and the information publication cycle are addressed. • Students will explore the social and legal implications of information policy issues, intellectual property, transfer of knowledge, and copyright through a historical and contemporary lens. • Students will evaluate the impact that information and information technology has on their person and society both locally and globally; issues of accessibility, digital divide, privacy, censorship, governance of WordWide Web are explored. • Students will learn to navigate and participate in the information environment and utilize information technology in the creation of new products.
Notes de l'éditeur
- ~5,000 undergrads Primarily residential Liberal arts college 8 full time library faculty – 7 who teach 90% of sessions occurred at the lower level -- not equally distributed among the library faculty A majority of the sessions (50% ) occurred in the same lower level gen ed research and writing courses – Integrative Thinking & Writing the rest occurred in a Quantitative Literacy course Had been in place since 2007, and was built upon bibliographic instruction– we’d made great progress in moving from tools/resource focus to process focused sessions and practicing classroom assessment– we’d streamlined, strategized, made sessions as efficient as possible
- Programs that are built solely upon a collaborative model will only be successful where the collaborations are successful – collaboration has been seen as essential to librarians’ accomplishment and the success of information literacy programs has hindered upon these collaborative efforts – Collaboration CAN NOT BE FORCED – and anyone who has truly co-taught a course knows that it is more difficult to collaborate and co-teach than it is to just teach yourself – so in some ways what we’ve been asking for requires significant work on the part of the faculty member and we’ve asking them to do more work And so when collaborations don’t work -- it’s as if the librarian or library is inadequate in some way – SO I REALLY QUESTION OUR RELIANCE UPON COLLABORATION And consider that some programs, like the one at Keene, where certain courses are “required” to have IL/library sessions -=- this isn’t a recipe for successful collaboration
- My experience with this model included “assigning” librarians to working with different sections of the same course. But over time this resulted in very uneven instruction loads among librarians – I had some faculty who would only work with X librarian and some librarians who would work with X faculty because collaboration can’t be forced and I wanted to ensure the best possoible teachng relationships, my role was less about distributing instruction loads and more about matching librarians’ and instructors’ personalities and teaching styles– I used to call myself a MATCHMAKER instead of a librarian I began to ask: What other discipline is so Dependent upon collaboration just to be allowed to do their work? Badke refers to this as the EVNGELIST LIBRARIAN In addition as Bill Badke explains “ the profound disadvantage of wheedling our way into the good graces of faculty in order to make a pitch about information literacy is that we are coming at it from a position of weakness– we become dependent on the good will of faculty who do not have to listen to us or cut us any favors.” --
- This is a symptom of one-shots that we’re all familiar with and likely frustrated by -- ONE SHOTS ARE IN SERVICE TO THE COMPLETION OF A SPECIFIC PRODUCT/ASSIGNMENT (like SOLVING THE PUZZLE)–and RESULTS IN EXPECTATIONS FOR SESSIONS TO ADDRESS TOOLS AND THE SKILLS TO USE THEM – THE END GOAL IS USUALLY NOT ABOUT INFORMATION LITERACY, ITS ABOUT COMPLETING THE ASSIGNMENT -- going beyond that within the context of someone else’s course can be viewed as intrusion and even worse, by students completely out of context And this has been considered good pedagogy in our field--- to make these lessons active and tied to assignments. But I would suggest beginning to question this approach – one-shots are rarely built upon and scaffolded throughout the four year curriculum – they’re really in support of other curriculum – which is not our own – and that the study of information itself, is content enough to warrant teaching to develop information literacy English professors don’t drop into classes and teach grammar– they have students in the writing center who do that
- librarians ability to assess students readiness for the session is limited— How many times have we been in a session where the instructor said “I’ve covered what peer review means” only to find students have no idea? We’re often reliant upon the instructors assessment of the students and report of what they have covered in the class success of the learning relies upon students who have been appropriately prepared for the lesson that is going to be given – and librarians have limited control over that preparation because of the EXPERTISE we bring to the information search process, our assessment can be different from that of the faculty member – This can be addressed by providing an assessment prior to the session and the librarian reviewing that assessment but this can be labor intensive– especially if the assessment is qualitative rather than a quantitative score from an automated standardized test IN addition – learning and critical thinking occurs as we recuperate from mistakes and librarians ability to provide ongoing feedback after the session, as students work through their process, is limited
- Badke– known for his work on credit bearing IL courses embedded within departments arguing that “sessions” whether generic or subject specific does not make a student literate within the world of information – For me– this really brings up the question of what OUR goal is, what the intuition's goal is, and especially– how we interpret the word “LITERACY” “Can’t get no respect: helping faculty to understand the educational power of information literacy.” The Reference Librarian 43.89-90 (2005): 63-80
- James Elmborg– in writing about critical information literacy – talks about how literacy is culturally and socially situated, and often politically charged …people produce, read, and interpret texts in communities, not in isolation. Communities reach consensus about interpretation, sometimes easily and sometimes contentiously. “Literacy cannot be described, therefore in broad terms literacy is in constant flux and embedded in cultural situations, each situation nuanced and different from others.” He suggests that we talk about “multiple literacies, both in terms of diversity in human cultures and diversity in message formats.” Info Science professor university of Iowa
- Many of these challenges can be addressed through time intensive means – but at what expense? And for what gain? to address the sustainability challenge, some libraries have developed standardized lesson plans, including pre assignments and assessments – At Keene we did that to try to address the volume of the sessions – but these became robotic as we just churned them out – So when becoming efficient to handle the volume we must question-- does this model actually facilitate a recursive information search process and “integration” of IL into a course? Or does it reinforce the idea that we can drop these pieces, and ourselves, into the course? At Keene, while it became efficient it did not facilitate an iterative process – despite our concentrated effort, ultimately these sustainability efforts of efficiency moved us farther from integration and the development of meaningful teaching and learning relationships with students Because of these challenges, myself and some of my colleagues BEGAN TO QUESTION THE STATUS QUO OF THIS MODEL AND DESIRE TO WORK IN A MODEL WHERE WE could prepare students , assess students, and provide feedback throughout their learning– we wanted to DEVELOP MEANINGFUL TEACHING & LEARNING RELATIONSHIPS WITH STUDENTS
- For all our efforts – this “program” Was interpreted by librarians as their “IL program” but outside of library was not recognized – Idea within the library was for IL to be developed “across the curriculum” -- but there was no institutional mechanism provided to actually accomplish this – and certainly not for the library to accomplish this– so while we felt responsible for IL “across the curriculum”, it was a self-induced responsibility without the support of the institution for us to accomplish it – aside from an outcome on a page
- Language within the library of furthering the program used words such as “targeting courses” and “aiming” or “trying to get in” – while there was much talk about working with other courses, little was accomplished because most all of our time was spent revising this one course – So we were QUESTIONING the language used – and all of these practices that have been dominate in the field: Reliance upon collaboration to do our jobs Ineffective assignments meant to develop skills but NOT understanding of information ecosystem Inability to assess and provide feedback to students Struggling with workload and sustainability Recognizing that what’s been conceived as a “program” to us is unrecognizable to others And feeling like what we were teaching wasn’t really what we understood as “information literacy”
- At the same time – the predominant language on campus and in the higher education landscape was about this concept of Integrative learning, which is REALLY ABOUT THE DESIGN OF PROGRAMS- Integrative learning IS ABOUT THE INTENTIONAL DESIGN OF PROGRAMS TO FACILITATE STUDENTS MAKING CONNECTIONS BETWEEN COURSES, EXPERIENCES, AND THE APPLICATION OF THEIR LEARNING comes in many varieties: connecting skills and knowledge from multiple sources and experiences; applying theory to practice in various settings; utilizing diverse and even contradictory points of view; and, understanding issues and positions contextually. Significant knowledge within individual disciplines serves as the foundation, but integrative learning goes beyond academic boundaries.
- And – also dominant in the language on campus was talk about “high impact practices” -- opportunities for integrative learning are fostered through these types of learning experiences – WE wanted TO FOCUS ON WAYS WE COULD ENGAGE IN HIGH-IMPACT PRACTICES Quality not quantity Aim for meaningful teaching and learning experiences
- And then, the Framework is – The Framework highlighted trends of high impact practices and integrative learning in higher education – especially the first draft of the framework-- such as collaborative projects, undergraduate research, experiential learning, and other high impact practices, at Keene we heard a CALL UPON THE COMMUNITY OF INFORMATION PROFESSIONALS to engage in HIGH IMPACT practices to increase student understanding of the processes of scholarship and knowledge creation, and information development and impact on self and society.
- The Framework justified what we had been thinking and feeling -- THIS FRAMEWORK GAVE US THE OPPORTUNITY TO MOVE AWAY FROM SKILL DEVELOPMENT and to think about how we could BEST address ESSENTIAL UNDERSTANDINGS/big ideas or THRESHOLD CONCEPTS AND develop more HOLISTIC THINKING and TEACHING ABOUT INFORMATION – It gave us the PLATFORM TO MOVE TOWARD TEACHING ABOUT INFORMATION, WHERE THE STUDY OF INFORMATION BECOMES THE PURPOSE FOR THE ACTIVITY ITSELF – RATHER THAN TEACHING IN SERVICE TO SKILLS TO MEET THE NEEDS OF AN ASSIGNMENT (Vanna) That the Framework highlights concepts of being information consumer, producer, and participant – that it addresses reflective metacognition and information processes – resonated with us because we’d been grappling with these issues and how the standards didn’t seem to adequately address them. the work of Wiggin’s and McTighe and threshold concepts or “Big Ideas” that we want for students to come away with – this idea has been in our literature for some time and anyone who has attended Immersion with Deb Gilchrist should know that her method is based in this work of backward design – of thinking about outcomes first.
- So we ended up seeing two paths to our work as library faculty and our work around information literacy on campus -- that are parallel and that support one another – We began to visualize our Information Literacy work in two lights – On one hand – we agreed to own up and take on what we had argued is our expertise– expertise in the information ecosystem, in information science – and to put forth an academic program that would be recognized like any other on campus – and go through the same processes And at the same time we continue to support students and faculty by providing a variety of options to receive that support – the work here has been focused on high-impact practices and diversification of models – but this is where focus on skill development in the familiar way remains We went pretty quickly from a program of one-shots focused on one lower-level course to providing a menu of support services available to all academic departments AND an academic program recognizable by more than just the librarians to concentrate on development of information literacy – which we believe requires the study of the information environment as content
- way we sought to engage in high-impact practices was by offering an Information Studies minor – This is a unique program for a liberal arts college because we do not have an Information Science program like at some universities who offer MLS degrees We believe that having our own courses is what will ultimately allow us the opportunity to engage students in high-impact practices: undergraduate research, providing internships, and making connections with our local community organizations for service learning projects and to REALLY DEVELOP information literacy and not just research skills –
- 5 courses: the minor is a VALUE ADDED & ADAPTABLE to any major For example: the participatory cultures class is really approached from metaliteracy perspective – it concentrates on students participating in information environments and moving from consumer to prosumer-- the course addresses concepts of information has value, authority is contextual, and scholarship as conversation delve into complex issues such as copyright, censorship, privacy, and the economics of information. information lifecycle focusing on understanding how information is produced, shared, and preserved. explore how society and government impact interactions between people, information, and information technology. navigate the complex information environment and ethically use information to participate in knowledge creation. Develop advanced research skills and information literacies which are in demand in all sectors of the job market as well as graduate and advanced professional programs.
- We used the Framework as a platform to bolster the proposal – Mainly we used the sections from the Framework drafts that discussed the need to engage in high impact practices and that described the complex information ecosystem, the holistic approach of metaliteracy, and the revised definition of information literacy. The AAC&U survey, Raising the Bar: Employers Views on College Learning in the Wake of the Economic Downturn, https://www.aacu.org/leap/documents/2009_EmployerSurvey.pdf 68% cited the ability to locate, organize, and evaluate information from multiple sources (higher than those who cited quantitative literacy at 63%) According to the National Association of Colleges and Employers 2014 Job Outlook Survey, Computer and Information Sciences is the number two degree major in demand at the bachelors degree level, holding steady from 2012 and 2013. The Survey also reports that the “ability to obtain and process information” is within the top five most important skills/qualities of candidates they hire (received a 4.37 on 5 point scale, with “ability to work in a team structure” receiving the highest score at 4.55). http://www.cmc.iit.edu/resources/nace%20job-outlook-2014.pdf page 17 & 32 Some of the largest programs at Keene State, Management and Health Sciences, along with Computer Science are providing education for occupations that are also among the fastest growing regionally and nationally, according to the U.S. Buraeu of Labor Statistics and the New Hampshire Employment Security and Economic and Labor Market Information Bureau. These fields, along with many others in the curriculum, have significant need for advanced information literacy and understanding of information policy and ethics. A minor in Information Studies provides students with a unique opportunity to complement their major field of study and ensure they have the skills and literacies needed for the job market and advanced academic and graduate study. http://www.bls.gov/ooh/ See Computer & Information Technology, Healthcare http://www.nhes.nh.gov/elmi/products/documents/job-locator.pdf pages 3, 7, 8, 17, 18, 19, 20, 61, 71
- The other track we’re on is about engaging in high-impact practices whenever we can – but the Framework has allowed for us to release responsibility for developing “information literacy” in one-shot sessions or for us to think of them as a program – we no longer aim to bring forth an agenda of our own into these sessions – because of the limited control over them– this is not the platform that was provided to us to develop information literacy– rather it was a platform we were grasping to and pushing our way onto. The conversation about IL within departments is a separate conversation than the one I may have with faculty about skills needed for their assignment (related yes– but different). instead we can think of ways to engage students in high impact practices and that support students in faculty to meet the needs of their assignments by developing those skills related to information searching and use.
- I read this article by Brett Bodemer from California Polytechnic State University –inspired by this article and based on model of a center for writing & writing tutor programs – where I saw an institutional structure supporting development of skills across the curriculum– I designed the Research & Technology Fellows program/wrote up an action plan— and with colleague we developed and implemented the training program Training occurs through face to face workshops, and Canvas modules – takes about 40 hours of training Fellows: Hold one-shot sessions for a variety of courses – on demand – resource focused/ basic database demonstrations Hold one-on-one research consultations Work at the library’s Information Desk Provide training for new Information Desk student workers Work with small groups of students 2 models – 1)Fellows are either employed by the library WHERE THEY provide workshops for courses on demand and some are also aligned with Living & Learning Communities, and with the 1st year Research & Writing course 2) OR – they are employed by an academic department, usually within their academic major and we provide training and ongoing mentoring –
- One of the main purposes of the program was to provide an on campus work opportunity for students to connect their academic interest with on campus employment opportunity – WHILE GAINING DESIREABLE SKILLS FOR THEIR RESUME allows for application and extension of their learning – they are also embedded into the department in a way that a librarian could never achieve – they understand the discipline, know the faculty, the assignments, and the students – they are involved in related clubs etc., More than just a job– a learning experience for the Fellows – BECAUSE OF THIS OPPORTUNITY FOR CONNECTION BETWEEN THEIR MAJOR AND THEIR WORK EXPERIENCE WE CONSIDER THIS ONE WAY WE ARE ENGAGEING IN HIGH-IMPACT PRACTICES
- Revised Standards based outcomes and developed three Framework based outcomes as a draft for the general education program Four day retreat with librarians – 2 days we spent on internalizing the Framework, drafted revised Gen Ed program outcomes, working on course and session level outcomes – these are what we use for one-shot sessions and for working with a majority of faculty. Share updated draft of IL outcomes based on Framework with Gen Ed revision committee