Meeting Your Class At The Crossroads

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Presentation transcript:

Meeting Your Class At The Crossroads Using SLO/Frame Grids To Tailor Information Literacy Instruction Patrick Wohlmut Teaching and Research Librarian Linfield College

Built on Threshold Concepts The Framework for Information Literacy for Higher Education Authority is Constructed and Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration Built on Threshold Concepts Ideas that are initiatory to a discipline that are disruptive and difficult to acquire, but very hard to unlearn once mastered.

Selected Critiques

Drabinski’s Kairos vs. Beilin’s “Beyond The Threshold” Chronos/Standards Based Instruction Kairos/Contextually Responsive Instruction

Alan Carbery, “On The Threshold of Information Literacy” Every learner is different, and comes to the classroom from a different context. If we are to embrace threshold concepts, they should emerge from engagement with students and their experiences. Students often have trouble with some of the concepts and ideas we take for granted; those pain points could be a good starting point for instruction.

The Problem of Assessment Jacob Berg Lane Wilkinson Unclear how to integrate assessment into a teaching model that embraces concepts rather than outcomes. Concepts do not imply abilities. You could try to treat knowledge practices as abilities, but then aren’t we back to the standards?

Context: Linfield

Student Learning Outcome Structure Two Parts: An “X” statement. A “Y” statement. Students should be able to “X” in order to “Y.” The “Y” could be something assessable. The “Y” could also be a “why.” If students can “X,” then they can “Y.” The “X” becomes a logical antecedent. The “Y” become a logical consequent. A way to see if one statement follows from the other.

Helps us to better understand the Framework. Gets us out of the habit of seeing the Frames as just more Standards. Gives us themes, or lenses, to play with in our instruction. Increases our instructional options, ability to be responsive in the classroom. Suggests possible avenues of classroom assessment. Benefits Linfield Librarians like this tool for the following reasons:

Activity

Some Example “X” Statement Outcomes

Questions/Discussion

References ACRL. (2016). The Framework for Information Literacy in Higher Education. Retrieved from http://www.ala.org/ Beilin, Ian. (2015). “Beyond the Threshold: Conformity, Resistance, and the ACRL Information Literacy Framework for Higher Education.” In The Library With The Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/ Berg, Jacob. (2014). “The Draft Framework for Information Literacy for Higher Education: Some Initial Thoughts” [Web Log]. BeerBrarian. Retrieved from http://beerbrarian.blogspot.com/ Carbery, Alan. (2013). “On the threshold of Information Literacy: using Threshold Concepts in IL” [Web Log]. edLibbs. Retrieved from https://edlibbs.wordpress.com/ Drabinski, Emily. (2014). “Toward a Kairos of Library Instruction.” The Journal of Academic Librarianship 40: 480-485. doi:10.1016/j.acalib.2014.06.002 Wilkinson, Lane. (2014). “The Problem With Threshold Concepts” [Web Log]. Sense and Reference: A Philosophical Library Blog. Retrieved from https://senseandreference.wordpress.com/