From Standards to the Framework: Using Threshold Concepts to Rethink Instruction Ericka Raber, University of Iowa Libraries Leslie Ross, St. Ambrose University

Information Literacy Revisted “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.” An information literate person is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Information Literacy Competency Standards for Higher Education, © ALA, 2000

Guidelines Standards Frameworks White Papers Reports

IL Framework: IL Defined 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

Information Literacy Framework: Threshold Concepts (Frames) Authority Is Constructed and Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration Obstructed View, Nichole Renee

Knowledge Practices Dispositions

Context Desired Changes for Library Instruction One-shot intros  course-integrated  curriculum-integrated Reactive  proactive Procedural  conceptual Graduates  undergraduates Strategies Identify needs and common goals in new environment Engage chairs, program leaders, and instructors in conversations Use IL Framework to frame discussions

Research as Inquiry Knowledge Practices Ask questions. Think Critically. Evaluate information. Dispositions Appreciate complexity. Keep an open mind. Be curious. Where do these fit into the curriculum?

UI Dept. of Teaching & Learning “...preparing today's teachers for tomorrow's schools.”

Intersections with Curriculum Elementary Education Requirements Elementary Education Requirements Courses UI Teaching Standards Technology in the Classroom Information Literacy Frames

Technology in the Classroom

Questions for Instructors What do you see as gaps in the students’ abilities, skills related to information or research? Where in your course do students have opportunities to practice these skills?

Group Inquiry Project Sample Topic Copyright & Ethics What copyright laws affect teachers and students? What are the implications and possible consequences? What is intellectual property and fair use? What is the “fair use” exception? What is “public domain?” What are we – as teachers – allowed to use in our classrooms? Give recommendations for teachers and students on how they can work within the law. What can teachers do to curb cheating and plagiarism from term paper sellers, study guides such as SparkNotes, and inaccurate information from web sites and wikis? What do you think should be done to students who violate copyright or ethical principles? From what you have seen or experienced what can teachers do to curb these types of violations?

Moving Forward Continue to discuss student learning objectives Rework existing assignments to include: Scaffolding of skills (ensuring practice and success) Guided instruction Demonstration of knowledge practices Return to chair and program coordinators to discuss: Successes More intentional curriculum-integrated IL instruction

What are we teaching? What are students learning? How are students learning? (process and influences)

Information Literacy 101

Welcome! 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.“ Welcome! Information literacy is a spectrum of abilities, practices, and habits of mind that extends and deepens learning through engagement with the information ecosystem.

Moving Forward Begin a conversation as a department and keep talking! Formalize our conversation with faculty and administrators

References ACRL. (2000) Information Literacy Competency Standards for Higher Education. ACRL. (2014) Framework for Information Literacy for Higher Education. Booth, C. & Mathews, B. (2012). Understanding the Learner Experience: Threshold Concepts and Curriculum Mapping. CARL Conference 2012, San Diego, CA. Farkas, M. (2014) Getting into the gray areas with the draft Framework for Information Literacy for Higher Education. draft-framework-for-information-literacy-for-higher-education/ draft-framework-for-information-literacy-for-higher-education/ Hovius, A. (2015) Alignment Charts for ACRL Standards and Proposed Framework.