1. Partnering with Teaching Faculty to Incorporate the Framework for Information Literacy for Higher Education Tami Echavarria Robinson Coordinator of Instruction Services Whitworth University

2. Whitworth University Library Research Instruction: A Story To The Framework for Information Literacy for Higher Education, February 2, 2015 http://www.ala.org/acrl/sta ndards/ilframework From Information Literacy Competency Standards for Higher Education, January 18, 2000 http://www.ala.org/acrl/site s/ala.org.acrl/files/content/s tandards/standards.pdf

3. Then I have been the Coordinator of Instructional Resources since 1999 Library Research Instruction program existed At that time a partnership was in place with the Director of the University Writing Composition Program All Writing I & II instructors taught research writing, argumentative essay writing, creative writing Writing I or II was required of all students Assumption: faculty in the disciplines could expect that their senior seminar students had been basic taught library research skills Information Literacy Competency Standards for Higher Education, January 2000 Began to build the program based on the new Standards

4. Directors of the Writing Composition Program Director of the Writing program had been in that position for many years and had a PhD Director of the Writing Center had also been there for a long time, had an M.A. They formed a solid core of teaching focus  Assuring that students were all taught basic research writing as part of the Writing I & II course  Basic research learned at lower division level enabled advanced information literacy to be taught at upper division and graduate levels across the curriculum

5. both retired within a year of each other!

6. Changes in the Writing Composition Program Linda and Marty retired about 12-13 years ago Leadership of the Writing Program changed  Solid core of teaching focus on research writing disappeared  Writing Program focus shifted to creative writing  Turnover in the Director of the University Writing Program position  Turnover in the Director of the Writing Center position Domino effect on the disciplines Domino effect on the library instruction program

7. The Writing Program What happened in the writing program  First some temporary leadership  A long unsuccessful tenure process  More temporary leadership  This lasted about 12+ years through 3 full cohorts of undergrads  Focus of Writing I & II became creative writing  Interaction with the library became voluntary class trips to the library with no library research instruction What happened in the Writing Center simultaneously  No consistent leadership  Constant turnover of faculty in charge

8. Academic Disciplines Domino effect on the disciplines Professors in disciplines still expected that their students had learned to do library research Faculty couldn’t figure out why their students in senior seminars were clueless about how to do the research required Faculty did not turn to librarians for instruction or solutions Writing Program no longer served needs of faculty and students in the disciplines

9. Library Research Instruction Program Domino effect on the library instruction program Meanwhile library had developed Information Literacy objectives based on the Standards Each objective was linked with a stage of research skill achievement for introductory orientation, lower division, upper division and graduate level information literacy I.First Year Seminar Orientation II.Writing I & II III.Upper Division courses designated as W courses (ie: BIO 311W) IV.Graduate research methods classes

10. Information Literacy Objectives Whitworth University LIBRARY INSTRUCTION / INFORMATION LITERACY OBJECTIVES Endorsed by Library & Information Resources Committee, April 4, 2008 The Whitworth faculty recognizes the following Information Literacy competencies, skills, and knowledge as essential for all graduates of Whitworth University, and Is committed to cultivating these objectives throughout the university curriculum and through the library & research instruction program of the Whitworth Library.* *Codes following each objective indicate the component(s) of the library & research instruction program where this objective is intentionally addressed: F = First Year Seminar W = Writing I/II D = Discipline-specific instruction sessions

11. Information Literacy Objectives Attached document is the objectives that were written based on the Information Literacy Standards for Higher Education. Each objective is targeted at either F = First Year Seminar, W = Writing I/II or D = Discipline-specific instruction sessions. D = Discipline-specific instruction sessions are in each discipline in courses designated as Writing Across the Curriculum courses. For example, Whitworth graduates should have the following broad research competencies: o Be able to recognize, distinguish, and define information needs of different kinds and at different levels – for example, factual information versus ideas or opinion, scholarly versus popular information, original research or argumentation versus secondary accounts, etc. F, W, D

12. Unfortunate Results But over the 12 years less Writing Program faculty brought classes to the library except just to work occasionally without a librarian instructing Few students were learning Information Literacy skills Faculty who brought upper division or graduate classes found their time spent on basics instead of advance skills in disciplinary research tools Coordinator of Instructional Services and the Library Director continued to approach various English faculty in charge of Writing Program to no avail Library Director brought the concerns to the Academic Dean’s attention because these objectives were not incorporated into the curriculum in spite of librarian effort

13. A Slow Turnaround Academic Deans New searches in English Dept.  New hire 2012 Director of the Writing Program, has PhD  New hire for 2013 Director of Composition Commons (formerly Writing Center), has PhD  Renamed and refocused  Gradual changes since then  Talks with Director of the Writing Program around philosophy of the Framework since Spring 2015

14. Impact on Library Research Instruction Library Orientations for all new students changed 2014  First Year and Transfer Student (GE 125 & 325)  All students tour through 6 stations where they learn about the library & it’s offerings  Now in 2 nd year due to last year’s success with faculty & students Writing Composition Program (Writing I & II)  All students receiving basic information literacy instruction on Discovery tool began 2015  Director is adamant that all students get basic IL  Writing faculty are adjusting to not going their own way

15. New ACRL Framework for Information Literacy for Higher Education The six frames of the Framework: 1.Authority Is Constructed and Contextual 2.Information Creation as a Process 3.Information Has Value 4.Research as Inquiry 5.Scholarship as Conversation 6.Searching as Strategic Exploration Works well with how faculty philosophically understand threshold concepts ( transformative ideas  comprehension  expertise) in any discipline

16. What You Need to Know about the Framework 1.What is the Framework? It is a philosophical overlay, A more theoretical approach to Information Literacy leading to information fluency than the ACRL Information Literacy Standards for Higher Education. 2. Are the Standards now obsolete? The Standards were published by ACRL in 2000 and were meant to be revised cyclically. The Framework revises them in 2015 to reflect current thinking on the  Creation and dissemination of knowledge  Changing higher education learning environment  Shift from information literacy to information fluency  Expanding information literacy to include multiple literacies such as digital and media

17. What You Need to Know about the Framework 3. What are the key differences between the Standards and the Framework? The Standards are proscriptive actions with specific learning outcomes for each standard The Framework is a series of frames, or threshold concepts, that are conceptual. The learning outcome of the Standards focused on the use of tools in research. The frames are meant to be more open to critical thinking strategies about concepts and applications to information resources more broadly.

18. What You Need to Know about the Framework 4. Has the Framework changed the definition of Information Literacy? The Framework adds a layer of metacognition to the definition that is a critical self-reflection crucial to self-directed learning, called metaliteracy, Metaliteracy is applied not only to the use of information but also its production, as consumers and creators of information participating collaboratively. The Standards’ definition 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.” The Framework’s definition is: “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.”

19. What You Need to Know about the Framework 5. Are there new elements in the Framework that were not in the Standards? There are two: metaliteracy and threshold concepts. Metaliteracy “offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces.” Threshold concepts are those transformative ideas in any discipline that are portals to understanding the ways of thinking within that discipline. This grasping of the ideas is irreversible and marks a comprehension that is an initiation into any discipline’s culture, opening the avenue to acquire expertise in that subject. The Framework calls these threshold concepts “frames.”

20. What You Need to Know about the Framework 6. How do the Standards…Compare to the Frames? 5 Standards with objective learning outcomes that lend themselves to assessment relatively easily.  Determine the nature and extent of information needed  Access needed information effectively and efficiently  Evaluate information and sources critically and incorporate into the knowledge base and value system  Use information effectively to accomplish specific purpose  Understand economic, legal and social issues surrounding information and access and use information ethically and legally 6 conceptual frames or threshold concepts, that are more difficult to assess. Each frame lists knowledge practices (comprehending threshold concepts  proficiencies) & dispositions (preferences and attitudes  capabilities realized).  Authority is constructed and contextual  Information creation as process  Information has value  Research as inquiry  Scholarship as conversation  Searching as strategic exploration

21. What You Need to Know about the Framework 7. What are the advantages of the Framework? Focuses on critical thinking strategies not just prospective actions Considers students as active participants in collaborative knowledge communities Includes multiple literacies (such as digital and media) as part of the information landscape Adapts to different learning styles Includes strategies for evaluation of formal scholarly sources as well as informal information

22. What You Need to Know about the Framework 8. Will the addition of the Framework change librarians teaching of information literacy in libraries? The Framework shifts to libraries the burden of spelling out specific learning outcomes, which may be more dynamic, to which the frames may point. Assessment may be more difficult; rubrics may help. If your library has developed objectives and learning outcomes from the Standards that are clearly linked to a progression of information literacy learning at different levels of higher education and critical thinking incorporated into research, you may not anticipate drastic changes.

23. What You Need to Know about the Framework 9. Is there anything that librarians should be alert to that is radically different in the Framework from the Standards that preceded it? From the perspective of critical information literacy the Framework opens new opportunities for skepticism of established authority in scholarship. It encourages students to ask relevant questions about origins and context and suitability of information for current information needs. It considers authority to be contextual, constructed in various communities, encouraging skepticism of the systems that elevated that authority and the information created by it. It does not uncritically recognize and respect authority without critically questioning it.

24. What You Need to Know about the Framework 10. What is the intention of the more philosophical and theoretical language of the Framework? This philosophical language aims at developing a more conceptual understanding of the universe of information. The idea of threshold concepts as characteristics of strong teaching and learning environments in the disciplines emerged about a decade ago. It provides a common language for talking to faculty and others in higher education that can transform the conversation about learning and teaching and bring a new synergy to librarians’ complimentary roles as educators.

25. The End of the Story After 12+ years and 3 full cohorts of students who missed out on learning library research skills as undergrads, change has come Using the Framework philosophy has helped to engage key faculty in Writing and Composition Both the Director of the Writing Program and the Director of the Composition Commons are on board, including librarians in achieving student information fluency All our first year and transfer students are getting a library orientation + basic research instruction this year After near despair library faculty are elated & encouraged

26. The End or a New Beginning? We hope it is a new beginning, a new partnership with faculty  that will benefit faculty in the disciplines, writing faculty and students We hope the future holds information fluency for all students  Through use of the Framework’s philosophical overlay that is closer to language that faculty use with one another in the disciplines  Through application of information fluency with multimedia as well as creators as well as consumers of information Expect creative ideas to emerge at conferences and in the literature as librarians grapple with the new Framework.