Well – this will be a shorter blog post than the previous one. Due to a holiday here in Norway (Ascension Day – kind of weird that we have a day off here on Ascension Day, seeing as Norway is one of the most secular countries in the world, but anyway..) I couldn’t spend all evening at a conference. I did manage to go to one (and a half) session, and I’ll be writing about it here.
Activating the ACRL Framework: Active learning design for library instruction
I have been very interested in the ACRL Framework from the start. We don’t use a framework here in Norway, but I have been writing and talking about this framework as a possible model for a national framework here.
Meghan Kowalski and Catherine Meals from University of the District of Colombia and Faith Rusk from San Fransisco State University talked about how the framework is theoretical and how they wanted to build something more practical from it. The librarians wanted to try something new, even though most of their teaching efforts are performed as one-shots. They decided on building some modules that could be reused and work in a variety of settings. The librarians collaborated in two-hour meetings during six summer weeks when there was less activity in the library, and they had discussions, brain dumps and they made an activity bank for class activity.
The ACRL framework is built around six different frames, and it is conceptual in form. The frames reflect different aspects of information literacy. Some of them are easier to use directly in class than others. The librarians in this session found that students had a very binary outlook on source evaluation; a source is either good or bad in their eyes. The librarians tried to used active learning principles and the Research as Inquiry frame, and by tossing a beach ball between students in the class room they managed to get students to talk about sources. They used the Scholarship as conversation frame to prompt a class discussion on an everyday topic. This discussion was meant to show the students that the academic discourse has many similarities with the everyday discussions in our lives.
The librarians talked about some challenges in this approach, too. It is not always easy to get the faculty onboard, they said. Faculty has limited time with students and they are often only interested in giving a little time to librarians to cover the most basic things, like teaching students to use one particular database etc. Librarians often want to go deeper, to teach more theory, more genre etc. while faculty only want them to give the students a particular piece of information. Another challenge is the constraints of the one-shot. There is no possibility of follow-ups or reflection or process approach to give the students a chance to advance through the levels. The framework is based on threshold concepts and the advancement from novice to expert. How do you do this during a one-shot?
The librarians have published an article on their experiences with this project so far.
At San Fransisco State University, they have worked on a toolkit for teaching, the SFSU Toolkit. They hope to be able to measure or see the effect of better training as an argument to better embedded in the institution.
The librarians started a padlet for all of us who participated where we could suggest ideas for teaching activities according to the frames. There were several good ideas there, and I intend to look for more that I can use when I teach (even though we don’t use the framework).
There were many questions for the Q&A, and I cannot remember half of them, but there was an interesting discussion on bias, and how we need to focus more on this issue. I felt that it was interesting seeing as I have spent more time on this in class, particularly with seniors, these last couple of years.
Writing and research are inseparable: helping instructors integrate research in writing instruction across the curriculum course planning
I only got to see half this session, so apologies if it makes less sense than the other session abstracts here. Two librarians and a writing instructor from UCLA talked about their efforts to make the Writing and research integration planner. The planner was made as a scaffold to develop writing and research throughout the curriculum, particularly in writing intensive courses. They shared the planner here. They have activity suggestions for writing, searching etc., and they used backwards planning to make it.
The presenters use the planner for writing courses, and they have made a video that is used as a flipped classroom activity to save time in the classroom.
An example of how they work in the writing course: the students are given a question for reflection that they think about. Then the students are given a prompt (below). The students get some information on what the goals of different writing activities are, what to do if they fail etc. They also discuss genre, like what the intention behind a case study is, what makes a good case etc. They train the students in making good problem statements, too. The librarians and faculty collaborate and co-teach, and the video and the planner is used to create structure and collaboration.
Here is an example of a prompt given:
Well – that was all I got before I had to go.. I’ll watch the rest when the video is available.