This workshop will explore the evolving world of scholarly publishing and identify strategies for integrating scholarly communications concepts in library instruction programs and information literacy courses. Participants will share current practices as well as collaboratively develop pedagogical approaches in order to incorporate concepts such as preprints, open access, retractions, persistent identifies, and the like into their teaching and learning initiatives

Hinchliffe, Lisa Janicke

English

University of San Diego

University of San Diego Digital USD Digital Initiatives Symposium Apr 25th, 12:00 PM - 2:00 PM You Got Your Scholarly Communications in My Information Literacy! Teaching New Concepts and Mindsets in Library Instruction Programs Lisa Janicke Hinchliffe University of Illinois at Urbana-Champaign Follow this and additional works at: https://digital.sandiego.edu/symposium  Part of the Library and Information Science Commons Hinchliffe, Lisa Janicke, "You Got Your Scholarly Communications in My Information Literacy! Teaching New Concepts and Mindsets in Library Instruction Programs" (2022). Digital Initiatives Symposium. 14. https://digital.sandiego.edu/symposium/2022/2022/14 This Workshop is brought to you for free and open access by Digital USD. It has been accepted for inclusion in Digital Initiatives Symposium by an authorized administrator of Digital USD. For more information, please contact digital@sandiego.edu. You Got Your Scholarly Communications in My Information Literacy! Teaching New Concepts and Mindsets in Library Instruction Programs Presenter 1 Title Professor/Coordinator for Information Literacy Services and Instruction Session Type Workshop Abstract This workshop will explore the evolving world of scholarly publishing and identify strategies for integrating scholarly communications concepts in library instruction programs and information literacy courses. Participants will share current practices as well as collaboratively develop pedagogical approaches in order to incorporate concepts such as preprints, open access, retractions, persistent identifies, and the like into their teaching and learning initiatives. Comments Lisa Janicke Hinchliffe is Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign as well as affiliate faculty in the School of Information Sciences and Center for Global Studies. A past-president of the Association of College and Research Libraries, she is currently serving on the Board of Directors of ORCID and the Society for Scholarly Publishing. See: https://lisahinchliffe.com This workshop is available at Digital USD: https://digital.sandiego.edu/symposium/2022/2022/14 You Got Your Scholarly Communications in My Information Literacy!Lisa Janicke HinchliffeApril 25, 2022CC-BY-NCA Workshop Presentation for the USD  2022 DIS – CC BY NCthe relationship:information literacy and scholarly communicationsCreate a VisualToday’s WorkshopThis workshop will explore the evolving world of scholarly publishing and identify strategies for integrating scholarly communications concepts in library instruction programs and information literacy courses. Participants will share current practices as well as collaboratively develop pedagogical approaches in order to incorporate concepts such as preprints, open access, retractions, persistent identifiers, and the like into their teaching and learning initiatives.Academic Bibliographic Instruction• The user understands how information is defined by experts and recognizes how that knowledge can help determine the direction of his/her search for specific information.• The user understands the importance of the organizational content, bibliographic structure, function, and use of information sources.• The user can identify useful information from information sources or information systems.• The user understands the way collections of information sources are physically organized and accessed.1987, https://web.archive.org/web/20011201201802/http://www.ala.org/acrl/guides/msobi.htmlInformation  Literate“To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (1989)https://www.ala.org/acrl/publications/whitepapers/presidentialInformation Literacy“Information literacy 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.” (2015)https://www.ala.org/acrl/standards/ilframeworkScholarly Communications“Scholarly communication is the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use.” (2003)https://www.ala.org/acrl/publications/whitepapers/principlesstrategiesHow do you currently (or imagine you might) integrate scholarly communications concepts in your information literacy instruction?Reflective WritingHow People Come to Know…By InstinctBased on ExperienceThrough Education/TrainingEducational Role“Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning.” (2018)https://www.ala.org/acrl/standards/standardslibrariesEducational Role“Educational Role: Libraries partner in the educational mission of the institution to develop and support information-literate learners who can discover, access, and use information effectively for academic success, research, and lifelong learning.” (2018)https://www.ala.org/acrl/standards/standardslibrariesstudents and scholarsResources(Library and Institution)Activities(What Library Workers Do)Outputs  (What Others Experience)Outcomes(Knowledge and Skills)Impact (Graduate)Impact (Society)Impact (Institution)Your Planned Work Your Intended ResultsInformation Literacy Program Logic ModelEntering the Instruction StudioStudio as Metaphor• Working Place• Site of Practice• Community of Practice• Honing Your Craft• Semi-Permeable BoundariesStudio Teams 1. copyright/creative commons licenses [yellow] – Johnson, Coronado2. editorial and peer review [green] – Verbit, Shykoluk3. open access [blue] – Mann, Dozier4. persistent identifies (e.g., DOI, ORCID, ROR) [purple] - Girard5. preprints/version of record [pink] – Helman, Drexler6. research misconduct/retractions [grey] - Gibney• What is … ?• How does … work?• When is … important? • What are the contested ideas about … ?• Who care about … ?• Why does … matter?Content• Who are the learners?• What are their existing knowledge and skill levels?• What is the setting (e.g., open sign-up workshop, course-integrated session, guest expert for  lab meeting)? • Amount of time (synchronous instruction)?• Pre-work  or follow-up assignment possible?ContextWhen we truly understand we …Ø Can explainØ Can interpretØ Can apply Ø Have perspectiveØ Can empathizeØ Have self-knowledgeWhen we truly understand we …Ø Can explainØ Can interpretØ Can apply Ø Have perspectiveØ Can empathizeØ Have self-knowledgeAs experts, we understand … but we must not fall into thinking we can transfer our understanding directly to others.Backwards Design ProcessStage 1:Identify desired results.Stage 2: Determine acceptable evidence.Stage 3:Plan learning experiences and instruction.Backwards Design ProcessStage 1:Identify desired results.Stage 2: Determine acceptable evidence.Stage 3:Plan learning experiences and instruction.Note though that the process is iterative and messy. This is the final design structure and not necessarily a linear process.Identify Desired ResultsUnderstandings• Factual– Knowledge of terminology– Knowledge of specific details and elements• Conceptual– Knowledge of classifications and categories– Knowledge of principles and generalizations– Knowledge of theories, models, and structures• Procedural– Knowledge of subject-specific skills and algorithms– Knowledge of subject-specific techniques and methods– Knowledge of criteria for determining when to use appropriate procedures• Metacognitive– Strategic Knowledge– Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge– Self-knowledgehttps://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/Learning Goals/Teaching RolesACQUIRE		MAKE	MEANING	 TRANSFER	This	goal	seeks	to	help	learners	acquire	factual	information	and	basic	skills.		This	goal	seeks	to	help	students	construct	meaning	(i.e.,	come	to	an	understanding)	of	important	ideas	and	processes.	This	goal	seeks	to	support	the	learner’s	ability	to	transfer	their	learning	autonomously	and	effectively	in	new	situations.		https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdfIdentify Desired ResultsWhat do learners need to know?What do learners need to be able to do?Determine Acceptable EvidenceKirkpatrick Evaluation ModelLevel 4: Results – To what degree targeted outcomes occur as a result of the training event and subsequent reinforcementLevel 3: Behavior - To what degree participants apply what they learned during training when they are back on the jobLevel 2: Learning - To what degree participants acquire the intended knowledge, skills, attitudes, confidence and commitment based on their participation in a training eventLevel 1: Reaction - To what degree participants react favorably to the traininghttp://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspxKirkpatrick Evaluation ModelLevel 4: Results – To what degree targeted outcomes occur as a result of the training event and subsequent reinforcementLevel 3: Behavior - To what degree participants apply what they learned during training when they are back on the jobLevel 2: Learning - To what degree participants acquire the intended knowledge, skills, attitudes, confidence and commitment based on their participation in a training eventLevel 1: Reaction - To what degree participants react favorably to the traininghttp://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspxEvidence of Understanding?Purpose: • Move Beyond “I know it when I see it”• Provide clear guidelines for students• Make visible what is valued/judgedAccomplished by:• Defining what the results should look like• Clarifying interpretations of terms like “effective”• Developing clear statements of expectationsKinds of Learning AssessmentsWiggins and McTighe, Understanding by Design, p. 12Informal checks for understandingObservation/dialogueQuiz/testAcademic promptPerformance task/projectKinds of Learning AssessmentsInformal checks for understandingObservation/dialogueQuiz/testAcademic promptPerformance task/projectMost Useful for Formative AssessmentKinds of Learning AssessmentsInformal checks for understandingObservation/dialogueQuiz/testAcademic promptPerformance task/projectMost Useful for Summative AssessmentMost AuthenticKinds of Learning AssessmentsInformal checks for understandingObservation/DialogueQuiz/TestAcademic promptPerformance task/project• What level of evaluation?• What kind(s) of assessment(s)? • How will you judge?Decide on AssessmentPlan Learning Experiences and InstructionTeaching Roles for Learning GoalsACQUIRE		MAKE	MEANING	 TRANSFER	This	goal	seeks	to	help	learners	acquire	factual	information	and	basic	skills.		This	goal	seeks	to	help	students	construct	meaning	(i.e.,	come	to	an	understanding)	of	important	ideas	and	processes.	This	goal	seeks	to	support	the	learner’s	ability	to	transfer	their	learning	autonomously	and	effectively	in	new	situations.	Direct	Instruction:	In	this	role,	the	teacher’s	primary	role	is	to	inform	the	learners	through	explicit	instruction	in	targeted	knowledge	and	skills;	differentiating	as	needed.	Facilitative	Teaching:	Teachers	in	this	role	engage	the	learners	in	actively	processing	information	and	guide	their	inquiry	into	complex	problems,	texts,	projects,	cases,	or	simulations;	differentiating	as	needed.		Coaching:	In	a	coaching	role,	teachers	establish	clear	performance	goals,	supervise	on-going	opportunities	to	perform	(independent	practice)	in	increasingly	complex	situations,	provide	models	and	give	on-	going	feedback	(as	personalized	as	possible).	They	also	provide	“just	in	time	teaching”	(direct	instruction)	when	needed.		https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdfLearning Activities Listen Respond to QuestionsObserve DemonstrationPractice ProceduresProblem SolvingReflection• Learning Goal(s): Acquire, Meaning, Apply• Teaching Role/Instructional Outline• Materials – Readings, Visuals, Worksheets, Presentation Slides, Demonstration Script, Question Prompts, etc. • Learner Activities: Pre, During, PostOutline the Pedagogical Strategy• In summary:“We developed an instructional plan for <learners>  to learn to <know and do>, which will be be delivered <context> using <teaching methods, instructional materials, and  assignments>. The assessment will focus on <level> and learners will be judged on <performance>.”• “An insight I had is that …”• “A challenge I had is that …” • “I also thought that …”ReflectResources• Common Ground at the Nexus of Information Literacy and Scholarly Communication. Edited by Stephanie Davis-Kahl and Merinda Kaye Hensley. Chicago: Association of College and Research Libraries, 2013. https://www.alastore.ala.org/content/common-ground-nexus-information-literacy-and-scholarly-communication• Intersections of Scholarly Communication and Information Literacy. ACRL Guide. https://acrl.libguides.com/intersections/roadshow/home • The Scholarly Kitchen. Society for Scholarly Publishing Blog. https://scholarlykitchen.sspnet.org/Lisa Janicke HinchliffeTwitter/Gmail: LisaLibrarianConcluding Thoughts

You Got Your Scholarly Communications in My Information Literacy! Teaching New Concepts and Mindsets in Library Instruction Programs

https://digital.sandiego.edu/cgi/viewcontent.cgi?article=1381&context=symposium

You Got Your Scholarly Communications in My Information Literacy! Teaching New Concepts and Mindsets in Library Instruction Programs

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