ACRL has an expansive set of information literacy documents. How can librarians develop programs that are guided by professional standards and guidelines while reflecting local context and needs, particularly in light of the most recent document, the Framework for Information Literacy for Higher Education? http://libguides.dickinson.edu/PCLA_ILFrameworkOpe

Hinchliffe, Lisa Janicke

Illinois Digital Environment for Access to Learning and Scholarship Repository

CC-BY-NC-SA	Hinchliﬀe	(2016)	FINDING	THE	CONSTELLATION	IN	THE	STARS:		GUIDANCE	FOR	INFORMATION	LITERACY		PROGRAMS	AND	PEDAGOGY	LISA	JANICKE	HINCHLIFFE		May	24,	2016			Keynote	Address	for		“Implementing	the	New	Framework	for	Information	Literacy	for	Higher	Education	at	PCLA	Libraries”	(#pclail)	CC-BY-NC-SA	Hinchliﬀe	(2016)	Create	a	Representation		Your	Information	Literacy	Practice		and	It’s	Relationship	with	the	ACRL	Information	Literacy	Documents	CC-BY-NC-SA	Hinchliﬀe	(2016)	“we	have	accepted	the	Framework	and	it	will	assume	its	place	among	the	constellation	of	documents	used	by	information	literacy	practitioners”	ACRL	Board,	February	4,	2015	http://www.acrl.ala.org/acrlinsider/archives/9814	CC-BY-NC-SA	Hinchliﬀe	(2016)	κΑιρός	CC-BY-NC-SA	Hinchliﬀe	(2016)	We	are	in	a	time	of	…	CC-BY-NC-SA	Hinchliﬀe	(2016)	We	are	in	a	time	of	…	• 	Compliance	• 	Accountability	• 	Managerialism	• 	Neoliberalism	• 	Financial	Instability	• 	Criticality	And…	• 	A	Constellation	CC-BY-NC-SA	Hinchliﬀe	(2016)	What’s	an	Information	Literacy	Program?				 Comprised	of?	Targeted	to?	Delivered	by?	CC-BY-NC-SA	Hinchliﬀe	(2016)	Resources	 Activities	 Outputs	 Outcomes	 Impact	Planned	Work	 Intended	Results	Basic	Logic	Model	CC-BY-NC-SA	Hinchliﬀe	(2016)	Resources	 Activities	 Outputs	 Outcomes	 Impact	Planned	Work	 Intended	Results	Basic	Logic	Model	ITERATION	AND	ALIGNMENT	CC-BY-NC-SA	Hinchliﬀe	(2016)	Resources	 Activities	 Outputs	 Outcomes	 Impact	Planned	Work	 Intended	Results	Basic	Logic	Model	Planning	Monitoring	Diagnosing	Assessing	Managing	Leading	CC-BY-NC-SA	Hinchliﬀe	(2016)	Resources		(Library	and	Institution)	Activities	(What	We	Do)	Outputs			(What	Others	Experience)	Outcomes	(Learning)	Impact		(Graduate)	Impact		(Society)	Impact		(Institution)	Your	Planned	Work	 Your	Intended	Results	Information	Literacy	Program	Logic	Model	CC-BY-NC-SA	Hinchliﬀe	(2016)	“we	have	accepted	the	Framework	and	it	will	assume	its	place	among	the	constellation	of	documents	used	by	information	literacy	practitioners”	ACRL	Board,	February	4,	2015	http://www.acrl.ala.org/acrlinsider/archives/9814	CC-BY-NC-SA	Hinchliﬀe	(2016)	A	CONSTELLATION?		CC-BY-NC-SA	Hinchliﬀe	(2016)	ACRL	Constellation	of	Documents	• Standards	for	Libraries	in	Higher	Education	(2011)	-	http://www.ala.org/acrl/standards/standardslibraries	• Characteristics	of	Programs	of	Information	Literacy	that	Illustrate	Best	Practices:	A	Guideline		(2003,	2012)	-	http://www.ala.org/acrl/standards/characteristics	• Guidelines	for	Instruction	Programs	in	Academic	Libraries	(2003,	2011)	-	http://www.ala.org/acrl/standards/guidelinesinstruction	• Standards	for	Proﬁciencies	for	Instruction	Librarians	and	Coordinators	(2007)	-	http://www.ala.org/acrl/standards/profstandards	•  Information	Literacy	Competency	Standards	for	Higher	Education	(2000)	-	http://www.ala.org/acrl/standards/informationliteracycompetency		• Objectives	for	Information	Literacy	Instruction:	A	Model	Statement	for	Academic	Librarians	(2001)	-		http://www.ala.org/acrl/standards/objectivesinformation		• Framework	for	Information	Literacy	for	Higher	Education	(2016)	-	http://www.ala.org/acrl/standards/ilframework		AND	MORE!		CC-BY-NC-SA	Hinchliﬀe	(2016)	A	CONSTELLATION?		CC-BY-NC-SA	Hinchliﬀe	(2016)	Maybe	Focus	On	…		Information	Literacy	Competency	Standards	for	Higher	Education			Framework	for	Information	Literacy	for	Higher	Education		CC-BY-NC-SA	Hinchliﬀe	(2016)	Both	 Standards	Only	Framework	Only	 Neither	Framework		and/or		Standards	CC-BY-NC-SA	Hinchliﬀe	(2016)	Outcomes	 Methods	CC-BY-NC-SA	Hinchliﬀe	(2016)	Outcomes	 Methods	Identify	on	the		Logic	Model	CC-BY-NC-SA	Hinchliﬀe	(2016)	CC-BY-NC-SA	Hinchliﬀe	(2016)	When	we	truly	understand	we	…	Ø 		Can	explain	Ø 		Can	interpret	Ø 		Can	apply		Ø 		Have	perspective	Ø 		Can	empathize	Ø 		Have	self-knowledge	p.	84	As	experts,	we	understand	…		…	but	we	must	not	fall	into	thinking	we	can	transfer	our	understanding	directly	to	others.	CC-BY-NC-SA	Hinchliﬀe	(2016)	Learning	Goals/Teaching	Roles	ACQUIRE		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.	Strategies	include:	• diagnostic	assessment		• lecture		• advanced	organizers	• graphic	organizers	• questioning	(convergent)		• demonstration/modeling		• process	guides		• guided	practice	• feedback,	corrections	• differentiation	Strategies	include:	• diagnostic	assessment		• using	analogies		• graphic	organizers			• questioning	(divergent)	&	probing		• concept	attainment	• inquiry-oriented	approaches		• Problem-Based	Learning	• Socratic	Seminar		• Reciprocal	Teaching	• formative	(on-going)	assessments			• understanding	notebook		• feedback/	corrections		• rethinking	and	reflection	prompts		• differentiated	instruction	Strategies	include:	• on-going	assessment		• providing	specific	feedback	in	the	context	of	authentic	application	• conferencing	• prompting	self	assessment	and	reflection		CC-BY-NC-SA	Hinchliﬀe	(2016)	SDRAWKCAB	Design	Process	Stage	1:	Identify	desired	results.	Stage	2:		Determine	acceptable	evidence.	Stage	3:	Plan	learning	experiences	and	instruction.	Note	though	that	the	process	is	in	actuality	iterative	and	messy.	This	is	the	ﬁnal	design	structure	and	not	necessarily	a	linear	process.	CC-BY-NC-SA	Hinchliﬀe	(2016)	SDRAWKCAB	Design	Process	Stage	1:	Identify	desired	results.	Stage	2:		Determine	acceptable	evidence.	Stage	3:	Plan	learning	experiences	and	instruction.	Should	be	the	focus		of	discussion	with		classroom	faculty		for	course	integrated		instruction.		CC-BY-NC-SA	Hinchliﬀe	(2016)	SDRAWKCAB	Design	Process	Stage	1:	Identify	desired	results.	Stage	2:		Determine	acceptable	evidence.	Stage	3:	Plan	learning	experiences	and	instruction.	Primarily	the	responsibility	of	the	instruction	librarian.		Course	assignment	is	context	of	course.	CC-BY-NC-SA	Hinchliﬀe	(2016)	SDRAWKCAB	Design	Process	Stage	1:	Identify	desired	results.	Stage	2:		Determine	acceptable	evidence.	Stage	3:	Plan	learning	experiences	and	instruction.	Should	be	the	focus		of	discussion	with		classroom	faculty		for	course	integrated		instruction.		Primary	use	of	IL	Standards	and	Framework	for	IL.	CC-BY-NC-SA	Hinchliﬀe	(2016)	SDRAWKCAB	Design	Process	Stage	1:	Identify	desired	results.	Stage	2:		Determine	acceptable	evidence.	Stage	3:	Plan	learning	experiences	and	instruction.	CC-BY-NC-SA	Hinchliﬀe	(2016)	UbD:	Stage	1	–		Identify	desired	results.	Goals	à	Understandings	(Big	Ideas)	and	Predictable	Misunderstandings	à		Essential	Questions	(to	foster	inquiry,	understanding,	transfer	of	learning)	à	Learners	will	know	and	do	à	CC-BY-NC-SA	Hinchliﬀe	(2016)	Goals:	• Standards	for	Information	Literacy	Competency	Standards	in	Higher	Education	• [Framework	for	Information	Literacy	for	Higher	Education]	Also:		• General	Education	Learning	Outcomes	• Major/Minor	Learning	Outcomes	• Graduate	Attributes	• Accreditation	Standards	CC-BY-NC-SA	Hinchliﬀe	(2016)	Understandings:	Components:	• 	Big	Ideas	• 	Speciﬁc	Understandings	• 	Predictable	Misunderstandings	CC-BY-NC-SA	Hinchliﬀe	(2016)	Essential	Questions:	•  	Stimulate	ongoing	thinking	and	inquiry	• Raise	more	questions	• Spark	discussion	and	debate	• Asked	and	re-asked	throughout	unit/year/etc.	• Demand	justiﬁcation	and	support	• “Answers”	may	change	as	understanding	deepens	CC-BY-NC-SA	Hinchliﬀe	(2016)	Example:		Goals:	ILS1.2:	“information	literate	student	identiﬁes	a	variety	of	types	and	formats	of	potential	sources	for	information”	Understandings:	• 	Big	Ideas	–	Scholarly	Communication	Cycle;	FW2:	Information	Creation	as	a	Process;	FW5:	Scholarship	as	Conversation	• 	Speciﬁc	Understandings	–	Peer	Review	and	Formal	Cited	Sources	as	Deﬁning	Characteristic	of	Scholarly	Articles	• 	Predictable	Misunderstandings	–	Database	Limiter;	Reviewed	=	True;	“Information	Survivalism”	Essential	Questions:	If	authority	is	constructed	and	contextual	(FW1),	what	is	the	relationship	of	authority	and	information	quality,	credibility,	and	trustworthiness?		CC-BY-NC-SA	Hinchliﬀe	(2016)	Outcomes	(Know	and	Do):		KNOWLEDGE	AND	SKILLS	 BE	ABLE	TO		Information	Literacy	Standards	Framework	for	Information	Literacy	Assignment	Course	Goals	Curricular	Goals	Certiﬁcation	Accreditation	CC-BY-NC-SA	Hinchliﬀe	(2016)	Outcomes	(Know	and	Do):		KNOWLEDGE	AND	SKILLS	•  describe	the	peer	review	process	as	typically	structured	in	their	discipline	•  explain	advantages	and	limitations	of	information	published	through	the	peer	review	process	•  describe	the	process	for	determining	whether	a	particular	article	was	peer	reviewed	•  describe	reasons	for	their	professors’	requirement	to	cite	peer	reviewed	sources	BE	ABLE	TO		•  identify	peer	reviewed	articles	in	a	set	of	retrieved	results	from	a	database	search	•  determine	whether	a	particular	article	was	peer	reviewed	•  use	peer	reviewed	articles	as	required	and/or	appropriate	to	their	information-based	work	CC-BY-NC-SA	Hinchliﬀe	(2016)	Reﬂect	on	Your	Outcomes	q  Student	is	noun	q  Possible	formats:		q  Separate	-	knowledge/skill	and	application	q  Combine	-	understanding/skill	IOT	application	q  Check	for:	q  Acquire	q  Make	meaning	q  Transfer	q  Judge-able			CC-BY-NC-SA	Hinchliﬀe	(2016)	SDRAWKCAB	Design	Process	Stage	1:	Identify	desired	results.	Stage	2:		Determine	acceptable	evidence.	Stage	3:	Plan	learning	experiences	and	instruction.	Reminder:	Primary	use	of	IL	Standards	and	Framework	for	IL	CC-BY-NC-SA	Hinchliﬀe	(2016)	QUESTIONS/COMMENTS?		Lisa	Janicke	Hinchliﬀe		lisalibrarian@gmail.com	~	lisahinchliﬀe.com	

Finding the Constellation in the Stars:  Guidance for Information Literacy  Programs and Pedagogy

https://www.ideals.illinois.edu/bitstream/2142/90163/2/Finding%20the%20Constellation%20in%20the%20Stars%20-%20Guidance%20for%20Info%20Lit%20Programs%20and%20Pedagogy.pdf

Finding the Constellation in the Stars: Guidance for Information Literacy Programs and Pedagogy

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