Translating the ACRL Framework for Information Literacy into Our Teaching Practices
Instructor: Andrea Baer
Dates: Not currently scheduled
Credits: 2.25 CEUs
The new Association for College & Research Libraries (ACRL) Framework for Information Literacy invites librarians to think in new and creative ways about how we support students in developing critical thinking skills and habits of mind that are essential to being an informed and engaged world citizen. The Framework’s focus on threshold concepts (conceptual understandings that are initially challenging to grasp initially but essential to understanding a discipline’s ways of thinking) presents particular challenges to instruction librarians. Given that our teaching is often limited to one or two class sessions and that instructors often want students to gain basic understandings of concrete skills like database searching, addressing complex conceptual understandings that develop over time can seem daunting. Whether working in a one-shot model or teaching through other instructional approaches, how do we develop effective pedagogical approaches that foreground concepts such as “Research as Inquiry” and “Scholarship Is a Conversation”?
In this 6-week interactive workshop, participants will explore ways that the ACRL Framework does and can inform their teaching practices. Reflecting on the specific contexts and environments in which they work, participants will share their interpretations and applications of the Framework. In addition to engaging in readings and discussions related to the Framework, individuals will develop an instructional activity or lesson plan that relates to one or more of the ACRL Framework’s threshold concepts. In developing these instructional plans, participants will give particular attention to articulating student learning outcomes and developing activities that enable authentic assessment of learning. The course is structured by the following weekly themes:
- Week 1 - Demystifying the ACRL Framework for Information Literacy
- Week 2 - From Tool-Centered Instruction to Critical Habits of Mind: Strategies for Cultivating Conceptual Understandings & Critical Dispositions
- Week 3 - Articulating Assessable Learning Outcomes/Questions of Assessment
- Week 4 - Developing Instruction Activities that Foster Authentic Learning and Assessment
- Week 5 - Revisiting Stumbling Blocks of Learning & Refining Instruction Plans
- Week 6 - Looking Forward: Reflections and Next Steps
Course learning outcomes:
- Reflect on opportunities, challenges and concerns that the ACRL Framework presents to your teaching practice.
- Articulate the relevance of the ACRL Framework’s threshold concepts to your teaching practice.
- Identify connections between teaching with research tools and teaching conceptual understandings of information and information use.
- Identify an instructional scenario for which you will develop instruction that relates to one or more aspects of the ACRL Framework.
- Articulate assessable learning outcomes relevant to concepts addressed in the ACRL Framework.
- Create an instruction activity that enables assessment of student learning in relation to articulated learning outcomes.
- Anticipate roadblocks to learning in relation to your instruction activity and develop pedagogical approaches to addressing those roadblocks.
- Reflect on next steps for your teaching practice in light of your perspectives on the ACRL Framework.
This course can be taken as one of the four required courses in our eight-course Certificate in Library Instruction, but can be taken as a stand-alone course as well.
Andrea Baer is an Instructional Services Librarian at the University of West Georgia. She was previously the Undergraduate Education Librarian at Indiana University Bloomington. She holds a Ph.D. in comparative literature from the University of Washington and a Masters in Information Sciences from the University of Tennessee. Andrea’s work in libraries and education is deeply informed by her teaching background in writing and literature and by her interests in critical pedagogy and critical inquiry. CV, Interview with Andrea Baer
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
Please contact us to arrange a special session of this class for a group of seven or more, with a negotiable discount, or to be notified when it is next scheduled.