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Recordings from ACRL seminars: online teaching and faculty communities | Information Literacy Weblog
The US Association of College and Research Libraries (ACRL) posts recordings of its free webinars. Recent recordings include: - ACR 
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Recording of the August 6, 2019, ACRL Project Outcome: Assessing the Learning Outcomes of Library Instruction presentation, with speakers Eric Ackermann an Via John Shank
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"This SPEC Kit examines current practices, policies, and ethical issues around libraries and learning analytics. It explores how ARL member institutions are navigating the balance between gathering and managing data in support of learning analytics initiatives and attending to the profession’s ethics commitments." Via John Shank
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Last week here on the ol’ blog, I presented a preface to a series of posts about designing and teaching intermediate and advanced philosophy courses using the ACRL’s Information Literacy Framework. In this week’s installment in the series, I’m going to take a little time to walk through the thought process behind my course-building work, in which I used a sort of backward design to grow the pedagogical skeleton for my PHIL 230 (Studies in Philosophy) classes. What I’m most interested in accomplishing with this post is a fairly rudimentary account of how the Framework can be used to generate and support course outcomes.
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Librarians in academic settings are often focused on outreach to disciplinary instructors. The dream many of us have is for information literacy instruction to be organically embedded into all academic curricula. Real curricular integration is rare, and most instruction happens in a single session requested by the faculty member. However, if information literacy instruction was embedded in all courses in which it made sense, we wouldn’t have enough librarians to teach it all.
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A recording of the ACRL DLS Instruction Committee Spring Forum event Collaborative Instructional Design delivered by Joelle Pitts is available (embedded below).
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The Threshold Achievement Test for Information Literacy (TATIL) is a new multiple-choice test based on the ACRL Framework for Information Literacy for Higher Education. The test is still in beta, with four modules currently being field tested.
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From
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In September 2012, ACRL was awarded a National Leadership Demonstration Grant of $249,330 by the Institute of Museum and Library Services (IMLS) for the project “Assessment in Action: Academic Libraries and Student Success” (AiA). Undertaken in partnership with the Association for Institutional Research (AIR) and the Association of Public and Land-grant Universities (APLU), the grant will support the design, implementation and evaluation of a program to strengthen the competencies of librarians in campus leadership and data-informed advocacy.
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Library Guides. Information Literacy Program. Framework. The Association of College and Research Libraries (ACRL) released in February 2015 the Framework for Information Literacy for Higher Education. This framework expands on the standards (detailed in the box below), and "grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas." (ACRL) The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically: Authority Is Constructed and Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration ACRL, librarians, and faculty are continually working together to better understand how to apply the Framework to higher education curriculum. For updates, community feedback, and a shared "toolbox" of assignments, assessments, and curriculum examples, please visit the Framework for Information Literacy for Higher Education Wordpress site.
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This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.
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The Information Literacy Competency Standards for Higher Education [http://www.ala.org/acrl/standards/informationliteracycompetency ], adopted by the Association of College and Research Libraries (ACRL) in 2000, have become an essential document related to the emergence of information literacy as a recognized learning outcome at many institutions of higher education.
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Am I the only one who thinks these things should somehow map to each other more easily? It says that you can figure out which ones are higher order and which are lower order in the different outcomes. Wouldn’t it make sense to either list them hierarchically or be more explicit about which are which? http://www.ala.org/acrl/standards/infolitscitech There’s this literal mapping of the Standards with notes about the taxonomy covered, but it’s mostly for a curriculum review and it’s specific to the university that created it.
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Schools have been on a mission to reinvent campus libraries—even though students just want the basics. Via John Shank
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The ACRL Board of Directors recently articulated a new core commitment of our strategic plan, the Plan for Excellence. Along with the association’s core purpose, “[t]o lead academic and research librarians and libraries in advancing learning and scholarship,” and our core organizational values, which include visionary leadership, responsible stewardship of resources, and the values of higher education and intellectual freedom, we have made an explicit commitment to equity, diversity, and inclusion (EDI).
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From
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Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Issues are published 4 times a year.
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The ACRL Framework Advisory Board (FAB) is pleased to announce the launch of the ACRL Framework for Information Literacy Toolkit. The ACRL Framework for Information Literacy Toolkit is intended as a freely available professional development resource that can be used and adapted by both individuals and groups in order to foster understanding and use of the ACRL Framework for Information Literacy for Higher Education. The ACRL Framework Toolkit is available on the ACRL LibGuides site.
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"The purpose of the roles is to conceptualize and describe the broad nature and variety of the work that teaching librarians undertake as well as the related characteristics which enable librarians to thrive within those roles. These seven roles, which can and do overlap, are intended to help librarians situate our individual work experiences within the broader work of academic libraries and within academic communities, as well as suggest creative new areas for expansion."
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A new report has been published by ACRL: Academic Library Impact on Student Learning and Success: Findings from Assessment in Action Team Projects.
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The people who developed the WASSAIL assessment tool have launched The Information Literacy Assessment & Advocacy Project (ILAAP). They have a multiple choice question bank mapped to the ACRL Standards and the ACRL Framework for Information Literacy. You can use the questions freely under a Creative Commons lisence, or you can register and also get free access to the web based WASSAIL interface and reporting tool.
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A new report from ACRL spells out the findings of a massive student learning assessment project. I still have some questions. There’s a new report out from the Association of College and Research Libraries summarizing the findings of the second year of a project called Assessment in Action, an ambitious attempt involving over 200 institutions to see how libraries contribute to student learning and how we can measure that contribution. (A report on findings from the first year of this project is also available. I’m just late catching up on my reading.) The librarians involved in this massive project offer a trove of ideas about how we can assess a library’s contributions to learning, and it’s all available online, including survey instruments, rubrics, and more. Each team devised their own question to focus on, one that reflected institutional goals, and summaries of what they learned are available in a searchable database. If you’re a librarian doing assessment of learning, this is an amazing resource.
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Information Literacy Competency These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). A PDF of this document is available.
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Welcome
Welcome to the Exemplary Programs page of the ACRL Information Literacy Best Practices (ILBP) project. Below, we present IL programs that embody the best practices laid out in the document, “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. ProcedureThe ACRL Instruction Section ILBP Committee solicits program applications in the spring and fall through listserv posts and our website. IL programs apply through the Call for Exemplary Information Literacy Programs page in one or more of the ten best practice categories outlined in the "Characteristics" document. Both U.S. and non-U.S. programs are welcome to apply. Applications are judged by members of the ILBP Committee using the Best Practices Evaluation Rubric.
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The new thematic issue of Communications in Information Literacy is out! It is called Reflecting on the Standards, and the 15 articles that it contains reflect a range of viewpoints and focused in...
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Welcome to the ACRL Information Literacy Coordinating Committee gateway to resources on information literacy. These resources will help you understand and apply the Information Literacy Competency Standards for Higher Education to enhance teaching, learning, and research in the higher education community.
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