Category Archives: Information Literacy

November e-Learning from ACRL

ACRL is offering a variety of webcasts this month to meet the demands of your schedule and budget. These interactive webcasts last 60-90 minutes and take place in an interactive online classroom; group discounts are available. Full details and registration information are available on the ACRL website.

Zotero: Using and Supporting the Bibliographic Power Tool (November 9, 2017): Zotero is a reference manager application for saving and organizing citations and creating bibliographies. It’s free, powerful, easy to use, and suited for researchers from first-year novices to veteran faculty. Learn how it works and how to teach and support it in your library.

Choosing to Lead: The Motivational Factors of Underrepresented Minority Academic Librarians in Higher Education (November 15, 2017): Why does a person choose to lead in an environment where she or he is traditionally labeled “the minority”? Examine retention and promotion issues of underrepresented minority academic librarians, and the motivation to lead of those who choose to stay in the profession.

Fighting Fake News with the ACRL Framework (November 30, 2017): Explore strategies and techniques for teaching people the literacy skills needed to combat fake news. Examine factors, both historic and new, that contribute to the proliferation of fake news and explore connections between information and news literacy skills.

 

ACRL Sponsors Project Information Literacy Student News Consumption Study

ACRL is a co-sponsor of a forthcoming Project Information Literacy (PIL) research study investigating how young adults consume news and gather information. The research, conducted in partnership with faculty at Northeastern University and Wellesley College, focuses on two of the most pressing issues of what has been called our “post-truth” era: currency and authority.

“In today’s political and social climate, media literacy and news evaluation are more essential skills than ever for our students,” said ACRL President Cheryl A. Middleton of Oregon State University. “The ACRL Board of Directors is proud to continue the association’s strong, ongoing commitment to information literacy issues by helping fund this important research.”

Researchers are looking to break new ground as an empirical and quantitative study of many issues, such as “fake news” and misinformation, to help better ground public discourse and potential policy solutions. A set of recommendations will be made for addressing relevant problems, offering insights to three groups in particular working with young adults on the front lines: librarians, journalists, and educators.

Led by Principal Investigator Alison J. Head of PIL, the project is sponsored by the John S. and James L. Knight Foundation along with a grant from the ACRL. The Northeastern University Libraries and College of Arts, Media, and Design have also contributed support to the project. The study, set to be concluded in fall 2018, will be one of the largest of its kind, with surveys and interviews on college campuses and other educational settings across the country.​

Additional information is available on the PIL website.

October 26 Update:

PIL has an opening for a part-time “PIL Research Fellow” in 2018 to work on the news consumption study. The application deadline is November 16 and complete details are available on the PIL website.

ACRL Announces New Presenters for “Engaging with the ACRL Framework” Workshop

Engaging with the ACRL Framework workshop presenters

Clockwise from top left: Jenny Dale, Kate Ganski, Kim Pittman, and Samantha Godbey.

The ACRL Student Learning and Information Literacy Committee is pleased to announce the selection of Jenny Dale, Kate Ganski, Samantha Godbey, and Kim Pittman as the newest presenters for the one-day workshop, Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices. Jenny, Kate, Samantha, and Kim join the current presenter team as partners in shaping the curriculum and presenting the workshop.

Jenny Dale is the Information Literacy Coordinator at the University of North Carolina, Greensboro; Kate Ganski is the Interim Assistant Director of Libraries for User Services at the University of Wisconsin, Milwaukee; Samantha Godbey is the Education Librarian and Assistant Professor at the University of Nevada, Las Vegas; and Kim Pittman is the Information Literacy and Assessment Librarian at the University of Minnesota, Duluth.

“We are very excited to have Jenny, Kate, Samantha, and Kim join the presenter team for the Framework workshop,” said ACRL Student Learning and Information Literacy Committee Chair Elizabeth Berman of Tufts University. “Not only does this group bring an abundance of expertise on teaching the ACRL Framework for Information Literacy for Higher Education at a time when academic librarians need it most, but their fresh voices and enthusiasm for their new roles will ensure these workshops support librarians in enriching their teaching practices for a long time to come.”

The Engaging with the ACRL Framework workshop is currently offered as a “roadshow” as part of ACRL’s slate of day-long licensed workshops that can be brought to your campus, chapter, or consortia at any time year-round. Contact ACRL Program Officer Chase Ollis at collis@ala.org with questions or to discuss dates, pricing, and details about bringing a workshop to your institution.

ACRL Framework for Information Literacy Toolkit Launches

Framework for Informaiton Literacy coverThe 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.

Librarians can use the ACRL Framework Toolkit resources in a variety of ways:  for their individual professional development needs; to form a community of practice with their colleagues around the Framework and information literacy; and to develop workshops and professional development opportunities in their libraries and also for local, regional, and state-level events and conferences.

The ACRL Framework Toolkit contains four modules: Finding Time to Engage the Framework, The Framework’s Structure, Foundations of the Framework, and Strategies for Using the Framework. A fifth module, Collaboration and Conversations with the Framework, is currently in development.  Each module includes essential questions, learning outcomes, and active learning resources such as guided reading activities, discussion prompts, and lists of key readings.

Please direct any questions to FAB Chair Donna Witek at donna.witek@scranton.edu.

APPLICATION DEADLINE EXTENDED: Call for Presenters – “Engaging with the ACRL Framework” Workshop

Engaging with the ACRL Framework workshop logoThe application deadline to become a presenter for the new Engaging with the ACRL Framework workshop has been extended to 5 p.m. Central, Wednesday, May 31, 2017.

ACRL is accepting applications from prospective presenters for its newest licensed workshop Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices, which will be launched early this summer. Generally offered as a day-long workshop led by two presenters, this workshop joins the slate of ACRL’s other licensed workshops that can be scheduled upon request from libraries, consortia, and other groups. In addition to the in-person workshop, the presenter team will be involved in virtual programming through ACRL’s e-Learning program and other delivery modes.

The original team of three curriculum designer/presenters will be expanded by recruiting and mentoring at least three new presenters for the launch of this new workshop.

Required:

  • Evidence of understanding and use of the Framework for Information Literacy for Higher Education in your instruction practice, including the underlying theories of Understanding by Design, threshold concepts, and metaliteracy.
  • Experience in designing, developing, facilitating, and leading interactive workshops and other professional development offerings.
  • Demonstrated ability to engage in collaborative planning and teamwork.
  • Experience working in information literacy instruction in academic libraries.

Strongly preferred:

  • Background in instructional design.
  • Demonstrated effectiveness and engagement in information literacy in a higher education context.
  • Ability to deliver effective interactive online instruction and professional development offerings in synchronous and asynchronous environments.

Successful members of the presenter team must be:

  • Available to attend one workshop in summer 2017 in order to shadow current presenters prior to co-presenting.
  • Available to present the Framework workshops and online offerings during the year. These can include in-person licensed workshops, eLearning courses and webinars, and pre-conferences.

The workshop content is dynamic and evolving, and the new presenters will participate in shaping the curriculum as a collegial partner with the current presenters. Serving as a member of the presenter team involves participating in regular planning calls, design meetings, participating in all segments of assigned workshops, and development of materials, exercises and presentations as needed.

The new presenters will gain experience by shadowing experienced presenters for one workshop and then team-teach as a presenter (for an average of two workshops per year, depending on demand and scheduling). ACRL will reimburse the new presenters for travel costs for shadowing one workshop (flights, hotel, ground transportation, and per diem for meals). Thereafter, ACRL will reimburse for travel costs and provide an honorarium for workshops presented.

To apply, please prepare the following materials. Applications must be submitted electronically as a single PDF document that includes:

  1. A statement addressing the following questions (two pages max for all):

a. Why do you want to become a presenter for ACRL’s Framework workshop and what can you contribute?

b. How have you incorporated the Framework into your instruction?

c. How does your understanding and use of the underlying theories of the Framework (Understanding by Design, threshold concepts, and metaliteracy) affect your instructional design and teaching?

d. Describe your experience (individually and/or as part of a team) in designing and delivering interactive workshops and other professional development offerings, both in person and virtually.

  1. Please provide examples of your teaching/training experiences, with links to instructional materials, videos, etc., that demonstrate your abilities as a teacher.
  2. Your resume or C.V.
  3. The names and contact information for 2 references who have direct knowledge of your relevant experience and expertise.

The single PDF application must submitted via email by 5 p.m. Central on Wednesday, May 31, 2017, to Tish Hayes, ACRL Framework Advisory Board Interim Co-Chair, at hayesL45@morainevalley.edu.

A selection committee with representatives from the ACRL Framework Advisory Board, the Framework Curriculum Design Team, and the ACRL Student Learning and Information Literacy Committee will consider applications and conduct telephone interviews. It is anticipated that additional presenters will be selected before the end of June.

If you have any questions, please contact Chase Ollis, ACRL Program Officer, collis@ala.org, 312.280.2521, or Tish Hayes, ACRL Framework Advisory Board Interim Co-Chair, hayesL45@morainevalley.edu, 708.974.5734.

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