Category Archives: Information Literacy
The ACRL Student Learning and Information Literacy Committee (SLILC) is excited to announce the first in a series of programming and events related to the forthcoming white paper, Global Perspectives on Information Literacy: Fostering a dialogue for international understanding. The white paper was edited by the ACRL SLILC committee and consists of thirteen chapters written by IL theorists and practitioners from various regions of the world (Africa, Canada, Europe, Oceania, Asia, Latin America, and the Middle East), including a foreword by Dr. Emma Coonan of University of East Anglia. The white paper gives important insight into themes, trends, and priorities for information literacy around the globe. Global Perspectives on Information Literacy: Fostering a dialogue for international understanding will be published in March 2017.
View a preview of the white paper, the foreword written by Dr. Emma Coonan, “Towards a constructive unbalancing: The reflexive turn in information literacy” at this link.
Please join Merinda Kaye Hensley, past chair of SLILC, and Dr. Emma Coonan on February 28, 2017, for an ACRL SLILC online forum. Hensley and Coonan will outline the genesis of the white paper, as well as introduce the themes and highlights emerging from the work. Future programming and opportunities to engage with the authors, including a ACRL 2017 Conference panel and discussion, will be outlined.
The online forum will be held via Webex during the following time:
Tuesday, February 28, 2017 11:00 EST | 10:00 CST. For time in your time zone, please visit this link.
To attend this online forum, please register at: https://goo.gl/forms/u1HG6JENgqoKc8Oa2.
The online forum will be recorded and made available after the meeting.
Since July 2015, the ACRL Framework for Information Literacy Advisory Board (FAB) has been actively working with the ACRL Visiting Program Officer (VPO) for Information Literacy to create a supportive and interactive environment for librarians to learn how to use the Framework. Original member leaders Tish Hayes, Susan Miller, and Donna Witek were joined by new member leaders kYmberly Keeton, Sara Miller, Raymond Pun, and Mark Szarko in October 2016 to further expand FAB’s range of expertise and perspectives.
Now three additional member leaders have been appointed to FAB by ACRL President Irene M.H. Herold to contribute to the priority projects for this spring, which include promotion and administration of the Framework Sandbox, continued collaboration with the Framework Curriculum Designer/Presenter team, and the introduction of the Framework Toolkit as a locally tailored professional development tool.
FAB is pleased to welcome the following new members for terms beginning immediately and running through June 2017:
- Smita Avasthi – Public Services Librarian, Santa Rosa Junior College, Santa Rosa, CA
- Candice Benjes-Small – Head of Information Literacy and Outreach, Radford University, Radford, VA
- Joanna Gadsby – Instruction Coordinator, Reference Librarian, University of Maryland Baltimore County, Baltimore, MD
In other FAB news, Tish Hayes and kYmberly Keeton have agreed to serve as Interim Co-Chairs of FAB beginning in mid-March through the end of May 2017, when FAB’s Chair Donna Witek will be out on leave.
And at the end of January 2017, Sharon Mader completed her term as ACRL VPO for Information Literacy. FAB extends their heartfelt thanks to Sharon for her leadership and mentorship over the last two years in her support of the Framework.
ACRL’s Framework Advisory Board (FAB) is excited to announce the launch of the ACRL Framework for Information Literacy Sandbox. The ‘sandbox’ that was first envisioned during the development of the Framework is now a reality.
The Sandbox is an openly accessible platform and repository for librarians and their educational partners to discover, share, collect and use ongoing work related to the ACRL Framework for Information Literacy for Higher Education in practice and professional development. The Sandbox is a dynamic resource whose content is created by contributors engaged in the Framework.
“ACRL’s introduction of this innovative resource to support the needs of librarians engaging with the Framework in all types of academic settings is reflective of the association’s strategic priorities,” said ACRL President Irene M.H. Herold. “By providing opportunities for discovery and sharing of Framework-related instruction and professional development resources, the Sandbox will help build the capacity of librarians to advance the integration of information literacy into student learning. The Sandbox will only be as useful as the membership makes it, so all are encouraged to contribute.”
In this platform, visitors can both browse and contribute by searching for materials tailored to their needs and contributing their own materials to share with others. The Sandbox will foster collaboration and networking as librarians discover examples to adapt and try out in their own settings and find others who are working on topics of mutual interest.
We invite you to jump into the Sandbox to share and learn from others. Searching is freely available for everyone – you don’t need a login to start searching. And since the content of the Sandbox comes from you, the most important way you can celebrate the launch of the Sandbox is to contribute your Framework-related materials by creating a contributor account. Consult the Sandbox Help Center for information about how to get the most out of using the Sandbox.
The FAB Sandbox Project Team (Donna Witek, Susan Miller, and Sharon Mader) want to thank the Cherry Hill Company, ACRL Executive Director Mary Ellen Davis and the ACRL staff, and ALA ITTS for their collaboration and support in bringing this long-awaited resource to life.
See you in the Sandbox!
ACRL invites applications for the 2017 Information Literacy Immersion Program. Monday, December 5, 2016 is the deadline to apply to Immersion ’17 (Teacher and Program tracks). The ACRL Immersion Program provides instruction librarians the opportunity to work intensively for several days on all aspects of information literacy. Whether your institution is just beginning to think about implementing an information literacy component or whether you have a program well under way, the Immersion Program will provide you with the intellectual tools and practical techniques to build or enhance your institution’s instruction program.
“This blew my mind. I fully intend to change how I teach and influence the information literacy program on my campus.” ~ Immersion Program Participant
Immersion ’17 (Teacher and Program tracks) will be held at Champlain College in Burlington, VT, July 23-28, 2017. Acceptance to Immersion ’17 is competitive to ensure an environment that fosters group interaction and active participation. Applications are due December 5, 2016.
Teacher Track focuses on individual development for those who are interested in refreshing, enhancing, or extending their individual instruction skills. Curriculum includes classroom techniques, learning theory, leadership, and assessment framed in the context of information literacy. Program Track focuses on developing, integrating, and managing institutional and programmatic information literacy programs. Change dynamics, systems thinking, institutional outcomes assessment, scalability, and the integration of teaching, learning, and technology will be brought to bear on analyzing the various programmatic challenges presented in case studies developed prior to the program.
ACRL announces the publication of Rewired: Research-Writing Partnerships within the Frameworks, edited by Randall McClure. College and research librarians have been working alongside professors invested in writing in the disciplines for decades, but new kinds of partnerships are emerging as faculty members and librarians are re-imagining their work for students in a world where writing is both global and largely digital.
Rewired highlights the clear connections between two important disciplinary documents—the Framework for Success in Postsecondary Writing (CWPA, NCTE, and NWP, 2011) and the Framework for Information Literacy for Higher Education (ACRL, 2016)—and examines partnerships between librarians and their colleagues who are teaching information literacy in new and impactful ways.
The chapters in Section 1, Developing a Shared Understanding, show off the ways we can learn from each other’s expertise when we engage in conversation and break down the disciplinary silos that tend to separate us. The range of curricular reforms at institutions across the country showcased in Section 2, Partnering Research & Writing, offer multiple options for how partnerships between faculty members invested in writing in the disciplines and their librarian colleagues might develop in different kinds of institutional contexts. And finally, Section 3, Assessing Writing & Information Literacy, challenges us to think about how we assess students’ research-writing development and the impact of the partnerships we develop.
From disciplines and areas one would expect—English departments, first-year writing programs, and university writing centers—to those perhaps more unexpected, such as the health sciences, courses in music, and summer bridge programs, Rewired features partnerships within a range of institutional types that have built upon the connections between these Frameworks in ways that construct meaningful relationships for students as they develop expertise in research-writing.
Rewired: Research-Writing Partnerships within the Frameworks is available for purchase in print and as an ebook through the ALA Online Store; in print through Amazon.com; and by telephone order at (866) 746-7252 in the U.S. or (770) 442-8633 for international customers.