Category Archives: Information Literacy

ACRL Immersion Program – All New for 2018

The ACRL Immersion Program is all new for 2018! The 4.5-day program will take place at the University of St. Thomas, in St. Paul, Minnesota from July 29 to August 3, 2018. The new, more central location will provide easy travel access, while still providing the small campus feel with nearby urban amenities.

The 2018 ACRL Immersion Program will launch a major curriculum revision. The Immersion Faculty are responding to feedback from teaching librarians, including past Immersion Program participants, in order to design a learning experience that meets current challenges, is responsive and flexible, enables participant-driven learning goals and experiences, and provides opportunities to develop a critical reflective practice. The program is not just for instruction or information literacy librarians or instruction coordinators. It is designed for anyone engaged in the educational role of libraries in higher education, including librarians from all library areas that engage in teaching and learning practices such as offering workshops, designing library assignments, creating exhibits,  etc.

Applicants may register for the program on a first come, first served basis in early 2018.

Some scholarships will be available; scholarship details will also be available in early 2018. Watch the Immersion Program webpage for details!

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.

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