Presentation Title

The Framework for Freshmen: Practical Applications

Location

Room 210

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

Many of us are seeking ways to translate the Framework for Information Literacy for Higher Education into concrete and comprehensible terms. How can we make the Framework meaningful to our students? Librarians at Belmont University have paired two threshold concepts with information literacy instruction for First Year Writing. In this course, we focus on: research as inquiry and searching as strategic exploration. We employ a backward approach to instructional design, especially the idea that students need multiple opportunities to draw inferences and to practice what they are learning. During class, the students are led through a “failed” search in order to demonstrate how to glean new ideas and new search terms from the search results. In groups, they work through the process using a topic provided for them. Following the class, students are given an assignment that requires them to apply the same process with their own research topics. We used this instruction design for the first time during the Fall 2016 semester and are now assessing its effectiveness.

The presenter will outline the lesson plan and learning objectives for the First Year Writing course, using visuals and examples of materials used in class. Attendees will gather ideas for putting the threshold concepts into concrete terms and will be provided with the follow-up assignment and a scoring rubric. The presenter will also share some of the challenges of this lesson design and engage the participants in discussion of ways to meet those challenges.

Presentation Description

Librarians bring the Framework to life by pairing the threshold concepts with general education courses. In a First Year Writing course, students are led through a “failed” search that demonstrates how each set of search results can lead them further. The presenter will outline the lesson plan, learning objectives and assignments for this course. Attendees will gather ideas for putting the threshold concepts into concrete terms and will engage in discussion of the challenges of implementing the Framework.

Keywords

Framework; threshold concepts; search results; search terms; information literacy; assignments

Publication Type and Release Option

Event

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Sep 15th, 1:15 PM Sep 15th, 2:30 PM

The Framework for Freshmen: Practical Applications

Room 210

Many of us are seeking ways to translate the Framework for Information Literacy for Higher Education into concrete and comprehensible terms. How can we make the Framework meaningful to our students? Librarians at Belmont University have paired two threshold concepts with information literacy instruction for First Year Writing. In this course, we focus on: research as inquiry and searching as strategic exploration. We employ a backward approach to instructional design, especially the idea that students need multiple opportunities to draw inferences and to practice what they are learning. During class, the students are led through a “failed” search in order to demonstrate how to glean new ideas and new search terms from the search results. In groups, they work through the process using a topic provided for them. Following the class, students are given an assignment that requires them to apply the same process with their own research topics. We used this instruction design for the first time during the Fall 2016 semester and are now assessing its effectiveness.

The presenter will outline the lesson plan and learning objectives for the First Year Writing course, using visuals and examples of materials used in class. Attendees will gather ideas for putting the threshold concepts into concrete terms and will be provided with the follow-up assignment and a scoring rubric. The presenter will also share some of the challenges of this lesson design and engage the participants in discussion of ways to meet those challenges.