Type of Presentation

Workshop (1 hour and 15 minutes)

Target Audience

Higher Education

Location

Room 218/220

Proposal

Novice researchers experience significant cognitive load to perform research tasks. Entrenched in linear research processes, beginning students struggle to move beyond shallow engagement with information. Teaching research and information literacy skills based on past paradigms are inadequate given the immersive nature and lightning-fast development of the information eco-system. The ACRL Framework for Information Literacy (2015) articulates what was previously implicit – the threshold concepts underpinning a flexible and nuanced information consumer ready for engaged professionalism and citizenship. In practice, we are still wrestling to design and scaffold dynamic yet digestible learning experiences while also satisfying bloated instructional mandates. Searching for solutions, a cross-disciplinary cohort of instructors and one librarian explored the (troublesome) language of “research skills” through the lens of the Research Skills Development Framework (RSD, Willison & O’Regan, 2008) within a Scholarship of Teaching and Learning (SoTL) Community of Practice (CoP). Through cross-disciplinary discussion and classroom SoTL research, a powerful synergy between the RSD and the ACRL Frameworks emerged. This interactive “Info-cache” will mix media and hands-on activity to introduce participants to the power and flexibility of the RSD Framework in conversation with the ACRL Framework. A librarian and university faculty-instructor will discuss how they have applied the two frameworks to facilitate difficult conversations, reveal pedagogical gaps, and design effectively scaffolded assignments, courses and programs. Practical applications for both librarians and course instructors will be discussed.

Presentation Description

Beginning students struggle to move beyond shallow engagement with information and move beyond a linear approach to conducting research. A librarian and university instructor discuss how the Association of College & Research Libraries and Research Skill Development Frameworks can be applied across the curriculum to facilitate difficult conversations, reveal pedagogical gaps, and design effectively scaffolded assignments across courses and programs. Practical applications for both librarians and course instructors will be discussed.

Keywords

research, student engagement, framework, scaffolded assignments, pedagogy

Publication Type and Release Option

Presentation (Open Access)

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Sep 29th, 12:15 PM Sep 29th, 1:30 PM

Scalable Scaffolding for Information Literacy Instruction: A Tale of Two Frameworks Collaboratively Applied

Room 218/220

Novice researchers experience significant cognitive load to perform research tasks. Entrenched in linear research processes, beginning students struggle to move beyond shallow engagement with information. Teaching research and information literacy skills based on past paradigms are inadequate given the immersive nature and lightning-fast development of the information eco-system. The ACRL Framework for Information Literacy (2015) articulates what was previously implicit – the threshold concepts underpinning a flexible and nuanced information consumer ready for engaged professionalism and citizenship. In practice, we are still wrestling to design and scaffold dynamic yet digestible learning experiences while also satisfying bloated instructional mandates. Searching for solutions, a cross-disciplinary cohort of instructors and one librarian explored the (troublesome) language of “research skills” through the lens of the Research Skills Development Framework (RSD, Willison & O’Regan, 2008) within a Scholarship of Teaching and Learning (SoTL) Community of Practice (CoP). Through cross-disciplinary discussion and classroom SoTL research, a powerful synergy between the RSD and the ACRL Frameworks emerged. This interactive “Info-cache” will mix media and hands-on activity to introduce participants to the power and flexibility of the RSD Framework in conversation with the ACRL Framework. A librarian and university faculty-instructor will discuss how they have applied the two frameworks to facilitate difficult conversations, reveal pedagogical gaps, and design effectively scaffolded assignments, courses and programs. Practical applications for both librarians and course instructors will be discussed.