Instructional Scaffolding of the ACRL Framework for Information Literacy for Developmental Learners.
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
ELAB 21
Proposal
Information literacy has become a necessary set of abilities for community college students to possess in this age of digital distribution. The plethora of information that is generated at an almost instantaneous rate has brought about the need for an information-literate student body with the ability to both decipher and utilize viable and valid information. However, the attainment of such abilities requires the comprehension of information literacy core concepts. These concepts, while instrumental, may be difficult to grasp without a foundation of practical familiarity, especially for students in developmental education courses.
In this presentation, Fabio Montella, Assistant Professor of Library Services, discusses his use of instructional scaffolding, constructivist learning and the ACRL Framework for Information Literacy to teach research skills in successive developmental reading courses. These instructions were part of a collaborative effort with reading faculty at Suffolk County Community College. Student-centered lesson plans, learning objects, and the collaborative nature of these instructions will be presented and analyzed.
Short Description
In this detailed presentation of one librarian’s teaching methodologies for college research in developmental reading courses, we will discuss the use of scaffolded instruction and constructivist learning for the ACRL Framework for Information Literacy. This approach allowed for the successful comprehension of core concepts while ensuring a harmoniously collaboration with developmental reading faculty.
Session Goals
My session goals are as follows:
- The attainment of all session objectives by session attendees.
- The development of a robust discussion pertaining to the session topic.
- The use and subsequent expansion of all material/concepts presented in my session.
Keywords
Information literacy, Developmental Studies, ACRL Framework, Constructivism, Scaffolding, Collaborative teaching, Community College.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Montella, Fabio, "Instructional Scaffolding of the ACRL Framework for Information Literacy for Developmental Learners." (2020). Georgia International Conference on Information Literacy. 36.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/36
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Developmental Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education and Teaching Commons, Information Literacy Commons, Language and Literacy Education Commons, Liberal Studies Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons
Instructional Scaffolding of the ACRL Framework for Information Literacy for Developmental Learners.
ELAB 21
Information literacy has become a necessary set of abilities for community college students to possess in this age of digital distribution. The plethora of information that is generated at an almost instantaneous rate has brought about the need for an information-literate student body with the ability to both decipher and utilize viable and valid information. However, the attainment of such abilities requires the comprehension of information literacy core concepts. These concepts, while instrumental, may be difficult to grasp without a foundation of practical familiarity, especially for students in developmental education courses.
In this presentation, Fabio Montella, Assistant Professor of Library Services, discusses his use of instructional scaffolding, constructivist learning and the ACRL Framework for Information Literacy to teach research skills in successive developmental reading courses. These instructions were part of a collaborative effort with reading faculty at Suffolk County Community College. Student-centered lesson plans, learning objects, and the collaborative nature of these instructions will be presented and analyzed.
