Supporting Inclusive Applications of the Framework with Social Justice, Metacognition, and Digital Literacy
Type of Presentation
Individual paper/presentation
Conference Strand
Outreach and Partnership
Target Audience
Higher Education
Second Target Audience
K-12
Location
Session 3 Papers
Relevance
Our presentation relates to the teaching and learning of information literacy because it articulates how the Framework can be viewed through the lens of metacognition, social justice, and digital media literacy. It helps participants critically evaluate how they currently use the Framework for Information Literacy in their work. It also demonstrates how a companion document to the Framework can support work in their discipline.
Abstract
Companion documents for the Framework make connections to disciplinary learning standards and values visible. They can be used as a tool to communicate standards within a particular discipline and allow others to view it through new lenses. One committee discovered opportunities to apply theoretical frameworks important to their discipline – social justice, metacognition, and digital literacy – to the Framework to meet the needs of students during their coursework and once they begin professional practice.
Metacognition, social justice, and digital media literacy are key concepts in teacher education that lead to more inclusive teaching. Metacognition enables teachers to reflect on their own learning and biases, so that they understand that their perspective is only one of many. Additionally, teachers are at the forefront of the fight for social justice: not only should they work to close the opportunity gap themselves, but they also play a key role in teaching students about diversity, equity, and inclusion. Finally, teaching P-12 learners about digital literacy not only promotes digital equity, but also helps learners to understand how to use technology to fight for inclusion and social justice. This companion document ties each of the frames to these concepts, to support inclusive learning through a discipline-specific lens.
Presenters will explain their process of identifying and applying lenses and provide recommendations for using a companion document within disciplines. Librarians will be led in an exploration to consider the key concepts within their discipline that support inclusive practices, and make connections between the framework and those concepts.
A primary purpose of a companion document to the Framework is to make a connection between disciplinary learning standards and values and the Framework. Companion documents can be utilized as a path forward; a tool to communicate expectations and standards within a particular discipline.
By including information on discipline specific learning objects and activities, these companion documents help to expand the Framework and serve as tools to view it through additional lenses. The more lenses through which the Framework can be viewed, the more likely the document will remain relevant as disciplines respond to changes in their professions and society at large, including ideas around metacognition, social justice, and digital media literacy.
To support continued relevance of the Framework, session participants will be led in an exploration, applying these lenses to the Framework in the context of their own individual disciplines.
Presentation Description
National committees are creating companion documents to the ACRL Framework in response to critical reflection of how information literacy praxis meets the needs of particular disciplines. This session will share the application of social justice, metacognition, and digital literacy lenses to the Framework to meet needs of current students and future professionals. Attendees will learn about processes for identifying and applying lenses to the Framework, consider frameworks in their disciplines, and leave equipped to use companion documents in their areas.
Keywords
framework, instruction, outreach, social justice, metacognition, digital media literacy
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
James, Amy; Ditkoff, Jen; and Shimada, Jennifer, "Supporting Inclusive Applications of the Framework with Social Justice, Metacognition, and Digital Literacy" (2023). Georgia International Conference on Information Literacy. 15.
https://digitalcommons.georgiasouthern.edu/gaintlit/2023/2023/15
Supporting Inclusive Applications of the Framework with Social Justice, Metacognition, and Digital Literacy
Session 3 Papers
Companion documents for the Framework make connections to disciplinary learning standards and values visible. They can be used as a tool to communicate standards within a particular discipline and allow others to view it through new lenses. One committee discovered opportunities to apply theoretical frameworks important to their discipline – social justice, metacognition, and digital literacy – to the Framework to meet the needs of students during their coursework and once they begin professional practice.
Metacognition, social justice, and digital media literacy are key concepts in teacher education that lead to more inclusive teaching. Metacognition enables teachers to reflect on their own learning and biases, so that they understand that their perspective is only one of many. Additionally, teachers are at the forefront of the fight for social justice: not only should they work to close the opportunity gap themselves, but they also play a key role in teaching students about diversity, equity, and inclusion. Finally, teaching P-12 learners about digital literacy not only promotes digital equity, but also helps learners to understand how to use technology to fight for inclusion and social justice. This companion document ties each of the frames to these concepts, to support inclusive learning through a discipline-specific lens.
Presenters will explain their process of identifying and applying lenses and provide recommendations for using a companion document within disciplines. Librarians will be led in an exploration to consider the key concepts within their discipline that support inclusive practices, and make connections between the framework and those concepts.
A primary purpose of a companion document to the Framework is to make a connection between disciplinary learning standards and values and the Framework. Companion documents can be utilized as a path forward; a tool to communicate expectations and standards within a particular discipline.
By including information on discipline specific learning objects and activities, these companion documents help to expand the Framework and serve as tools to view it through additional lenses. The more lenses through which the Framework can be viewed, the more likely the document will remain relevant as disciplines respond to changes in their professions and society at large, including ideas around metacognition, social justice, and digital media literacy.
To support continued relevance of the Framework, session participants will be led in an exploration, applying these lenses to the Framework in the context of their own individual disciplines.
