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| framework for information literacy for higher education: Envisioning the Framework Jannette L. Finch, 2021-09 Data visualization--making sense of the world through images that tell a story--has a history that parallels human existence. The strength of visualization lies in its ability to reveal truth out of information that may remain hidden in lines of text, large data sets, or complex ideas. The Framework for Information Literacy for Higher Education presents complex threshold concepts, developed intentionally without prescriptive lists of skills and with flexible options for implementation, which can be explored and understood through visualization. Envisioning the Framework offers a visual opportunity for thought, discovery, and sense-making of the Framework and its concepts. Seventeen chapters packed with full-color illustrations and tables explore topics including: LibGuides creation through conceptual integration with the Framework fostering interdisciplinary transference the convergence of metaliteracy with the Framework teaching multimodalities and data visualization mapping a culturally responsive information literacy journal for international students Chapters include content for credit-bearing information courses, one-shots, and teaching first-year students. Twenty-first-century information literacy involves the metaliterate learner, reflects seismic changes in the duties and roles of teaching librarians, requires new partnerships with faculty and instructional designers, and emphasizes continuous assessment practices. Envisioning the Framework can help you use symbols and visuals for deeper understanding of the Framework, to map the Framework with teaching and learning objectives, and to tell a coherent story to students featuring the frames and the Framework. |
| framework for information literacy for higher education: Metaliteracy: Reinventing Information Literacy to Empower Learners Thomas P. Mackey, Trudi E. Jacobson, 2014-04-08 Today’s learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today’s world. Combining theory and case studies, the authors Show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the twenty-first centuryOffer a framework for engaging in today’s information environments as active, selfreflective, and critical contributors to these collaborative spacesConnect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytellingThis cutting-edge approach to information literacy will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers. |
| framework for information literacy for higher education: Implementing the Information Literacy Framework Dave Harmeyer, Janice J. Baskin, 2018-03-05 Implementing the Information Literacy Framework: A Practical Guide for Librarians is written with three types of people in mind: librarians, classroom educators, and students. This book and its website address the implementation of the Association of College and Research Libraries’ Framework of Information Literacy in Higher Education. One of the few books written jointly by an academic librarian and a classroom faculty member, Implementing the Information Literacy Framework packs dozens of how-to ideas and strategies into ten chapters specifically intended for librarians and classroom instructors. If you have been waiting for a no-nonsense, carefully explained, yet practical source for implementing the Framework, this book is for you, your colleagues, and your students, all in the context of a discipline-specific, equal collaboration between the library liaison and classroom educator. Implementing the Information Literacy Framework gives you the tools and strategies to put into practice a host of Framework-based information literacy experiences for students and faculty, creating a campus culture that understands and integrates information literacy into its educational mission. |
| framework for information literacy for higher education: Threshold Concepts and Transformational Learning , 2010-01-01 Over the last decade the notion of ‘threshold concepts’ has proved influential around the world as a powerful means of exploring and discussing the key points of transformation that students experience in their higher education courses and the ‘troublesome knowledge’ that these often present. |
| framework for information literacy for higher education: Framing Information Literacy Janna L. Mattson, Mary K. Oberlies, 2018 Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment--Publisher. |
| framework for information literacy for higher education: The Information Literacy Framework Heidi Julien, Melissa Gross, Don Latham, 2020-02-07 This book helps demystify how to incorporate ACRL’s Framework for Information Literacy for Higher Education into information literacy instruction in higher education as well as how to teach the new Framework to pre-service librarians as part of their professional preparation. This authoritative volume copublished by the Association for Library and Information Science Education (ALISE) demonstrates professional practice by bringing together current case studies from librarians in higher education who are implementing the Framework for Information Literacy for Higher Education as well as cases from educators in library and information science, who are working to prepare their pre-service students to practice in the new instructional environment. Instructional librarians, administrators, and educators will benefit from the experiences the people on the ground who are actively working to make the transition to the Framework in their professional practice. |
| framework for information literacy for higher education: Information Literacy Barbara J. D'Angelo, Sandra Jamieson, Barry M. Maid, Janice R. Walker, 2017 Bringing together scholarship and pedagogy from a multiple of perspectives and disciplines to provide a broader and more complex understanding of information literacy and suggests ways that teaching and library faculty can work together to respond to the rapidly changing and dynamic information landscape--Provided by publisher. |
| framework for information literacy for higher education: Faculty-librarian Collaborations Michael Stöpel, Livia Piotto, Xan Goodman, Samantha Godbey, 2020 |
| framework for information literacy for higher education: Media and Information Literacy in Higher Education Dianne Oberg, Siri Ingvaldsen, 2016-11-18 Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students' strengths and weaknesses regarding MIL. This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education. - Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library - Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12) - Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities - Written by an international group of authors with firsthand experience of teaching MIL - Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely |
| framework for information literacy for higher education: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| framework for information literacy for higher education: Teaching Information Literacy Threshold Concepts Patricia Bravender, Hazel Anne McClure, Gayle Schaub, 2015 Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ACRL Framework for Information Literacy in Higher Education (2015). This volume offers concrete and specific ways of teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools. --Publisher. |
| framework for information literacy for higher education: Disciplinary Applications of Information Literacy Threshold Concepts SAMANTHA GODBEY; SUSAN BETH WAINSCOTT; XAN GOODMAN., In 25 chapters divided into sections mirroring ACRL's Framework for Information Literacy for Higher Education--Authority is Constructed and Contextual, Information Creation as a Process, Information has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration--Disciplinary Applications of Information Literacy Threshold Concepts explores threshold concepts as an idea and the specifics of what the concepts contained in the Framework look like in disciplinary contexts. The chapters cover many disciplines, including the humanities, social sciences, life sciences, and physical sciences, and a range of students, from first-year undergraduates to doctoral students. |
| framework for information literacy for higher education: Transforming Information Literacy Instruction Amy R. Hofer, Silvia Lin Hanick, Lori Townsend, 2018-11-16 Provides information literacy practitioners with a thorough exploration of how threshold concepts can be applied to information literacy, identifying important elements and connections between each concept, and relating theory to practical methods that can transform how librarians teach. A model that emerged from the Enhancing Teaching-Learning Environments project in Great Britain, threshold concepts are those transformative core ideas and processes in a given discipline that define the ways of thinking and practicing shared by experts. Once a learner grasps a threshold concept, new pathways to understanding and learning are opened up. The authors of this book provide readers with both a substantial introduction to and a working knowledge of this emerging theory and then describe how it can be adapted for local information literacy instruction contexts. Five threshold concepts are presented and covered in depth within the context of how they relate and connect to each other. The chapters offer an in-depth explanation of the threshold concepts model and identify how it relates to various disciplines (and our own discipline, information science) and to the understandings we want our students to acquire. This text will benefit readers in these primary audiences: academic librarians involved with information literacy efforts at their institutions, faculty teaching in higher education, upper-level college administrators involved in academic accreditation, and high school librarians working with college-bound students. |
| framework for information literacy for higher education: Teaching Information Literacy Reframed Joanna M. Burkhardt, 2017-11-21 The six threshold concepts outlined in the Framework for Information Literacy for Higher Education are not simply a revision of ACRL's previous Information Literacy Competency Standards for Higher Education. They are instead an altogether new way of looking at information literacy. In this important new book, bestselling author and expert instructional librarian Burkhardt decodes the Framework, putting its conceptual approach into straightforward language while offering more than 50 classroom-ready Framework-based exercises. Guiding instructors towards helping students cross each threshold, this book discusses the history of the development of the Framework document and briefly deconstructs the six threshold concepts; thoroughly addresses each threshold concept, scaffolding from the beginner level to the intermediate level; includes exercises that can be used in the one-shot timeframe as well as others designed for longer class sessions and semester-long courses; offers best practices in creating learning outcomes, assessments, rubrics, and teaching tricks and tips; and looks at how learning, memory, and transfer of learning applies to the teaching of information literacy. Offering a solid starting point for understanding and teaching the six threshold concepts in the Framework, Burkhardt's guidance will help instructors create their own local information literacy programs. |
| framework for information literacy for higher education: Teaching Information Literacy in Higher Education Mariann Lokse, Torstein Lag, Mariann Solberg, Helene N. Andreassen, Mark Stenersen, 2017-03-22 Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges. - Presents critical thinking and learning strategies as a basic foundation for information literacy - Covers information literacy as a way into deep learning/higher order thinking - Provides self-regulation, motivation, and self-respect as tools in learning - Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy - A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields |
| framework for information literacy for higher education: Developing Information Literacy Skills Janine Carlock, 2020-05-04 Developing Information Literacy Skills provides guidance and practice in the skills needed to find and use valid and appropriate sources for a research project. Anyone who does academic research at any level can benefit from ways to improve their information literacy skills. This text has been structured around the six critical elements of the ACRL Framework for Information Literacy in Higher Education, contextualizing these elements by fitting them into the research and writing process. The book focuses on providing students with the critical-thinking and problem-solving skills needed to: (1) identify the conversation that exists around a topic, (2) clarify their own perspective on that topic, and (3) efficiently and effectively read and evaluate what others have said that can inform their perspective and research. The critical-thinking and problem-solving skills practiced here are good preparation for what students will encounter in their academic and professional lives. As an experienced writing instructor, the author has evaluated the final written products of hundreds of students who were trained through one-shot workshops and first-year introductory courses. She has applied that knowledge to create the tasks in this book so that students have the skills to successfully find, evaluate, and use sources and then produce a paper that incorporates valid research responsibly and effectively. |
| framework for information literacy for higher education: Standards for the 21st-Century Learner in Action American Association of School Librarians, 2013-01-01 This publication from AASL takes an in-depth look at the strands of the Standards for the 21st-Century Learner and the indicators within those strands. |
| framework for information literacy for higher education: Integrating Information Literacy Into the Higher Education Curriculum Ilene F. Rockman, 2004-04-21 Publisher Description |
| framework for information literacy for higher education: Information Literacy and Writing Studies in Conversation Andrea Baer, 2016-05-01 This book is intended to help widen and deepen the conversations between librarians and composition instructors. |
| framework for information literacy for higher education: Naming What We Know Linda Adler-Kassner, Elizabeth Wardle, 2015-06-15 Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field. |
| framework for information literacy for higher education: Concise Guide to Information Literacy Scott Lanning, Caitlin Gerrity, 2022-02-15 This flexible text can serve as the basis of a course in information literacy or as a supplemental text or basic research guide in any course. Both a students' textbook and an instructional reference for educators, this brief but information-rich text teaches students what information literacy is and why it's such an important skill to develop. Authors Scott Lanning and Caitlin Gerrity concentrate on developing skills and behaviors that positively impact the information literacy process. They teach such skills as evaluating and using information and behaviors like exploring, analyzing, and creating. Updated to incorporate the new AASL standards, this third edition of Concise Guide to Information Literacy includes new information on the value of curiosity and choice in the research process, offers a new model of the research process (the Reflective Inquiry Model), and updates the Decision Points Information Seeking Model that describes how student researchers choose to use the information they've found. This book has proven to be invaluable for high school and college students learning about information literacy and librarians and teachers in upper high school and community college settings. |
| framework for information literacy for higher education: Open Pedagogy Approaches Alexis Clifton, Kimberly Davies Hoffman, 2020-07-09 |
| framework for information literacy for higher education: The Library Assessment Cookbook Aaron W. Dobbs, 2017 Assessment examines how library services and resources impact and are perceived by users, and guides strategic planning discussions and development of future acquisitions and services. Assessment is fundamental to positioning your library within your organization and effectively demonstrating how it furthers your institution's goals. And it can be more of an art than a science, using the qualitative and quantitative data available to you to show your library's alignment with the needs and mission of your organization. |
| framework for information literacy for higher education: Information Literacy Assessment Teresa Y. Neely, 2006-04-10 Do they get it? Are students mastering information literacy? Framing ACRL standards as benchmarks, this work provides a toolbox of assessment strategies to demonstrate students' learning. |
| framework for information literacy for higher education: Information Literacy Landscapes Annemaree Lloyd, 2010-02-19 Drawing upon the author's on going research into information literacy, Information Literacy Landscapes explores the nature of the phenomenon from a socio-cultural perspective, which offers a more holistic approach to understanding information literacy as a catalyst for learning. This perspective emphasizes the dynamic relationship between learner and environment in the construction of knowledge. The approach underlines the importance of contextuality, through which social, cultural and embodied factors influence formal and informal learning. This book contributes to the understanding of information literacy and its role in formal and informal contexts. - Explores the shape of information literacy within education and workplace contexts - Introduces a holistic definition of information literacy which has been drawn from empirical studies in the workplace - Introduces a range of sensitizing concepts for researchers and practitioners |
| framework for information literacy for higher education: Overcoming Barriers to Student Understanding Jan Meyer, Ray Land, 2006-09-27 It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics. |
| framework for information literacy for higher education: Threshold Concepts in Women's and Gender Studies Christie Launius, Holly Hassel, 2022 Threshold Concepts in Women's and Gender Studies: Ways of Seeing, Thinking, and Knowing is a textbook designed primarily for introduction to Women's and Gender Studies courses with the intent of providing both a skill- and concept-based foundation in the field. The third edition includes fully revised and expanded case studies and updated statistics; in addition, the content has been updated throughout to reflect significant news stories and cultural developments. The text is driven by a single key question: What are the ways of thinking, seeing, and knowing that characterize Women's and Gender Studies and are valued by its practitioners?. This book illustrates four of the most critical concepts in Women's and Gender Studies-the social construction of gender, privilege and oppression, intersectionality, and feminist praxis-and grounds these concepts in multiple illustrations. Threshold Concepts develops the key concepts and ways of thinking that students need to develop a deep understanding and to approach material like feminist scholars do, across disciplines-- |
| framework for information literacy for higher education: Information Literacy in the Workplace Marc Forster, 2017-04-03 This book explains how information literacy (IL) is essential to the contemporary workplace and is fundamental to competent, ethical and evidence-based practice. In today’s information-driven workplace, information professionals must know when research evidence or relevant legal, business, personal or other information is required, how to find it, how to critique it and how to integrate it into one’s knowledge base. To fail to do so may result in defective and unethical practice which could have devastating consequences for clients or employers. There is an ethical requirement for information professionals to meet best practice standards to achieve the best outcome possible for the client. This demands highly focused and complex information searching, assessment and critiquing skills. Using a range of new perspectives, Information Literacy in the Workplace demonstrates several aspects of IL’s presence and role in the contemporary workplace, including IL’s role in assuring competent practice, its value to employers as a return on investment, and its function as an ethical safeguard in the duty and responsibilities professionals have to clients, students and employers. Chapters are contributed by a range of international experts, including Christine Bruce, Bonnie Cheuk, Annemaree Lloyd with a foreword from Jane Secker. Content covered includes: examination of the value and impact of IL in the workplace how IL is experienced remotely, beyond workplace boundariesIL’s role in professional development organizational learning and knowledge creationdeveloping information professional competencieshow to unlock and create value using IL in the workplace. Readership: This book will be useful for librarians and LIS students in understanding how information literacy is experienced by professions they support; academics teaching professional courses; professionals (e.g. medical, social care, legal and business based) and their employers in showing that IL is essential to best practice and key to ethical practice. |
| framework for information literacy for higher education: Critical Information Literacy Annie Downey, 2016-07-11 Provides a snapshot of the current state of critical information literacy as it is enacted and understood by academic librarians-- |
| framework for information literacy for higher education: Information Literacy Standards for Student Learning American Association of School Librarians, 1998 This volume aims to help readers respond proactively and help to lead the way to collaborative learning in schools. |
| framework for information literacy for higher education: Teaching Information Literacy Through Short Stories David James Brier, Vickery Kaye Lebbin, 2016 Teaching Information Literacy through Short Stories examines information literacy themes through 18 short stories. The book provides librarians and instructors a fresh approach to introduce, accompany, and supplement their teaching. The book is divided into six sections corresponding with the six pillars of Association of College and Research Libraries Framework for Information Literacy for Higher Education. Accompanying each short story are questions to stimulate thought and discussion around various aspects of information and scholarship including authority, process, value, inquiry, conversation, and exploration. Following the Framework for Information Literacy for Higher Education, this book supports the argument that good information literacy instruction is more than teaching students how to find information for their assignments in an expeditious manner. Stories offer a starting place for more complex thinking about the purpose of information literacy and are a wonderful tool to inspire students to acquire the attitudes necessary for broad creative thinking and lifelong intellectual behaviors. The book is designed to be interdisciplinary and useful in any course or workshop introducing and teaching information literacy skills. The stories contained in the book are appropriate for students from high school through university. |
| framework for information literacy for higher education: Data Literacy in Academic Libraries Julia Bauder, 2021-07-21 We live in a data-driven world, much of it processed and served up by increasingly complex algorithms, and evaluating its quality requires its own skillset. As a component of information literacy, it's crucial that students learn how to think critically about statistics, data, and related visualizations. Here, Bauder and her fellow contributors show how librarians are helping students to access, interpret, critically assess, manage, handle, and ethically use data. Offering readers a roadmap for effectively teaching data literacy at the undergraduate level, this volume explores such topics as the potential for large-scale library/faculty partnerships to incorporate data literacy instruction across the undergraduate curriculum; how the principles of the ACRL Framework for Information Literacy for Higher Education can help to situate data literacy within a broader information literacy context; a report on the expectations of classroom faculty concerning their students’ data literacy skills; various ways that librarians can partner with faculty; case studies of two initiatives spearheaded by Purdue University Libraries and University of Houston Libraries that support faculty as they integrate more work with data into their courses; Barnard College’s Empirical Reasoning Center, which provides workshops and walk-in consultations to more than a thousand students annually; how a one-shot session using the PolicyMap data mapping tool can be used to teach students from many different disciplines; diving into quantitative data to determine the truth or falsity of potential “fake news” claims; and a for-credit, librarian-taught course on information dissemination and the ethical use of information. |
| framework for information literacy for higher education: Not Just where to Click Troy A. Swanson, Heather Jagman, 2015 In a collection of scholarly essays, this volume examines how academic libraries assess liaison activities and offers recommendations for documenting the impact of programs and services. Individual chapters address liaison activities relating to collection development, library instruction, research services, engagement and outreach, as well as online, blended and other learning environments.--Page [4] of cover. |
| framework for information literacy for higher education: How to Be a Peer Research Consultant MAGLEN. EPSTEIN, Bridget Draxler, 2022-02-08 Every student brings their own individual set of educational and personal experiences to a research project, and peer research consultants are uniquely able to reveal this hidden curriculum to the researchers they assist. In seven highly readable chapters, How to Be a Peer Research Consultant provides focused support for anyone preparing undergraduate students to serve as peer research consultants, whether you refer to these student workers as research tutors, reference assistants, or research helpers. Inside you'll find valuable training material to help student researchers develop metacognitive, transferable research skills and habits, as well as foundational topics like what research looks like in different disciplines, professionalism and privacy, ethics, the research process, inclusive research consultations, and common research assignments. It concludes with an appendix containing 30 activities, discussion questions, and written reflection prompts to complement the content covered in each chapter, designed to be easily printed or copied from the book. How to Be a Peer Research Consultant can be read in its entirety to gather ideas and activities, or it can be distributed to each student as a training manual. It pays particular attention to the peer research consultant-student relationship and offers guidance on flexible approaches for supporting a wide range of research needs. The book is intended to be useful in a variety of higher education settings and is designed to be applicable to each institution's unique library resources and holdings. Through mentoring and coaching, undergraduate students can feel confident in their ability to help their peers with research and may be inspired to continue this work as professional librarians in the future. |
| framework for information literacy for higher education: The First 20 Hours Josh Kaufman, 2013-06-13 Forget the 10,000 hour rule— what if it’s possible to learn the basics of any new skill in 20 hours or less? Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare? Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of practicing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . . In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct complex skills, maximize productive practice, and remove common learning barriers. By completing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well. Kaufman personally field-tested the methods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard keyboard, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the simple techniques he teaches: Define your target performance level: Figure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better. Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcomponents, it’s easier to figure out which ones are most important and practice those first. Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice. Create fast feedback loops: Getting accurate, real-time information about how well you’re performing during practice makes it much easier to improve. Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chainsaws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way. |
| framework for information literacy for higher education: Learning Beyond the Classroom Manda Vrkljan, 2020 Co-curricular learning is an approach to teaching experiential learning using activities or programs for students outside of their coursework that include intentional learning and development. Co-curricular learning benefits from having clear learning outcomes as well as helping develop competencies that connect to students’ academic or career goals. It can be a way to engage students in the ACRL Framework for Information Literacy for Higher Education and have them begin to apply its concepts to all areas of their life and studies.Learning Beyond the Classroom explores activities that can help develop students’ IL knowledge, stimulate them academically and creatively, and help them develop new skills. In four sections—Campus Connections, Employment Experiences, Innovative Initiatives, and Assessment Approaches—chapters illustrate different approaches to incorporating the ACRL Framework concepts and how best to measure a student’s success to demonstrate the value of the co-curricular activities.A student’s development within their chosen discipline prepares them for a future career, but it is the transferable skills they acquire through experiential activities that demonstrate their full understanding of the concepts taught. Learning Beyond the Classroom can help librarians include information literacy concepts within co-curricular activities and prepare their students to apply critical thinking to everyday pursuits.--Résumé de l'éditeur. |
| framework for information literacy for higher education: Global Media and Information Literacy Assessment Framework: country readiness and competencies UNESCO, 2013-12-31 The UNESCO Global Media and Information Literacy Assessment Framework : Country Readiness and Competencies offers UNESCO's Member States methodological guidance and practical tools throughout the assessment of country readiness and competencies, particularly of teachers in service and in training, regarding media and information literacy at the national level. |
| framework for information literacy for higher education: Hidden Architectures of Information Literacy Programs Carolyn Caffrey Gardner, Elizabeth Galoozis, Rebecca Halpern (Librarian), 2006 In 39 chapters, authors from a variety of diverse institutions highlight the day-to-day work of running and coordinating information literacy programs and the soft skills necessary for success in the coordinator role. They discuss the institutional context into which their work fits, their collaborators, students, marketing, and assessment, as well as the many varied duties they balance. Chapters examine the delicate balancing act of labor distribution, minimal or absent positional authority coupled with making decisions and assignments, generating buy-in for programmatic goals and approaches. |
| framework for information literacy for higher education: Critical Library Instruction Maria T. Accardi, Emily Drabinski, Alana Kumbier, 2010 A collection of articles about various ways of applying critical pedagogy and related educational theories to library instruction--Provided by publisher. |
| framework for information literacy for higher education: Reading, Research, and Writing Mary Snyder Broussard, 2017 Information literacy involves a combination of reading, writing, and critical thinking. Librarians in an academic library, while not directly responsible for teaching those skills, are involved in making such literacy part of the students' learning process. Broussard approaches the misconceptions about the relationship between libraries as a source of information literacy, and offers suggestions on providing students support when working on research papers. |
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什么是.NET？什么是.NET Framework?本文将从上往下，循序渐进的介绍一系列相关.NET的概念，先从类型系统开始讲起，我将通过跨语言操作这个例子来逐渐引入一系列.NET的相关概念， …
Downloading Microsoft .Net Framework Version 2.0
May 8, 2016 · There is no need to install the .NET Framework 2.0 or earlier versions such as 1.0 or 1.1 on Windows 10. The .NET 3.51 included with Windows 10, offers a full installation …
How to Install net framework 1.1. in Windows 10 64-bit one of my …
May 17, 2023 · .Net Framework 3.5 contains the code base of .net 2.0 and 1.1 Open the old Control Panel, then at the top set View to icons Open Programs and Features, then click 'Turn …
How to Install .net framework 1.1.4322 in Windows 10 64-bit?
Dec 19, 2016 · sí, ¿cómo instalo .NET Framework 1.1.4322 en Windows 10 x64bit tengo programas que necesitan esa versión para ejecutarse, por favor ayuda Report abuse Report …
Microsoft .NET Framework unhandled exception has occured.
Jan 30, 2025 · 4. Enable and disable .NET Framework. => Type Windows Features in the Search bar and open the top result. => Find and unchecked .NET Framework 4.5 and .NET …
Uninstall / Disable .NET Framework 4.8.1 on Windows 11 22H2
Feb 27, 2023 · My VS 2022 designed program app cannot be installed anymore although it supports DOTNET Framework 4.8.1. The app runs OK in compiler mode but trying to convert it …
.Net framework 2.0.50727 - Microsoft Community
Jan 9, 2014 · I need to download .NET framework 2.050727. Where do I find this?? Please and thankyou
How to install .NET framework 2.0 in Windows 10?
Jan 6, 2018 · It seems that you need to switch on the feature update, for you to able to install the required .Net framework for the application. To do this, search Turn on Windows features on …
The SCONUL Seven Pillars of Information Literacy - ICDST
The Seven Pillars of Information Literacy: Research Lens The Seven Pillars of Information Literacy: a research lens Information Literacy is an umbrella term which encompasses …
Incorporating the ACRL’s Framework for Information …
Information Literacy for Higher Education into the library scavenger hunt Jessica Dai Reference and Instruction Librarian ... Mapped to the ACRL’s Framework for Information Literacy in …
ACRL Visual Literacy Competency Standards for Higher …
Visual Literacy and Information Literacy . The Visual Literacy Standards were developed in the context of the Information Literacy Competency Standards for Higher Education, and are …
Information Literacy in English-Language Higher Education …
recognized definitions of IL within higher education and stand to impact academic curriculum as some are recognized by higher education accrediting bodies. Specifically recognized are the …
“Information Has Value” and Beyond: Copyright Education …
available in 2015 and accepted in 2016 to replace the Information Literacy Competency Standards for Higher Education, published in 2000. The pur-pose of the Framework is to offer …
Justification and Roadmap for Artificial Intelligence (AI) …
college will be better equipped to create new content, products, and services within the ethical framework of AI technology (Aldabe et al., 2023). My aim is to provide information and …
A digital competence framework for learners (DCFL): A …
the proposed framework and contrast it with the two main frameworks we used as building blocks and benchmarks: DigComp 2.0 and UNESCO’s Digital Literacy Global Framework. Lastly, we …
GUIDELINES ON INFORMATION LITERACY FOR LIFELONG …
INFORMATION LITERACY FOR ... Associations and Institutions (IFLA) with the aim of providing a pragmatic framework for those professionals who need or are interested in starting an …
The Framework for Visual Literacy in Higher Education …
Companion Document to the ACRL Framework for . Information Literacy for Higher Education . Visual Literacy . Approved by the ACRL Board of Directors, April 6, 2022
Communications in Information Literacy - ed
Branch Illuminating Social Justice in the Framework [ RESEARCH ARTICLE ] 6 COMMUNICATIONS IN INFORMATION LITERACY | VOL. 13, NO. 1, 2019 Another set of …
The Framework for Visual Literacy in Higher Education (8/26)
Companion Document to the ACRL Framework for . Information Literacy for Higher Education . The Framework for Visual Literacy in Higher Education . Approved by the ACRL Board of …
Using the ACRL Framework for Information Literacy to …
The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy in Higher Education presents scope for deepening the conversations and achieving more …
Information Literacy Competency Standards for Higher …
Jan 18, 2000 · Information Literacy and Higher Education D. eveloping lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual …
Information Literacy Competency Standards for Higher …
Information Literacy and Higher Education Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of ...
Companion Document to the ACRL Framework for …
companion document to the ACRL Framework for Information Literacy for Higher Education as it relates to social work education and practice. This document is the result of a two-year …
From Standards to Frameworks for IL: How the ACRL …
panel created another document, the Framework for Information Literacy in Higher Education (the Framework). The Framework, which was “filed”—that is, placed among ACRL’s official re …
Framework for Information Literacy for Higher Education
Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a …
Assessing the Potential for Critical Thinking Instruction in ...
Communications in Information Literacy . Volume 14 Issue 2 Article 4 12-2020 . ... Critical thinking is a universally desired goal for students in higher education, and academic ... Framework for …
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7 Professional development High quality professional learning, in its most ideal form, is personalized, job-embedded, ongoing and interactive; Learning Forward (learningforward.org) …
Information Literacy Collab - surface.syr.edu
Framework for Information Literacy for Higher Education, which are: 1. Authority . is Constructed and Contextual 2. Information Creation as a Process 3. Information . ... I love the ACRL …
GenAI Literacy: A Framework for Higher Education Instructors
GenAI Literacy: A Framework for Higher Education Instructors Erica Bender, Ph.D. Assessment Specialist, Center for Educational Effectiveness University of California, Davis Since it …
This document was rescinded by the ACRL Board of Directors …
Companion Document to the ACRL Framework for Information Literacy for Higher Education: Instruction for Educators . Information Literacy Standards for Teacher Education . EBSS …
Framework for Numeracy and Digital Skills Attributes in …
Framework (MQF) recognizes the importance of these skills and has implemented them as learning outcomes at all levels of education (Ministry of Higher Education, Malaysia, 2018). …
A Conceptual Framework for Designing Artificial Intelligence …
a three-dimensional conceptual framework of AI literacy: the cognitive dimension involves educating people about basic AI concepts, and developing their competencies in using AI …
Initial Development of the Perception of Information …
Perception of Information Literacy Scale (PILS) Introduction . As the Association of College and Research Libraries (ACRL, 2015) Framework for Information Literacy for Higher Education …
An Analysis of References to Information Literacy in National ...
tion of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education (henceforth the Framework) provides six frames setting out broad information …
Developing a learning-centred framework for feedback literacy
Developing a learning-centred framework for feedback literacy Elizabeth Molloy, David Boud & Michael Henderson To cite this article: Elizabeth Molloy, David Boud & Michael Henderson …
Communications in Information Literacy - ResearchGate
information literacy in higher education, given the prevalence of the Information Literacy ... Framework for Information Literacy and the Standards could harmoniously co-exist. We do
Framework for Information Literacy for Higher Education
Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a …
Information Literacy Competency Standards for Higher …
Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate student. It also extends the work done by the American …
Information Literacy and Social Media: Empowered Student …
ACRL Framework · information literacy · information literacy instruction · metaliteracy · social media . The Association of College and Research Libraries’ (ACRL) Framework for …
The Rescinding of the ACRL 2000 Information Literacy …
Rescinding of ACRL IL Standards 5 standards/frameworks focus on what they view as essential information literacy preparation during college. As educators, professional librarians have a …
Journal of Information Literacy - ed
Framework for Information Literacy for Higher Education . published by the Association of College and Research Libraries (2015). The Research as Inquiry frame construes research in the …
That Which Cannot Be Named: The Absence of Race in the …
Oct 17, 2019 · When the Association of College & Research Libraries’s (ACRL) Framework for Information Literacy for Higher Education was initially introduced in 2015, I was enthusiastic. …
MUSIC INFORMATION LITERACY: IDEAS, STRATEGIES AND …
final document, the Framework for Information Literacy for Higher Education(Framework). It was approved in 2016, and ACRL has now established a website that contains the Framework, an …
PROPOSING A METALITERACY MODEL TO REDEFINE …
Seven Pillars of Information Literacy; the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) Media and Information Literacy Curriculum for Teachers (2011); …
Word (and/or/not) play: The role of playfulness in searching …
This article will put the concepts of play and playfulness in context with the ACRL Framework for Information Literacy for Higher Education (Framework). Although aspects of play and …
Information Literacy Competency Standards for Higher …
Information Literacy and Higher Education Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of ...
ACURIL 4-8 junio 2017
information literacy and the profession itself should be addressed. A good example is the most recently approved ACRL Framework for Information Literacy for Higher Education. Unlike the …
AI Literacy in Higher Education: Theory and Design - Springer
AI Literacy in Higher Education: Theory and Design Michal Cernýˇ (B) Faculty of Arts, Department of Information Studies and Librarianship, Masaryk University in Brno, Arne Nováka 1, Brno …
REFRESHING INFORMATION LITERACY - ed
the United States), higher education, and Literacy Framework Scotland, 2009; Welsh Information Literacy Project, 2011). For this study the author analyzed the general information and higher …
Information Literacy in the United States: Contemporary …
new framework for information literacy for higher education. A new definition of information literacy was offered, together with a new framework based on threshold concepts– critically reviewed …
Validation Theory and Culturally Relevant Curriculum in …
to information literacy. This particular approach better reflects the threshold concepts mode of the Framework for Information Literacy for Higher Education (ACRL, 2016). In its expanded …
TOWARDS A NATIONAL DIGITAL SKILLS FRAMEWORK FOR …
Framework for Irish Higher Education All Aboard! Enabling & Empowering Staff & Students to Flourish in the Digital Age This document provides a review and synthesis of a range of …
AI Literacy Across Curriculum Design: Investigating College …
AI Literacy in Higher Education In higher education AI literacy is a fundamental pillar that encompasses the proficiencies and knowledge necessary to effectively carry out practical …
INFORMATION LITERACY FRAMEWORK - bpb-eu …
National Information Literacy Framework (Scotland) Working Draft Christine Irving / GCU 18/06/2008 2 Higher education (HE) covers SCQF levels 8 to 12 and as HE uses the
Rethinking Assessment: Information Literacy Instruction and …
Most information literacy instruction (ILI) done in academic libraries today is based on the ACRL’s Information Literacy Competency Standards for Higher Education, but with the replacement of …
Beyond the Threshold: Conformity, Resistance, and the …
ACRL Information Literacy Framework for Higher Education P h o t o b y Fl ic k r u s e r la r o y o (C C BY-NC 2.0) In Brief: The recently adopted ACRL Framework for Information Literacy for …
Designing for Engagement: Using the ADDIE Model to …
Research Libraries’ Framework for Information Literacy for Higher Education. This process may be useful for other librarians who teach online or face-to-face instruction in one-shot or in more …
Journal of Information Literacy - ed
Information Literacy for Higher Education, 2015), and the Chartered Institute of Library and Information Professionals (CILIP), 2018 IL contexts were used to provide a reference point for …
