Transition from Standards to Framework, ACRL Information Literacy for Higher Education
Published on Nov 19, 2015
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
To Framework
Transition from Standards
The Frames
The Frames comprise:
- Threshold Concept
- Knowledge Practices
- Dispositions
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
Knowledge Practices
Learners who are developing their information literate abilities do the following:
Define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event).
Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.
Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard”. Even in those situations, some scholars would challenge the authority of those sources.
Recognize that authoritative content may be packaged formally or informally and may include sources of all media types.
Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice.
Understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.
Dispositions
Learners who are developing their information literate abilities do the following:
Develop and maintain an open mind when encountering varied and sometimes conflicting perspectives
Motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways
Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview
Question traditional notions of granting authority and recognize the value of diverse ideas and worldviews
Are conscious that maintaining these attitudes and actions requires frequent self-evaluation
Learners who are developing their information literate abilities do the following:
Define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event).
Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.
Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard”. Even in those situations, some scholars would challenge the authority of those sources.
Recognize that authoritative content may be packaged formally or informally and may include sources of all media types.
Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice.
Understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.
Dispositions
Learners who are developing their information literate abilities do the following:
Develop and maintain an open mind when encountering varied and sometimes conflicting perspectives
Motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways
Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview
Question traditional notions of granting authority and recognize the value of diverse ideas and worldviews
Are conscious that maintaining these attitudes and actions requires frequent self-evaluation
Information Creation
as a Process
Photo by chromedecay
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
Knowledge Practices
Learners who are developing their information literate abilities do the following:
Articulate the capabilities and constraints of information developed through various creation processes
Assess the fit between an information product’s creation process and a particular information need
Articulate the traditional and emerging processes of information creation and dissemination in a particular discipline
Recognize that information may be perceived differently based on the format in which it is packaged
Recognize the implications of information formats that contain static or dynamic information
Monitor the value that is placed upon different types of information products in varying contexts
Transfer knowledge of capabilities and constraints to new types of information products
Develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys
Dispositions
Learners who are developing their information literate abilities do the following:
Are inclined to seek out characteristics of information products that indicate the underlying creation process
Value the process of matching an information need with an appropriate product
Accept that the creation of information may begin initially through communicating in a range of formats or modes
Accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes
Resist the tendency to equate format with the underlying creation process
Understand that different methods of information dissemination with different purposes are available for their use
Information Has Value
Learners who are developing their information literate abilities do the following:
Articulate the capabilities and constraints of information developed through various creation processes
Assess the fit between an information product’s creation process and a particular information need
Articulate the traditional and emerging processes of information creation and dissemination in a particular discipline
Recognize that information may be perceived differently based on the format in which it is packaged
Recognize the implications of information formats that contain static or dynamic information
Monitor the value that is placed upon different types of information products in varying contexts
Transfer knowledge of capabilities and constraints to new types of information products
Develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys
Dispositions
Learners who are developing their information literate abilities do the following:
Are inclined to seek out characteristics of information products that indicate the underlying creation process
Value the process of matching an information need with an appropriate product
Accept that the creation of information may begin initially through communicating in a range of formats or modes
Accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes
Resist the tendency to equate format with the underlying creation process
Understand that different methods of information dissemination with different purposes are available for their use
Information Has Value
Information Has Value
Photo by Truthout.org
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
Knowledge Practices
Learners who are developing their information literate abilities do the following:
Give credit to the original ideas of others through proper attribution and citation
Understand that intellectual property is a legal and social construct that varies by culture
Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
Understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information
Recognize issues of access or lack of access to information sources
Decide where and how their information is published
Understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online
Make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information
Dispositions
Learners who are developing their information literate abilities do the following:
Respect the original ideas of others
Value the skills, time, and effort needed to produce knowledge
See themselves as contributors to the information marketplace rather than only consumers of it
Are inclined to examine their own information privilege
Learners who are developing their information literate abilities do the following:
Give credit to the original ideas of others through proper attribution and citation
Understand that intellectual property is a legal and social construct that varies by culture
Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
Understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information
Recognize issues of access or lack of access to information sources
Decide where and how their information is published
Understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online
Make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information
Dispositions
Learners who are developing their information literate abilities do the following:
Respect the original ideas of others
Value the skills, time, and effort needed to produce knowledge
See themselves as contributors to the information marketplace rather than only consumers of it
Are inclined to examine their own information privilege
Research as Inquiry
Photo by Jared Wong
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Knowledge Practices
Learners who are developing their information literate abilities do the following:
Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information
Determine an appropriate scope of investigation
Deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations
Use various research methods, based on need, circumstance, and type of inquiry
Monitor gathered information and assess for gaps or weaknesses
Organize information in meaningful ways
Synthesize ideas gathered from multiple sources
Draw reasonable conclusions based on the analysis and interpretation of information
Dispositions
Learners who are developing their information literate abilities do the following:
Consider research as open-ended exploration and engagement with information
Appreciate that a question may appear to be simple but still disruptive and important to research
Value intellectual curiosity in developing questions and learning new investigative methods
Maintain an open mind and a critical stance
Value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process
Seek multiple perspectives during information gathering and assessment
Seek appropriate help when needed
Follow ethical and legal guidelines in gathering and using information
Demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations)
Learners who are developing their information literate abilities do the following:
Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information
Determine an appropriate scope of investigation
Deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations
Use various research methods, based on need, circumstance, and type of inquiry
Monitor gathered information and assess for gaps or weaknesses
Organize information in meaningful ways
Synthesize ideas gathered from multiple sources
Draw reasonable conclusions based on the analysis and interpretation of information
Dispositions
Learners who are developing their information literate abilities do the following:
Consider research as open-ended exploration and engagement with information
Appreciate that a question may appear to be simple but still disruptive and important to research
Value intellectual curiosity in developing questions and learning new investigative methods
Maintain an open mind and a critical stance
Value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process
Seek multiple perspectives during information gathering and assessment
Seek appropriate help when needed
Follow ethical and legal guidelines in gathering and using information
Demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations)
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
Knowledge Practices
Learners who are developing their information literate abilities do the following:
Cite the contributing work of others in their own information production
Contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session
Identify barriers to entering scholarly conversation via various venues
Critically evaluate contributions made by others in participatory information environments
Identify the contribution particular articles, books, and other scholarly pieces make to disciplinary knowledge
Summarize the changes in scholarly perspective over time on a particular topic within a specific discipline
Recognize that a given scholarly work may not represent the only or even the majority perspective on the issue
Dispositions
Learners who are developing their information literate abilities do the following:
Recognize they are often entering into an ongoing scholarly conversation and not a finished conversation
Seek out conversations taking place in their research area
See themselves as contributors to scholarship rather than only consumers of it
Recognize that scholarly conversations take place in various venues
Suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood
Understand the responsibility that comes with entering the conversation through participatory channels
Value user-generated content and evaluate contributions made by others
Recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage
Learners who are developing their information literate abilities do the following:
Cite the contributing work of others in their own information production
Contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session
Identify barriers to entering scholarly conversation via various venues
Critically evaluate contributions made by others in participatory information environments
Identify the contribution particular articles, books, and other scholarly pieces make to disciplinary knowledge
Summarize the changes in scholarly perspective over time on a particular topic within a specific discipline
Recognize that a given scholarly work may not represent the only or even the majority perspective on the issue
Dispositions
Learners who are developing their information literate abilities do the following:
Recognize they are often entering into an ongoing scholarly conversation and not a finished conversation
Seek out conversations taking place in their research area
See themselves as contributors to scholarship rather than only consumers of it
Recognize that scholarly conversations take place in various venues
Suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood
Understand the responsibility that comes with entering the conversation through participatory channels
Value user-generated content and evaluate contributions made by others
Recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage
Searching as Strategic Exploration
Photo by Benjamin Chun
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
Knowledge Practices
Learners who are developing their information literate abilities do the following:
Determine the initial scope of the task required to meet their information needs
Identify interested parties, such as scholars, organizations, governments, and industries, which might produce information about a topic and determine how to access that information
Utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching
Match information needs and search strategies to search tools
Design and refine needs and search strategies, based on search results
Understand how information systems (i.e., collections of recorded information) are organized to access relevant information
Use different searching language types (e.g., controlled vocabulary, keywords, natural language)
Manage searching processes and results
Dispositions
Learners who are developing their information literate abilities do the following:
Exhibit mental flexibility and creativity
Understand that first attempts at searching do not always produce adequate results
Realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
Seek guidance from experts, such as librarians, researchers, and professionals
Recognize the value of browsing and other serendipitous methods of information gathering
Persist in the face of search challenges, and know when enough information completes the information task
Learners who are developing their information literate abilities do the following:
Determine the initial scope of the task required to meet their information needs
Identify interested parties, such as scholars, organizations, governments, and industries, which might produce information about a topic and determine how to access that information
Utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching
Match information needs and search strategies to search tools
Design and refine needs and search strategies, based on search results
Understand how information systems (i.e., collections of recorded information) are organized to access relevant information
Use different searching language types (e.g., controlled vocabulary, keywords, natural language)
Manage searching processes and results
Dispositions
Learners who are developing their information literate abilities do the following:
Exhibit mental flexibility and creativity
Understand that first attempts at searching do not always produce adequate results
Realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search
Seek guidance from experts, such as librarians, researchers, and professionals
Recognize the value of browsing and other serendipitous methods of information gathering
Persist in the face of search challenges, and know when enough information completes the information task
Classic ExerCiseS
Describe them by Frame
Compare database to Google Search
Photo by Stuck in Customs
compare and contrast primary and secondary source
Photo by bionicteaching
Concept Mapping Keywords and ideas
Photo by brian john johnson
More Ideas
What would you do?
