Critical Pedagogy in a Time of Compliance
Emily Drabinski, Coordinator of Library Instruction at LIU Brooklyn
The promise of critical pedagogy lies in its capacity to change lives–our own and those of our students–as we try new ways of thinking and teaching that challenge systems of power that privilege some and not others. In the last ten years, critical pedagogy has moved from the margins to the center, most clearly in its influence on the new Framework for Information Literacy in Higher Education. Frames like Information has Value and Authority is Constructed have long been tenets of critical voices in the field, voices that can now be heard emanating from the center of our professional lives. And yet, critical approaches to teaching and learning face acute challenges from a higher education environment that increasingly values teaching and learning by the numbers, tying everything from accreditation to book budgets to quantifiable outcomes. In this talk, Emily Drabinski will explore these tensions and offer thoughts on how we can change the world while keeping our jobs.
Crossing the Threshold, Feeling like a Freshman
Paula Dempsey, Assistant Professor & Research Services & Resources Librarian, University of Illinois at Chicago
Heather Jagman, Coordinator of Reference, Instruction, and Academic Engagement, DePaul University Library
Participants will examine brief essays written by first-year students reflecting on an independent library learning experience. Presenters will explain the context in which the exercise was developed, the approach an ACRL “Assessment in Action” team used to assess student learning in the essays using a rubric, and how the presenters analyzed the essays to understand threshold concepts the students encountered. Participants will work in small groups to interpret selected student essays in light of the ACRL Framework and collaborate on designing new exercises to allow students to encounter one of the six frames independently.
Infographics: Visualizing Data with Elegance
Kate Lucey, Education Librarian, Miami University
In his book Information is Beautiful (2000), David McCandless demonstrates the versatility and sophistication of infographics to show statistics, comparisons, and timelines. The prevalence of these data-rich visualizations increases the need to develop visual literacy. In this session, the librarian will discuss infographics and their application in the information studies classroom. During the session, attendees will identify characteristics of infographics, analyze existing infographics, and create their own using a free web tool called Piktochart.
Critical Library Instruction and Culturally Sustaining Pedagogy
Kellee E. Warren, Librarian, Prairie State College Library
This session connects critical information literacy to culturally relevant instruction. Gloria Ladson-Billings (1995) set the groundwork in the education literature on culturally relevant pedagogy. And James Elmborg (2006) used critical literacy theory to define information literacy, which resulted in the concept of critical information literacy. Critical library instruction, i.e. critical information literacy and culturally relevant instruction together, is an instruction model that introduces multiple knowledges into the classroom that encourage cultural synchronization between students and instructor. There will be a discussion of what culturally relevant instruction is, and why it is important. Attendees will identify a diverse group within their current setting, and develop an impromptu instruction session predicated on information about that group.
Reflecting and Reframing: Teaching Evidence Based Practice Using the Framework
Marielle McNeal, Assistant Professor of Information Literacy, Head of Teaching and Learning Services, North Park University
Similar to information literacy, evidence-based practice (EBP) aims to teach students the skills, knowledge, habits of the mind, and attitudes needed to conduct quality research. This session will explore how the EBP process in nursing correlates to the ACRL Framework. The five steps of the EBP process (ask, acquire, appraise, apply, and assess) will be discussed and compared to the information literacy frames. This session will also describe the collaboration between a nursing faculty member and information literacy librarian to integrate threshold concepts into a nursing research course. Attendees will be able to take away ideas and EBP activities for incorporating the ACRL Framework into nursing and health sciences information literacy sessions.
The Case for Alliance: Critical Media and Information Literacy
Spencer Brayton, Director, Lumpkin Learning Commons, Blackburn College
Dr. Natasha Casey, Professor of Communications, Blackburn College
In 2009 Marcus Leaning noted: “ . . . the experience of being a user of information resources and a consumer of media is so similar that the two cannot be separated”. Leaning goes even further by characterizing the traditional silo approach in education as “pedagogically wasteful”.
After over a year of research looking at why media literacy and information literacy are not working together more closely, our team has found that there is much theory about why the two should be practiced together, but very little practical application.
The presenters have utilized UNESCO’s Media and Information Literacy curriculum and developed a media and information literacy course, which they piloted in the Spring 2016 semester. They agree with Marcus Leaning and offer a rationale and model of how to integrate media and information literacy at the collegiate level.____________________________________________________________________________
 Towards the Integration of Media and Information Literacy: A Rationale for a 21st Century Approach by Marcus Leaning. Media Literacy Education in Action: Theoretical and Pedagogical Perspectives. Belinha S. DeAbreu and Paul Mihailidis (editors) 2014, Routledge.
Can a Constellation Be Critical? The Position(s) of the ACRL Framework and ACRL Standards for Information Literacy
Lisa Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction, University of Illinois
The ACRL Board recently recognized that practitioners are beginning to achieve what it intended – the Framework and Standards (as well as other documents including the Best Practices, Guidelines, and Proficiencies) serve as a constellation through which practitioners shape their programs (http://www.acrl.ala.org/acrlinsider/archives/11232). This session will share models of how libraries are addressing the Framework and adapting their programs as well as the challenges emerging as they do so. Using an appreciative inquiry approach, the session will propose a set of promising practices for librarians who are stepping up to the challenge “to be imaginative and innovative in implementing the Framework” (http://www.ala.org/acrl/standards/ilframeworkapps#suggestions).
Rhetoric and Critical Agency: Teaching Authority
Kate Hinnant, Research & Instruction Librarian, University of Wisconsin-Eau Claire
Using rhetorical analysis in a problem-based information literacy classroom, students can develop more persistent and self-made strategies for source evaluation than with traditionally instructor supplied heuristics. In this session, I will discuss the role of rhetoric in the information literacy classroom, highlighting the ACRL Framework’s threshold concept “Authority is constructed and contextual.” With the audience, I will demonstrate a sample lesson, with the objective of recognizing different types of authorities and the contextual nature of credibility or “trust.” We will discuss the benefits and risk of abandoning the landscape of fixed “authority,” as students learn to weigh the features of a source, including the actual content.
Playing the Long Game: Longitudinal Assessment of Information Literacy
Rachel Fundator, University of Illinois at Urbana-Champaign (Graduate School of Library and Information Science)
Ilana Stonebraker, Assistant Professor, Purdue University Libraries
When it comes to your information literacy instruction, do students get it? If they get it, do they use it? If they don’t use it, do they lose it, and when? Come to this workshop to hear about longitudinal assessment of information literacy. We will discuss a case study for assessing information literacy across courses. Librarians will discuss how to chain assessment together to better understand their educational impact and rightsize instruction to needs.
Expanding the First Year Experience
Kate Otto, Learning Commons Librarian, Assistant Librarian, Indiana University
The K-State Salina Comprehensive Experience Committee was assembled in October 2014 and charged to “think outside of the box and dream big” when proposing a first year program with the intention to increase freshman to sophomore retention rates. The Committee instead successfully proposed a cutting edge, four year comprehensive community-building program that is still undergoing implementation. This breakout session will highlight the interdepartmental collaboration experienced by the presenter as a part of her experience on the Committee when implementing the initial first year orientation component of the program. The session will also open up a discussion on the the ways scaffolding information literacy into curricula across varying types of academic institutions can benefit undergraduate students beyond the first year to help them gain a sense of belonging on their campus, and to help them build critical thinking skills to become engaged and informed professional contributors.
Critical Instruction Made Digital: How Teaching Tools Mean Teaching Critical Thinking
Presentation slides and Handout
Kaitlin Springmier, Resident Librarian for Online Learning, University of Chicago
Today’s researchers have access to an overwhelming amount of physical and electronic information when conducting library research. In this ever-growing world of information and data production librarians are tasked in teaching users both digital and analog information literacies. At the University of Chicago, librarians teach digital literacy through workshops for web tools for effective research, while applying a critical perspective. This breakout session will define critical-digital literacy while presenting practical applications for critical-digital library instruction. Attendees are invited to contribute further ideas and examples of teaching critical research strategies in digital spheres.
Demo Makeover: Teaching The Framework One-Shot at a time
Beth McDonough, Reference Librarian, Education Liaison, Western Carolina University
Heidi Buchanan, Reference Librarian, Instruction/Information Literacy Coordinator, Western Carolina University
There are many ways that the new Framework can spark dialogue in the information literacy classroom by guiding students to think about the context and creation of information– even in a fifty minute session! In this hands-on workshop, you will collaborate with your fellow librarians to rework one of your one-shot sessions into a new lesson plan that integrates one or more of the threshold concepts that are included in the Framework. Participants will walk away with a new lesson plan that will actively engage students and open up new, more critical ways to think about information.
Big Data for the Arts Industry: Creating a data literacy curriculum
April Purcell Levy, Reference & Instruction Librarian, Columbia College Chicago
Jason Stephens, Lecturer, Business & Entrepreneurship Department, Columbia College Chicago
A Business faculty member and a librarian worked together to develop curriculum for undergraduate and graduate Economics courses to introduce students to reading, analyzing, and interpreting data, as well as learning the value of data for arts businesses. In addition, students learned about Big Data, and innovative ways that technology now enables even small, arts-focused, and nonprofit businesses to collect and analyze large amounts of useable data about their customers. Attendees will learn ways to adapt the ACRL Framework for Information Literacy’s “Information Has Value” threshold concept for business courses, and develop ideas for teaching with data sources and evaluating statistical resources.
Lost but not Forgotten: A Dialogue of Pedagogical Strategies for Transfer Students
Thomas Atwood, Associate Professor, Coordinator Information Literacy & Library Instruction, The University of Toledo
As the number of transfer students increases, universities continue to struggle as to how best to meet the needs of this diverse population. University Libraries are in a unique position to support these students’ overall academic success; however, traditionally libraries have not proactively focused on this group because of a cohort literacy philosophy. This presentation will initiate an active, fluid dialogue among academic librarians in order to recognize more effective ways to meet the challenges that transfer students experience, including creating an environment of empathy, acceptance, and congruency, ultimately supporting their pathway to degree completion.
Meaning Making with Fans and Immigrants: Using Writing Pedagogy to Build a Critical, Participatory Information Literacy
Nancy Foasberg, Coordinator of Instructional Services, Queens College, CUNY
Alexandra deLuise, Research Services Coordinator, Queens College, CUNY
Information literacy as active, participatory meaning making includes creating information—that is, writing. This presentation discusses two iterations of a credit course on information literacy and writing. Both classes chose themes that create opportunities to look at how information circulates within particular communities, and encourage students to participate in conversations that matter to them. One focused on fandoms and popular culture, considering issues of authority and inclusion, while the other used primary sources and memory writing to examine immigrant America. This presentation makes a case for teaching writing and information literacy together, as well as sharing strategies and assignments.
More Than Sources: Shifting from LibGuide Practice to LibGuide Praxis
Christine M. Moeller, Instructional Design Librarian and Visiting Assistant Professor, Luther College
Roberto A. Arteaga, Instruction Librarian, University of Northern Iowa
Searching the LibGuides Community reveals that many guides are carefully curated lists of resources. These resource-heavy LibGuides stand in stark contrast to library instruction that focuses on the complex nature of research. This session aims to address the discrepancies between the goals of critical information literacy and the typical content and format of LibGuides. Beginning with best practices for LibGuide design, this session will then explore options for creating guides that prioritize inquiry and process over lists of sources. Attendees will learn to examine the effectiveness of their LibGuides and design guides that encourage exploration and critical reflection.
Understanding Backwards: Reflection for Assessment and Empowerment in Information Literacy Instruction
Britt Foster, Librarian, California State University, Fresno
As a form of Student Self-Assessment, reflection can be used by librarians to empower students to have agency in the information literacy classroom. Reflection as an assessment also supports the development of self-monitoring and metacognitive processes for information literacy learners. In this session, participants will gain an understanding of reflection concepts and vocabularies, including an exploration of reflection as an assessment practice grounded in constructivist and critical pedagogies. Participants will work in small groups to design reflective exercises and evaluation tools for reflective work. We will also engage in an individual reflective practice exercise on information literacy and critical pedagogy.
When Assignment Timing Doesn’t Line Up
Alexander Deeke, Research and Information Services at the University of Illinois
Jennifer Saulnier, Graduate Assistant at the Undergraduate Library at the University of Illinois
Teagan Eastman, Graduate Assistant at the Undergraduate Library at the University of Illinois
Do you struggle with engaging students when library instruction does not align with the timing of their research assignment? This interactive presentation will highlight the importance of designing evaluation activities that are relevant to students regardless of when their assignments are due. The Undergraduate Library at the University of Illinois has developed activities that engage students in a conversation about evaluating information while teaching them transferrable skills. Attendees will participate in an activity that demonstrates how we get students to critically examine information sources found using Google and databases, an activity you can adapt for your library regardless of your institution’s size.
When Will I See You Again?
Patricia Hurley, Assistant Professor of Information Literacy/Head of Reference and Research Services, North Park University
With the adult learner in mind, creating an information literacy learning experience is the goal of this session. The session will discuss unique information literacy and research needs of the non-traditional or returning adult student. We will discuss breaking down the ARCL the threshold concepts to create a curriculum map to be presented to students over 3 or 4 required courses. We will also give examples of assessment of learning and applying the curriculum map to both online and face to face courses.
Phase One: Adopting an Embedded Librarian Program in a Community College Library
Carolyn Ciesla, Instructional Services Librarian, Prairie State College
Thane Montaner, Collection Management Librarian, Prairie State College
Matthew Steele, Reference Librarian and Outreach Coordinator, Prairie State College
Most academic librarians would relish the chance to switch from the standard one-shots to multiple classroom sessions per course section. Librarians at Prairie State were given that opportunity, and jumped in head first. During this session, the three librarians will discuss the set-up and execution of an embedded librarian model in a freshman level research-based composition course, the opportunities it provided to bring some of the new ACRL Framework into their instruction, and their ability to better address issues of critical information literacy. They will address successful practices as well challenges faced, and plans and ideas for improvement and refinement.
Social Epistemic Rhetoric: A Framework for the Framework
Joel M. Burkholder, Reference and Instruction Librarian, Penn State York
The Framework claims its core concepts are “interconnected.” Presenting each Frame as distinct, it does not dwell on these connections. This is similar to how the Standards describe IL.
For a transformed concept—one that describes IL as a social practice—we must view the Framework through the lens of social epistemic rhetoric. Language use is the product of social context, constituting and reinforcing its ideology. The Framework does not explore how a discipline sets expectations and constrains choices within and between Frames.
In an interactive workshop, participants will explore how rhetoric can be used to establish connections between Frames.