April 20-May 31, 2020
Duration: 6 weeks
Credits: 2.25 CEUs
Price: US $250
In Brief: The ACRL Framework for Information Literacy for Higher Education (Association for College & Research Libraries) invites librarians to think in new and creative ways about how we support teaching and learning within and beyond the classroom. This interactive workshop is an opportunity to explore and to develop pedagogical approaches that draw from the Framework in order to help students develop critical, practical, and transferable information skills. Participants will also reflect on their roles as teaching partners and consider ways of approaching information literacy as a shared responsibility of all educators.
The ACRL Framework for Information Literacy for Higher Education (Association for College & Research Libraries) invites librarians to think in new and creative ways about how we support teaching and learning within and beyond the classroom. The Framework’s holistic approach to learning as at once cognitive, affective, and social, along with its focus on a set of interconnected conceptual understandings (e.g., Research as Inquiry, Scholarship as Conversation) presents both challenges and opportunities to reflect on our teaching practices and to foster deep learning and inquiry.
Whether you are working within a one-shot model, creating learning objects, collaboratively designing assignments and curriculum, teaching credit courses, or supporting learning beyond the curriculum, this 6-week interactive workshop is an opportunity to explore and to develop pedagogical approaches that draw from the Framework in order to help students develop critical, practical, and transferable information skills. Participants will also reflect on their roles as teaching partners and consider ways of approaching information literacy as a shared responsibility of all educators.
Reflecting on the specific contexts and environments in which we work, participants will share their interpretations and applications of the Framework. In addition to engaging in readings and discussions related to the Framework and to learning research, individuals will develop an instructional activity or lesson plan that engages with Framework concepts that align with their pedagogical goals. In developing these instructional plans, participants will give particular attention to articulating student learning outcomes and developing scaffolded learning activities that enable authentic assessment of learning.
- Week 1: Demystifying the ACRL Framework for Information Literacy
- Week 2: Integrating the Practical and the Conceptual
- Week 3: Articulating Assessable Learning Outcomes
- Week 4: Developing Instruction Activities that Foster Authentic Learning and Assessment
- Week 5: Revisiting Stumbling Blocks of Learning & Refining Instruction Plans
- Week 6: Looking Forward: Reflections and Next Steps
- Reflect on opportunities, challenges, and questions that the ACRL Framework presents to your teaching practice.
- Articulate the relevance of the Framework’s conceptual understandings to your teaching practice.
- Identify connections between teaching practical skills and conceptual understandings.
- Create an instruction activity with assessable outcomes and opportunities for authentic assessment.
- Reflect on next steps for your teaching practice in light of your perspectives on the Framework.
Participants may register up through the first week of a course. Please email abaer at inquiringteachers dot com with the registrant name(s), email address(es), and the course in which they wish to enroll.
Within one business day you will receive a registration confirmation and payment information. Payments can be made with personal or institutional credit cards or PayPal. If your institution prefers to receive a billing statement or to make purchase order, please indicate this in your email message.
About Inquiring Teachers Courses
In a small online community participants learn about pedagogical theories and practices relevant to information literacy education, while also developing an instruction plan for their unique teaching contexts. Throughout these courses participants provide one another with feedback and receive individualized feedback from the instructor.
This professional development is unique in its emphasis on reflection and community and in its integration of learning research, accessible theory, and everyday teaching practice. To foster this environment, classes are small (no more than 15 people) and all participants are given ongoing personalized and detailed feedback. All courses are facilitated by educator and instruction librarian Andrea Baer, Ph.D.
(All Inquiring Teachers courses count as electives for the Certificate in Library Instruction from Library Juice Academy.)