“The Standards” Recinded

From the ACRL Insider, June 25, 2016:

Today the ACRL Board of Directors voted to rescind the Information Literacy Competency Standards for Higher Education. The Board will continue to discuss next steps to support all academic librarians working with information literacy at its public meeting on Monday afternoon at the ALA Annual Conference in Orlando.

It is important to acknowledge the groundbreaking work embodied in the Information Literacy Competency Standards for Higher Education, approved by the Board in 2000, in moving the profession forward. These Standards were co-developed with and subsequently endorsed by the American Association for Higher Education and the Council for Independent Colleges.

ACRL recognizes the tremendous contributions of the Information Literacy Competency Standards for Higher Education and the transformational work of many ACRL members working with them. Those Standards paved the way for information literacy to become common language in many general education requirements and informed many regional and subject-oriented accreditation bodies. The Board will continue to seek input from the profession as the process moves forward.

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The Positive Contributions of Academic Libraries to Student Learning and Success

Report Cover

A new ACRL report provides compelling evidence for the contributions of academic libraries to student learning and success.  The report focuses on outcomes from projects conducted as part of the Assessment in Action: Academic Libraries and Student Success (AiA) program.   Synthesizing more than 60 individual project reports from the AiA work, the report identifies positive contributions of academic libraries to student learning and success in four key areas:

” 1. Students benefit from library instruction in their initial coursework. Information literacy instruction provided to students during their initial coursework helps them acquire a common set of competencies for their undergraduate studies.

2. Library use increases student success. The analysis of multiple data points (e.g., circulation, library instruction session attendance, online databases access, study room use, interlibrary loan) shows that students who use the library in some way achieve higher levels of academic success (e.g., GPA, course grades, retention) than students who did not use the library.

3. Collaborative academic programs and services involving the library enhance student learning. Library partnerships with other campus units, such as the writing center, academic enrichment, and speech lab, yield positive benefits for students (e.g., higher grades, academic confidence, retention).

4. Information literacy instruction strengthens GenEd outcomes.  Several AiA projects document that libraries improve their institution’s general education outcomes and demonstrate that information literacy contributes to inquiry-based and problem-solving learning, including critical thinking, ethical reasoning, global understanding, and civic engagement.”

Link to the full document.

Threshold Concepts for Professional Students Learning to Be Researchers

New article on threshold concepts for researchers in veterinary medicine:

Kristine Alpi & Chad Hoggan (2016): Recognizing the Value of Threshold Concepts: Application of a Conceptual Tool to Professional Students Learning to Be Researchers, The Reference Librarian, 57(2):114-130. DOI: 10.1080/02763877.2016.1121070

Available via the NC State Scholarly Publications Repository as a post-print : http://repository.lib.ncsu.edu/publications/handle/1840.2/2719

THE REFERENCE LIBRARIAN is available online at: http://www.tandfonline.com/doi/full/10.1080/02763877.2016.1121070

 

LIRT Top Twenty for 2015

The annual issue of the Library Instruction Round Table featuring the previous year’s top library instruction/information literacy articles has just been published.  Here  is their TOP 20  list:

Webinar: Shared Development

Cultivating Consistency in an Instruction Program without Much Authority: Malia Willey

Often with little managerial power, instruction coordinators are responsible for leading information literacy programs that encompass diverse disciplinary needs and individual teaching styles. We will examine challenges faced by library instructors and coordinators, and explore opportunities for pedagogical development and programmatic consistency. Models of shared development, such as communities of practice, encourage library instructors to grow together as teachers and learners.

Webinar: Thinking Through Information Literacy in the Disciplines – A Workshop for Faculty and Librarians

Using the Framework to Foster Conversations about Information Literacy Instruction: Sara D. Miller and Amanda Nichols Hess

A key strength of the ACRL Framework lies in the potential that its concepts provide for unearthing tacit assumptions in the process of developing expertise in discplinary information literacy. The paths from IL novice to expert within in a discipline tend to be murky and filled with assumptions about concepts, skills, and values unique to disciplinary cultures which “should have been learned” somewhere along the way. It is key for librarians in teaching positions to partner with disciplinary faculty in identifying and addressing critical issues of a discipline’s conventions and ways of constructing knowledge and to intentionally engage students with these questions. This presentation will discuss an ACRL Framework-based workshop designed for librarians and disciplinary faculty to come together to examine and discuss what information literacy looks like from a position of disciplinary expertise. Three goals of the workshop are to help facilitate conversations between librarians and disciplinary faculty, to understand specifically what is meant by information literacy within disciplines, and to identify areas of potential focus for IL instruction.