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Introducing The Framework:

Incorporating Information Literacy Learning Outcomes in Your Assignments

Irene Korber - Head of Library Research, Instruction, & Outreach; Librarian�William Cuthbertson - Information Literacy Instruction Coordinator

MERIAM LIBRARY

Faculty Development Friday Forum

California State University, Chico

April 22, 2022

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Session Outline

What is Information Literacy & Why It Matters
Framework for Information Literacy
Break-Out: Review of The Framework & Debrief
Activity: Incorporation of a Frame in to your specific assignment & Debrief

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Information literacy is “the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.”

* Association of American Colleges & Universities, 2009

What is IL and why does it matter?

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Over 2/3rds of college undergraduates were unable to understand how political

agendas could influence tweets

Less than 20% of high school students were able to differentiate between real and false information presented as news

* The Stanford History Education Group, 2016

What is IL and why does it matter?

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A gap in recent college graduates’ abilities in basic communication, problem solving, and analytical thinking*

Recent graduates “rarely demonstrated” skills in information retrieval, research processes, synthesizing sources, and research competency**

Employers continue to report:

* Business-Higher Education Forum, 2003.

** Head, 2012.

What is IL and why does it matter?

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Group Discussion - 10 minutes

What information literacy issues do you see in the classroom?

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Study: “The Impact of Information Literacy

on Student Success: A multi-Institutional Investigation and Analysis”*

Study by Greater Western Library Alliance
Determine impact of IL instruction on student success
42,000 first-time, first-year freshmen from 12 research institutions
Findings on students who took courses that included IL:

Higher retention rates
Higher average first year GPA
Completed 1.8 more credit hours per year

* Greater Western Library Alliance, 2017

IK

Now that we know what the problem is, what are universities doing about it?

GWLA is a consortium of 36 research libraries in the US founded in 1999, including universities such as USC, OSU, ASU, BYU, Texas A&M, among others.
Goal was to determine the impact(s) of information literacy instruction integrated into course curriculum on several student success measures.

So, not stand alone “one-shot” IL sessions that librarians do, rather, course integrated
42,000 first-time, first-year freshmen from 12 research institutions

Student retention rates are higher for those students whose courses include an information literacy instruction component.
On average, First-Year GPA for students whose courses included information literacy instruction was higher than the GPA of students whose courses did not.
Students exposed to library instruction interactions successfully completed 1.8 more credit hours per year than their counterparts who did not participate in courses containing information literacy instruction.

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Western Association of Schools and Colleges Senior College and University Commission - Accreditation Standards�WSCUC Standard 2: Achieving Educational Objectives Through Core Functions, 2013

2.2a

Undergraduate programs engage students in an integrated course of study of sufficient breadth and depth to prepare them for work, citizenship, and life-long learning. These programs ensure the development of core competencies including, but not limited to, written and oral communication, quantitative reasoning, information literacy, and critical thinking (p. 14).

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IL at Chico State - New GE Program Fall ‘22

Currently using Active Inquiry
New Information Literacy Program Learning Outcome #5
GE IL PLO Definition:

Information Literacy:

Demonstrates the abilities to recognize when there is a need for information; to identify, locate, and evaluate information; and to effectively, responsibly, and ethically use and share information for the question at hand. *

* California State University, Chico, 2021

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Information Literacy at Meriam Library

On-Campus Partnerships

EOP, FYE, Adelante, TRIO, REACH, UB, STAR Center, Summer Bridge, Writing Center, FDEV, TLP

“One-Shot” IL Instruction
Extended Embedded Classroom Support and Workshop Series
Curriculum and Assignment Design
New Credit Course! LIBR 130: Introduction to Undergraduate Research

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LIBR 130: Intro to Undergraduate Research

Designed for First-Year,

First-Generation Students

Writing Research Questions
Navigating LIbrary Resources
Annotated Bibliographies
Data Creation &

Visualization

Literature Reviews

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Meriam Library Student Learning Outcomes

Information literate students will be able to:

SLO 1: Determine appropriate sources for a specific information need.

SLO 2: Effectively discover and locate information sources.

SLO 3: Critically evaluate information sources in context of a specific information need.

SLO 4: Effectively synthesize information sources.

SLO 5: Articulate the social and ethical aspects of information creation and use.

* Meriam Library, 2021

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“The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond.”

- Association of College & Research Libraries, 2015

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The Framework of Information Literacy for Higher Education

The Frames (knowledge practices + dispositions)

* Association of College and Research Libraries, 2015

WC

So here is the Framework of Information Literacy for Higher Education, or the Framework for short. The Framework is comprised of six frames that are central to Information Literacy.

This is a good time to let you know that we have a handout or a cheat sheet that summarizes these framework concepts.

IK

Each frame is also accompanied with specific knowledge practices and dispositions. Knowledge practices as defined by ACRL, are “demonstrations of ways in which learners can increase their understanding of the concepts. Dispositions “describe ways in which to address the affective, attitudinal, or valuing dimension of learning”

Again, the framework takes into account the evolving information landscape. You will notice that the concepts are interconnected and are not exhaustive.

http://www.ala.org/acrl/standards/ilframework

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Discussion: Review the Frames - 20 mins

Break Out: Review the Frames - 20 mins

Which Frame was most interesting to you / seemed most relevant to your discipline?

How can the concepts in The Framework help to address the issues you see in the classroom?

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Group Discussion: Review the Frames - 20 mins

Which Frame was most interesting to you / seemed most relevant to your discipline?

How can the concepts in The Framework help to address the issues you see in the classroom?

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Five minute break!

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Individual Activity - 20 mins

Pick a frame and brainstorm how you would incorporate it into an existing assignment or develop a new assignment based around a frame

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Example

Authority is Constructed & Contextual

The Knowledge Practice we are focused on:

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)

Annotated Bibliography: Add a requirement for students to include a sentence examining who the author of the resource is. Are they affiliated with an institution? What degrees, if any, do they hold? What does that mean for this person’s trustworthiness or authority on the subject?

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Example

Information has Value

Knowledge Practices: 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

Citations: Students are required to cite their sources. Discussion on this primarily focuses on plagiarism. For what other reasons should we cite our sources?

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Individual Activity - 20 mins

Pick a frame and decide how you would incorporate it into an existing assignment or develop a new assignment

Examples could include:

Authority is Constructed & Contextual:

Annotated Bibliography: Add a requirement for students to include a sentence examining who the author of the resource is. Are they affiliated with an institution? What degrees, if any, do they hold? What does that mean for this person’s trustworthiness or authority on the subject?
Knowledge Practice: 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)

Information has Value:

Students try searching OneSearch vs. Google Scholar to examine how much content they can get for free. Why is Google asking you to pay for articles?
Knowledge Practice: recognize issues of access or lack of access to information sources

Information has Value

Students are required to cite their sources. Discussion on this is almost always focuses on plagiarism. Why else should we cite our sources?
Knowledge Practices: 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

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Group Discussion Debrief - 20 mins

Share-out:

What Frame did you incorporate into your assignment and why/how?

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Collaboration with library faculty�

One-shot information literacy session
Information literacy workshop series
Integrating IL into your assignments
Assigned research appointments

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Resources

External Sources

Internal Sources

CSU System Institutional Repository: Scholarworks
Meriam Library Internal Information Literacy Library

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Works Cited

Association of American Colleges and Universities. (2009). Inquiry and analysis VALUE rubric. https://www.aacu.org/value/rubrics/information-literacy

Association of College and Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework

Association of College and Research Libraries. (2016). ACRL framework for information literacy sandbox. https://sandbox.acrl.org/

Business-Higher Education Forum. (2003). Building a nation of learners: The need to changes in teaching and learning to meet global challenges. http://www.bhef.com/sites/default/files/BHEF_2003_building_a_nation.pdf

The California State University. (n.d.) ScholarWorks. https://scholarworks.calstate.edu/

California State University, Chico. (2021). Interim General Education Program; Revision of 18-005 and EM 19-021. https://www.csuchico.edu/pres/em/2021/21-002.shtml

Greater Western Library Alliance. (2017). The impact of information literacy instruction on student success: A multi-institutional investigation and analysis. https://drive.google.com/file/d/1_pskoxjtnG0drFcR2nmZgNV8yS4N1XcK/view

Head, A. J. (2012). Learning curve: How college graduates solve information problems once they join the workplace. http://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_fall2012_workplacestudy_fullreport-1.pdf

information literacy by Massupa Kaewgahya from the Noun Project

Loyola Marymount University Library. (2020). Community of online research assignments (CORA). https://www.projectcora.org/

Meriam Library. (2019). Research instruction in information literacy. https://library.csuchico.edu/research-instruction

Project Information Literacy. (2021). https://projectinfolit.org/

Stanford History Education Group. (2016). Evaluating information: The cornerstone of civic online reasoning. https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20Summary%2011.21.16.pdf

Western Association of Schools and Colleges Senior College and University Commission. (2013). 2013 Handbook of accreditation. https://www.wscuc.org/content/2013-handbook-accreditation

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Questions?

Irene Korber - ikorber@csuchico.edu�William Cuthbertson - wcuthbertson@csuchico.edu

Faculty Development Friday Forum

California State University, Chico

April 22, 2022