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Framework for Information Literacy for Higher Education: Frame: Scholarship as Conversation

A guide to share with colleagues regarding the ACRL Framework for Information Literacy which takes the place of the ACRL Standards

Framework Defined

Scholarship Is a Conversation refers to the idea of sustained discourse within a community of scholars, researchers, or professionals, with new insights and discoveries occurring over time as a result of competing perspectives and interpretations.

Alignment with 2000 ACRL Standards

Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
 
***Mostly New***

From: Hovious, Amanda. “Alignment Charts for ACRL Standards and Proposed Framework.” Google Docs, January 23, 2015.

https://docs.google.com/document/d/1Wt5a2pYqblapfnSZoBBdo28EAgukUXbV0kdL5nSZ5UI/edit?usp=sharing.

Framework Links

Possible Learning Objectives

  • Students will examine the bibliography, footnotes, and references section of sources they find to locate additional sources of information.
  • Recognize the metaphor of “conversation” to describe the purpose of research
  • Identify the contribution of specific scholarly pieces and varying perspectives to a disciplinary knowledge “conversation”
  • Contribute to the scholarly conversation at an appropriate level, through the lens of becoming a creator/critic
  • Students will be able to understand citation chaining in order to evaluate the impact of a work (and find more info on the topic).
  • Students will understand how to understand and analyze a scholarly peer-reviewed article and identify and understand all the parts of the article

Ideas to Incorporate into Classroom

  • Jigsaw- Looking for demographics, 1 table searches usa.gov, another Discovery, another census.gov, another?  Then mix and have students teach each other.
  • Distribute a diagram of citation chaining:
    • Then, have students “chalk talk” the value of citation chaining and any questions they have.
  • Learning Outcome: Students will understand how to understand and analyze a scholarly peer-reviewed article and identify and understand all the parts of the article
    • Online
      • Discussion Board
      • 3 groups each has a different research article
      • create concept map of theoretical concepts - each offer their own concepts
      • 2 short sentences to discuss each section
      • 2 peers respond.
    • Blended Course
      • 4 groups
      • each get an article
      • group discussion
      • group get large sheet-work on concept map
  • Context: they need to find 3 relevant and scholarly articles for their topic. After demonstration and time to find articles, each student shares and article in small groups to get feedback on its level of authority and relevance.
  • Think/pair/share as an introductory activity.  Have students think about what questions they would have to ask to determine a health claim’s validity
  • Padlet.com - contribute words or pictures on the topic of cited articles, citing articles and citation chaining.