March 20, 2015
Next week is ACRL 2015! Posting my public schedule below...
6:30pm #critlib meetup, dinner at Los Gorditos, 8pm drinks at Low Brow Lounge (details at link)
@CUDJOE70 and I are going to meet up in the Benson Hotel lobby at 6:30pm to walk over (5-10min), join us if you'd like the more the merrier
All day, ACRL Immersion Practical Management
(bummed to miss the #critlib Unconference, but excited to have the opportunity to attend this day-long Immersion program)
8pm Battledecks! Convention Center, Portland Ballroom 251/258
We have an awesome lineup of emcees, judges, and contestants, it's going to be fun (I am biased since I'm on the committee that organized it, but it really will be fun, don't miss it!)
There are so many good sessions, I have 3-4 choices per timeslot so I won't re-list them all here
1-2pm at the ACRL Booth (#515) with Miriam Rigby to rep The Librarian Stereotype book, come by and say hi! I'm also happy to talk about the critical library pedagogy handbook I'm co-editing with Kelly McElroy on ACRL Press, our call for proposals is still going until March 31st!
7-9pm Chair's Reception?
8-11pm EveryLibrary Meetup at Dechutes Brewery, 210 NW 11th
Come support EveryLibrary and hang out with me and awesome co-hosts!
5:30-7pm ACRL 2015 Leaders' Reception hosted by ACRL OR/WA
8-10:30pm All Conference Reception
10:30pm Que(e)ry Party at The Embers Avenue, 110 NW Broadway St.
And will also be checking out the Zine Pavillion!
See you next week!
January 27, 2015
But I was pleasantly surprised with the webinarand also glad to see it was Dan Hickey from Indiana University doing the presentation. I took a BOOC on assessment practices with him a year or two ago and the way that course was developed has influenced my online course design.
I just wanted to reflect on what he talked about during the webinar because I think it's important for info lit instructional design, student engagement in general, and also as a way to think about standards vs the framework as we continue to have ongoing conversations about the ACRL revisions.
So first, if you're not familiar with competency-based learning (CBL), you can get some background here. Granted, that background info might be a bit biased since the Dept of Ed is in favor of implementing CBL. It's essentially the idea of replacing Carnegie seat hours with focus on passing assessments instead. So, if you prove you already have the skills or knowledge, you don't have the spend the time (re)learning the material, or if you learn content more quickly than others, you can spend less time on a unit.. On one hand, there are some great things that could come out of that, especially when we think about making information literacy instruction more appealing for both faculty and students. But there is also the *other* hand, where both Audrey Watters and Tressie McMillan Cottom have discussed the false meritocracy this reinforces, creating more barriers and difficulty for lower-income students in particular. Likewise, when you can just buy your skills through "cheaper" online assessments that have been corporatized, where does that leave social learning and any magic that could happen in the classroom? And how much weight does that really carry for finding a job (particularly for marginalized groups)?
Dan Hickey's presentation seemed to be about bringing the benefits of CBL into the classroom, while avoiding the not-so-great parts. He did mention that CBL is really like an assembly line, and that it's hard to use competencies in this way because teaching is so contextual. We don't want to make competencies a "statement of declarative knowledge." It's impossible to have students all learn the same things in the same way. Different students will have experiences that make them find more importance in one thing over another, and different groups of students will create knowledge that differs based on varying points of view.
Hickey discussed 5 Participatory Learning and Assessment Design Principles in order to make this point and demonstrate how to better incorporate CBL to make it contextual, examples follow:
- Use public contexts to give meaning to knowledge tools: it's necessary to help students unpack between course concepts and their own context. This is personalized learning, not individualized learning.
- Reward productive disciplinary engagement: disciplinary engagement involves both declarative knowledge and cultural practices. Be open with comments and engagement, stay away from grades. Let students interact and explore.
- Grade artifacts through local reflections: save time for interaction, not on nitpicking via grading. Grade reflections instead of posts and comments (and stay away from using discussion boards).
- Let individuals assess their understanding privately: use re-engagement instead of remediation, and offer open-ended and optional opportunities.
- Measure achievement discreetly: there is too much teaching to the test, focus on bigger ideas. Withhold item-level feedback for test security and don't let students obsess over item-level answer memorization.
December 12, 2014
|image via infed.org|
We are reflecting and revising from the first session of the course in September/October 2014, but here is the gist:
What you will get out of this course:
- How to use backward design and instructional design models to create your own teaching, while being critical of the limitations of ID
- How to leverage learning theories and knowledge of student motivation to create more compelling instruction
- How to integrate assessment holistically into your curriculum, lesson, or learning object so that you can help students reflect on their own progress, while you reflect on your teaching
- How to critically select and position technology within your instruction to enhance student learning
- How to develop an awareness for critical pedagogical practices to create inclusive classroom atmospheres or learning objects
December 9, 2014
When designing instruction, I like to come up with "big questions" or "understandings," as Wiggins and McTighe refer to. From looking at the frames and trying to think about how can librarians and teaching faculty collaboratively understand these concepts and work toward shared goals, I put some big questions together to try and capture broader thoughts. From there, a colleague and I also worked on writing some outcomes we could map through curriculum mapping once everything becomes finalized. I'm also using these in other work that can't wait for the final draft. I thought I'd share some of this here as some librarians in my department are also sharing this with librarians at ASU and NAU tomorrow at a joint mini-conference that I can't attend since I will actually be presenting our version of the framework so far with big questions and outcomes to general education faculty for their feedback.
Below is our draft thus far. I thought I'd share it in the hopes that it might help others grappling with this stuff. I changed "searching is strategic" back to "searching is exploration" for our purposes because we all liked that version better here. We are also trying to think of more simple frame names that we could use. Even with our bigger additions and small adjustments, it's not perfect, but we're getting there.
Since it seems there is/was some disagreement via Twitter about whether "conversation" or "discourse" might be better wording for the first frame... I am on the side of conversation. If we're talking about opening up the act of research and having students become creators, I think discourse is limiting. Discourses set rules and restrictions, not really inviting in great diversity. As Aleman (2014) says, "Those in power or in control of the discourse normalize certain principles and ways of being through discourse to perpetuate norms, and to demand compliance, conformity, and submission to these norms" (p. 113). Discourse limits diversity in perspective and often in mode of publication. I also love this quote from Ball in Egea that I shared not too long ago:
discourse, problems, neoliberalism via Egea, O.M., 2013 pic.twitter.com/cIyP6Qb25o
— Nicole Pagowsky (@pumpedlibrarian) October 9, 2014