College-level

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?1) Faire une courte introduction engageante (15min.) 2) Identifier la minorité surmotivée et leur distribuer un parcours. 3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary : 1) Present a short but engaging initiation [sur quoi?] (15 min.) ;2) After identifying the motivated students, give them a formal checklist [pour quoi?];3) If needed, provide minimum mentoring and follow-upHere are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.
Contributor: Pascal Martinolli
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.
Contributor: Pascal Martinolli
Information Literacy Frame(s) Addressed: Framework as a Whole
Tags: WILU2018
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
”Evidence Based Optometry" is a research guide that supports the Clinical Reasoning classes at the New England College of Optometry. The tutorial is sectioned off by class year. The OD1 section covers the ask, acquire, and appraise steps of evidence-based medicine. OD2 provides information on creating a differential diagnosis using evidence-based medicine. The OD3 section re-visits the appraisal process of vetting scientific articles and demystifies the steps involved in reading a scientific study. The section for the students' final year, OD4, contains information on how to access resources after graduation and apply evidence-based optometry in clinic rotations. The research guide emphasizes the “Authority is Constructed and Contextual” frame by including a health information-focused CRAAP test and the evidence pyramid. It also emphasizes the “Research as Inquiry” frame as students learn how to craft background and foreground questions.
Contributor: Melissa Lydston
Resource Type(s): Tutorial
Discipline(s): Health
Type of Institution: University
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND
An explanation of different kinds of authority that students might recognize in a piece of information accompanied by a list of articles about global warming that appeal to, invoke, or otherwise discuss these authorities.  Students should skim one or more of the articles, answer some questions about them, and discuss their ideas with their peers.
Contributor: Todd Heldt
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): InterdisciplinaryOther
License Assigned: CC Attribution License CC-BY
Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.
Contributor: Susan Ariew
Resource Type(s): Learning Object
Information Literacy Frame(s) Addressed: Research as Inquiry
License Assigned: All Rights Reserved
This document lists the outcomes, performance indicators, and dispositions developed for the Threshold Achievement Test for Information Literacy (TATIL). This test has four modules inspired by the six frames of the Framework: Evaluating Process & Authority; Strategic Searching; Research & Scholarship; and The Value of Information. 
Contributor: Carolyn Radcliff
Resource Type(s): Learning Outcomes List
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
Laney College Library Assessment Plan 2017-20. Instruction outcomes are aligned with ACRL Framework and checklist used on orientation request form.
Contributor: Evelyn Lord
Resource Type(s): Assessment Material
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Multidisciplinary
Type of Institution: Community or Junior College
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
Laney College Library 2017-20 Service and Instruction Outcomes, developed May 2017.  Instruction outcomes aligned with ACRL Framework.
Contributor: Evelyn Lord
Resource Type(s): Learning Outcomes List
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Multidisciplinary
Type of Institution: Community or Junior College
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This matrix was developed as a result of conversations with the writing department faculty, FYS coordinator, and general education committee.  I condensed the language of the Framework as well as the learner/dispositions, and led the workshop with faculty and librarians on how to begin to look at their specific courses as well as across the program on how they might incorporate the FW at each level, for each course, and drill down to the classroom instruction, partnering with the librarian on activities, assessment, and outcomes. More work and a journal publication about this process and method TBD. Please contact me (rhondahuisman@gmail.com) or PM on Twitter if you have questions, discussion, etc.Pilot exercise presented at Marian University Faculty Con (May, 2017)
Contributor: Rhonda Huisman
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
I wrote "How Information Works:ACRL Framework for Information Literacy in Lay Language" for a faculty workshop we held at Ohio University called, "Reimagining the Research Assignment."  Later, the Learner-Centered Teaching team took the "Actions" and/or "Attitudes" from that restatement and wrote "Gateway Scales:" almost-rubrics for each frame.  Our intention here is to greatly simplify the language so faculty can more easily understand our purpose. I have linked to our page, where several versions can be accessed: simple (b/w), color handout, long color version with attitudes and actions from novice to expert.  I have also uploaded PDFs of both documents.
Contributor: sherri saines
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC

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