Professional development

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
A Star Wars themed look at the Authority is Constructed and Contextual frame, originally used for a staff training event. 
Contributor: Amanda Ziegler
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
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
The Evidenced-Based Practice lesson is mapped to the Research as Inquiry Frame and addresses how to match a clinical question to types of research evidence.
Contributor: Joelle Pitts
Information Literacy Frame(s) Addressed: Research as Inquiry
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This program targets students who have been identified as individuals who would benefit from enrichment and academic and social preparation for success in a university setting. The library offers a six-week, one-credit course through the Africana Studies and Latino Studies programs entitled “Research Strategies”. This course introduces students to skills needed to successfully perform academic research in a university library, focusing primarily on the ACRL Frames regarding authority, value, inquiry and strategic exploration of information
Contributor: Tony Cosgrave
Discipline(s): Ethnic Studies
License Assigned: CC Attribution License CC-BY
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
A rubric which may be used to assess literacies based on the concepts in the ACRL Framework
Contributor: Shehaamah Mohamed
Resource Type(s): Assessment Material
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
Type of Institution: University
License Assigned: CC Attribution License CC-BY
College & Research Libraries News article about using the Framework to make sense of local curricula as they relate to information literacy goals and outcomes. Also discusses the Framework in light of "developmental outcomes," i.e., outcomes that are sequenced within a curriculum. 
Contributor: Donna Witek
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC

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