Education

This is a participatory, variable lesson frame ready for you to modify to suit your instruction needs. This lesson and it's variations focuses on encouraging students to see themselves as information creators and part of the scholarly conversation and can also variously include conversations about about the scholarly information cycle and/or authority depending on instruction constraints and configuration.Start with StudentScholarLessonPlan.pdf below.
Contributor: Anaya Jones
Resource Type(s): ActivityLesson Plan
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
Studying music in an online setting requires that students and instructors leverage digital resources and participatory technologies with understanding and intentionality. Meta-literacy, a framework promoting critical thinking and collaboration, is an inclusive approach to understanding the complexities of information use, production, and sharing in a digital environment. This chapter explores the implications of meta-literacy for the online music classroom and identifies ways in which the librarian and music instructor can collaborate to promote student self-reflection on the use, creation, and understanding of musical information or content.  
Contributor: Rachel Scott
License Assigned: All Rights Reserved
EDU 100 / 300: Contexts of Education is a required course in the undergraduate Education program at the University of Alberta; EDU 300 is for after degree students. Students submit a research paper (library assignment) related to a current educational issue in Canada. For this assignment they need to locate at least four different sources: two sources must be articles from peer-reviewed academic journals, the remaining two sources may include additional peer-reviewed articles, books, book chapters, professional education-related journals (trade journals), newspaper articles, videos, etc. The original lesson plan was designed by Debbie Feisst and was taught with some modifications by various librarians at the H.T. Coutts Education Library.  Although emphasis is on the following two frames: Authority is Constructed and Contextual, Information Creation as a process, a mapping document has been included to illustrate where other frames are addressed throughout the lesson.
Contributor: Kim Frail
Resource Type(s): Lesson Plan
Discipline(s): Education
Type of Institution: University
Scope: Course-level
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
As part of a collaboration with Claire Holmes and Lisa Sweeney at Towson University's Albert S. Cook Library, I infused our lesson plan for ISTC 301/501 with ACRL Framework Concepts. The original lesson plan was conceived of by Holmes and Sweeney as a way to integreate information literacy instruction concepts for teachers into ISTC 301 and SPED 413 in our College of Education. The attached slides illustrate one way to include information literacy instruction, the ACRL Framework, and teaching standards in college-level instruction. The aim for this lesson plan was to encourage College of Education students to include information literacy instruction in their lesson plans at the k-12 level so that students matriculating from their schools would be familiar with these crucial theories before arriving in higher education or the workplace.The lesson was structured as follows:Introduce digital citizenship and information literacy conceptsModel lesson planning using library resourcesCreate lesson plans using Common Core State StandardsStudents were encouraged to reflect on their own experiences as researchers, apply their learned research skills to their k-12 classrooms, use library resources to enhance their lesson plan creation, create a lesson plan in smaller groups to share with the classroom, incorporate lexile levels from multiple grade levels, and use open-source lesson plan materials focused on information literacy.Discussions about "Scholarship as a Conversation" and "Searching as Strategic Exploration" were included to highlight the importance of authority and of using sources from a variety of locations. 
Contributor: Sarah Gilchrist
Resource Type(s): Lesson Plan
Discipline(s): Education
Type of Institution: University
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
Lesson plan using framework concepts for graduate art education classes. 
Contributor: Sarah Gilchrist
Discipline(s): ArtEducation
Type of Institution: University
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
The University of the Western Cape has developed a set of graduate attributes that are based on the UWC vision and mission. This tutorial is based on six concepts that may be used to enhance such attributes. An understanding of these concepts will mean that students develop a sense of agency in their research and practices, which opens up a pathway to lifelong learning and professional development. The concepts enable learners to become autonomous and collaborative and active contributors to knowledge. The tutorial also offers authentic examples which may be used to illustrate ways of applying and interpreting the various concepts.
Contributor: Shehaamah Mohamed
Resource Type(s): Tutorial
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Education
Type of Institution: University
License Assigned: CC Attribution License CC-BY
Professor Jarvis C. McInnis, Ph.D., from the English & Africana Studies department met with me to discuss how we can get his students connected to information resources that demonstrated mastery of literary works, primary and secondary resources , critical works, and multi-media resources in order to formulate an annotated bibliography.  The following Library Research Guide was used in a library instruction session that focused on developing Boolean searching in order to find resources to create an annotated bibliography.
Contributor: Leslie L Morgan
Type of Institution: University
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA