Multidisciplinary

Linked Threshold Concepts in First Year Writing Composition and Information Literacy Instruction

This chart is the result of a partnership between campus Writing Coordinator,  First Year Seminar Coordinator, and myself (Information Literacy Coordinator) to create a customizable assignment structure for our first year seminar class. It offers a template for integrating information literacy into the course and links threshold concepts of writing composition to the Framework. Composition threshold concepts are those outlined by Kassner and Wardle (2015) Naming What We Know: Threshold Concepts of Writing Studies.

Information Literacy Frame(s) Addressed:

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Matters of Authority

This lesson starts with a simple question: "Who knows the most about (topic of your choice)?" In my experience doing this lesson with first year students, a majority of students will identify personal experience as knowing the "most" at the outset. It is common for them to say something along the lines of: No one understands what it’s like to be homeless more than someone who has been through it. Starting from that firm conviction, this lesson is designed to help students think about different ways of “knowing” and what secondary sources (particularly scholarly) are able to accomplish in providing analysis, context, and scope. Learning outcomes: Students will be able to articulate multiple ways in which authority can be ascribed [Authority is Constructed and Contextual]Students will be able to identify primary and secondary sources / scholarly and popular sources and how they are linked to each other [Scholarship is Conversation]Students will seek a variety of source formats and perspectives in their own work [Information has value]

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Multidisciplinary
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Fake News: Fight Back

A one-shot or seminar class on fake news tied to source evaluation. Examination of the factors at play in the creation of misinformation; insight into how to select sources; tools and strategies for evalutating content of stories, authors, and news outlets.

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Multidisciplinary
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Evidence-Based Practice

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.

Information Literacy Frame(s) Addressed:

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Writing a Summary in Three Steps

This example of an article summary, as one might find in a literature review of annotated bibliography,  enumerates the steps to ethically and accurately complete a typical research task.

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Discipline(s): 
Multidisciplinary
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CC Attribution-NonCommercial License CC-BY-NC

Laney College Library Assessment Plan 2017-2020

Laney College Library Assessment Plan 2017-20. Instruction outcomes are aligned with ACRL Framework and checklist used on orientation request form.

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Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary

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CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Laney College Library Service and Instruction Outcomes

Laney College Library 2017-20 Service and Instruction Outcomes, developed May 2017.  Instruction outcomes aligned with ACRL Framework.

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Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary

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CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Visual Literacy Lesson Plan - Comics and Culture

Second of two library sessions provided to a introductory writing course. This is a scaffolded session focuses on visual literacy skills through the analysis of infographics and comics.

Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary

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CC Attribution-ShareAlike License CC-BY-SA

ACRL Framework rubrics

The three rubrics here were designed for an introductory course for English majors, but the ways in which the ACRL Framework is used could be replicated for any discipline and could be extended to program assessment.  Each rubric addresses one ARCL Frame.  The ACRL "dispositions" are treated as desired learning outcomes; the ACRL "knowledge practices" play the role of descriptors.  The rubric is intended to be used not simply on a student-produced project or activity, but on a project and a structured student reflection taken together.
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