MILEX Conference on the ACRL Framework for Information Literacy

MILEX Conference on the ACRL Framework for Information Literacy
Featuring Craig Gibson, co-chair of the ACRL Framework Task Force

Friday, March 20, 2015
Loyola Graduate Center in Columbia, MD
free parking

Register

Registration fees (includes lunch):
MILEX Member: $50
Non-member: $80
Membership (through FY16) + registration: $70
Students: $25

PLEASE NOTE: Registration will be capped at 60 attendees.

Call for Lightening-Talk Presenters!

Do you have an example of how you teach concepts related to one of the Frames? How have you shared the Framework with faculty? We’re looking for a few librarians to present “lightening talks” about these topics at the MILEX spring conference. If interested, please send a brief description of your presentation topic to Gina Calia-Lotz (gcalialotz@harford.edu).

Metaliteracy: Reinventing Information Literacy to Empower Learners

Metaliteracy: Reinventing Information Literacy to Empower Learners
with Tom Mackey and Trudi Jacobson

4-week facilitated eCourse
Beginning Monday, January 5, 2015

Register

In this Workshop, Trudi Jacobson and Thomas Mackey, authors of the book Metaliteracy: Reinventing Information Literacy to Empower Learners, will cover everything that you need to know about metaliteracy—from theory to practice. They will show you how to expand the scope of traditional information skills to include the collaborative production and sharing of information in participatory digital environments now prevalent.

You’ll learn

what metaliteracy is and why it is important and timely
its role in the proposed new Association of College and Research Libraries (ACRL) Information Literacy framework
how metaliteracy generates new ideas for teaching and learning
incorporating the evolving array of open resources related to metaliteracy, including blogs, badging, Massive Open Online Courses (MOOCs), Twitter feeds, and more

Library Juice: Information Literacy, Composition Studies and Higher Order Thinking

Information Literacy, Composition Studies and Higher Order Thinking

Instructor: Andrea Baer
Dates: November 3rd to December 12th, 2014
Credits: 2.25 CEUs
Price: $250

http://libraryjuiceacademy.com/068-IL-composition-studies.php

Writing programs have long been among the most frequent users of library instruction. Similarly, as the information literacy (IL) movement has shifted toward more integrated instructional models, composition programs have arguably been the most commonly involved in efforts at IL integration. The prevalence of such partnerships points to the critical connections between writing, research, and information literacy.

The remarkably parallel histories and concerns of composition and IL instruction, which James Elmborg articulates in the article “Information Literacy and Writing across the Curriculum: Sharing the Vision” (2003), point to powerful ways that composition and rhetoric studies can help inform library instruction programs. Concepts like rhetorical analysis, rhetorical source use, discourse communities, and discursive practices suggest practical ways that IL instruction can emphasize higher order thinking over more mechanical aspects of information seeking. Similarly, research on students’ conceptions of and approaches to “writing with sources” has deep implications for how librarians can teach and represent the research process in order to foster critical thinking and source use.

In this six-week course, participants will explore intersections between information literacy and composition studies, including the theoretical and practical applications these connections have for us as librarians and as educators. The class will be structured around assigned readings, online discussion, and assignments. More specifically, weekly discussions and assignments will invite participants to apply theoretical and pedagogical concepts to developing practical learning activities and lesson plans for library instruction.

This class, first offered in 2013 as a 4-week program, has been expanded to six weeks in order to enable deeper engagement with course materials, assignments, and fellow participants. The expanded course will enable further opportunity for revising learning activities and plans in light of instructor and peer feedback and discussion.

Andrea Baer is the Undergraduate Education Librarian at Indiana University-Bloomington, as well as an Adjunct Lecturer for the University of Tennessee’s School of Information Sciences. She holds a Ph.D. in comparative literature from the University of Washington and a Masters in Information Sciences from the University of Tennessee. Andrea’s work in libraries and education is deeply informed by her teaching background in writing and literature and by her interests in critical pedagogy and critical inquiry.

Read an interview with Andrea Baer:
http://libraryjuiceacademy.com/news/?p=598

Course structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.

Payment info
You can register in this course through the first week of instruction. The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants to pay using a purchase order, please contact us to make arrangements.

Library Juice Academy
P.O. Box 188784
Sacramento, CA 95818
Tel. 218-260-6115
Fax 916-415-5446

inquiries@libraryjuiceacademy.com
http://libraryjuiceacademy.com/

Testimonials:
http://libraryjuiceacademy.com/testimonials.php

Twitter:
http://twitter.com/libjuiceacademy

How Do Our Students Learn? A Cognitive Psychological Model for Information Literacy

Please join us on Thursday for a free professional development webinar, “How Do
Our Students Learn? A Cognitive Psychological Model for Information Literacy,”
presented by Dani Brecher (Claremont Colleges) and Kevin Michael Klipfel
(CSU-Chico).

Effective student-centered pedagogy requires understanding how students learn,
and tailoring our instruction accordingly. This webinar is designed to
introduce teaching librarians to the cognitive science of learning and its
potential to improve information literacy instruction.

When: Thursday, July 10 @ 3 PM EDT
Register: http://goo.gl/lUIbnu

If you can’t make the session, you can still register to receive an archived
recording in a follow-up email.

Best wishes,

Emily

Emily Gover, MSIS
Information Literacy Librarian
emily@imagineeasy.com
Twitter: @Emily_EasyBib
——————————-
Imagine Easy Solutions
10 East 39th St., Floor 3
New York, NY 10016

Putting the “Pop” in Information Literacy

Putting the “Pop” in Information Literacy
with Dawn Stahura and Erin Milanese

5-week facilitated eCourse

Beginning Monday, July 7, 2014

Register

In this course, Dawn Stahura and Erin Milanese will offer you two tools that can make it easy to liven up your instructional sessions—popular culture and assessment.
After participating, you will
understand how to effectively assess your instructional sessions, discovering your strengths and weaknesses by engaging with students
understand how you can incorporate popular-culture themes and narratives into one-shot instructional sessions and full-length information literacy courses
be able to create a fully defined, one-shot instructional session using a popular-culture theme

Metaliteracy: Seeking Connections and Challenging Traditions

REMINDER: DEADLINE is May 16th

3rd Annual Indiana University Libraries Information Literacy Colloquium
Location: IU South Bend in South Bend, Indiana
Date: Friday, August 1, 2014
Call for Proposals

The 3rd Annual Indiana University Libraries Information Literacy Colloquium seeks engaging, innovative, and energizing proposals related to the conference theme:

Metaliteracy: Seeking Connections and Challenging Traditions

We seek thought-provoking proposals that examine metaliteracy, which is emerging as a relevant and interesting paradigm that is reshaping the way we think of information literacy and library instruction. As defined by Mackey and Jacobson (2011), “Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies.Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online” (p. 62). Moreover, the current ongoing revision of the ACRL standards includes metaliteracy as an “important anchoring element” in the new Framework for Information Literacy for Higher Education.

This year’s Colloquium invites you to investigate the implications metaliteracy has for library instruction theory and practice. Questions to consider include, but are not limited to:

What do instruction librarians need to know about metaliteracy?
What does metaliteracy look like, and what does it entail?
How does metaliteracy influence what we do in the library instruction classroom?
How does metaliteracy shape our learning outcomes and pedagogy?
How do we assess metaliteracy?
Additional information literacy topics are also welcomed.

Clearly, metaliteracy is a stimulating and exciting concept that has much to offer library instruction and we hope that the Colloquium will contribute significant advances to the current conversations on this topic.

The keynote speaker for the Colloquium will be Trudi Jacobson, Head of the Information Literacy Department at the University Libraries, University at Albany, State University of New York. Trudi is co-author of Metaliteracy: Reinventing Information Literacy to Empower Learners.

Proposal guidelines:

Proposals for 45-minute presentations or 45-minute roundtable discussions should be no more than 250 words in length and should contain at least two learning outcomes.

Proposals should be submitted via the online conference proposal form: http://ius.az1.qualtrics.com/SE/?SID=SV_3meTvGpIhLHxiIZ

All proposals should offer innovative and interesting insights that will enhance the learning of the Colloquium community.

Proposal deadline: May 16, 2014. Proposal notifications will occur by May 30, 2014.

Colloquium website: http://iusb.libguides.com/IULILC2014