TY  - GEN
AB  - In order to address some of the most common obstacles to faculty buy-in for information literacy instruction, we have developed an interactive online tool – the Framework Objective Generator (FrOG) – for learning objective generation and course design brainstorming using the ACRL’s Framework for Information Literacy for Higher Education mapped to the AAC&U Information Literacy VALUE rubric. In order to help our users make the most of this tool for both objective creation and assessment, we have also created a visualization, the Framework Transit Map, to represent the concepts at work and the ways in which they are related to each other; instead of viewing individually identified information literacy skills in isolation or as a static list of practices and concepts, the transit map encourages the user to consider each skill dynamically, in terms of the connections and relations among related concepts and practices. Ideally, the Framework Transit Map serves as an illustrative process guide for considering IL skills as a part of course or assignment creation, designed to be attractive to faculty who would otherwise be reluctant to take on what they might perceive as the extra work of creating and assessing information literacy outcomes above and beyond their disciplinary content.
AD  - University of Southern Indiana
AD  - Icahn School of Medicine at Mount Sinai
AU  - Bernhardt, Laura M.
AU  - Neel, Becca
DA  - 2020-02-05
DO  - 10.58090/usi.1556926
DO  - doi
ID  - 1556926
KW  - Information literacy
KW  - Information literacy
KW  - ACRL Framework for Information Literacy
KW  - Backwards Design
KW  - Information Literacy
KW  - Celebration of Teaching and Learning
L1  - https://library.usi.edu/record/1556926/files/symposiumPoster2020.pdf
L2  - https://library.usi.edu/record/1556926/files/symposiumPoster2020.pdf
L4  - https://library.usi.edu/record/1556926/files/symposiumPoster2020.pdf
LA  - eng
LK  - https://library.usi.edu/record/1556926/files/symposiumPoster2020.pdf
N2  - In order to address some of the most common obstacles to faculty buy-in for information literacy instruction, we have developed an interactive online tool – the Framework Objective Generator (FrOG) – for learning objective generation and course design brainstorming using the ACRL’s Framework for Information Literacy for Higher Education mapped to the AAC&U Information Literacy VALUE rubric. In order to help our users make the most of this tool for both objective creation and assessment, we have also created a visualization, the Framework Transit Map, to represent the concepts at work and the ways in which they are related to each other; instead of viewing individually identified information literacy skills in isolation or as a static list of practices and concepts, the transit map encourages the user to consider each skill dynamically, in terms of the connections and relations among related concepts and practices. Ideally, the Framework Transit Map serves as an illustrative process guide for considering IL skills as a part of course or assignment creation, designed to be attractive to faculty who would otherwise be reluctant to take on what they might perceive as the extra work of creating and assessing information literacy outcomes above and beyond their disciplinary content.
PY  - 2020-02-05
T1  - Embedding Information Literacy into Course Design with the FrOG
TI  - Embedding Information Literacy into Course Design with the FrOG
UR  - https://library.usi.edu/record/1556926/files/symposiumPoster2020.pdf
Y1  - 2020-02-05
ER  -