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Student2Scholar: Rethinking online information literacy
using the ACRL’s new Framework
Monique FlaccaventoActing Director, Ontario Institute for Studies in Education (OISE) Library
March 22, 2016
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Session Overview• Introduction to Student2Scholar (S2S)
oQuick overviewo The teamo Fundingo Timelines
• A closer look at S2S • S2S and the ACRL Framework • Who is using S2S and how? • Rewards & challenges• Q & A
www.student2scholar.ca
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The Student2Scholar TeamInitially nine team members:
• project lead: Dr. Elan Paulson (Western) • librarians: Melanie Mills (Western); Christena
McKillop (Western); Denise Horoky (Western); Monique Flaccavento (U of T); Jenaya Webb (U of T); Cory Laverty (Queen’s)
• instructional designer: Caroline Whippey (Western)
• project manager: Colin Couchman (Western)
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The Student2Scholar (S2S) TeamThe team grew over time to include additional librarians, instructional designers, graphic designers, faculty members, a web developer, graduate students, and support staff
The full list of project collaborators is listed at: http://student2scholar.ca/index.php/about-us
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Funding
Development of the Student2Scholar modules was funded by the Shared Online Course Fund, as part of the Ontario Ministry for Training, Colleges and Universities’ Ontario Online Initiative.
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BudgetFunding covered:• Release time for librarians• Cost of hiring:
o A graphic design firm (for website; badges)o A web application developero An articulate storyline developero A screencast developero A graduate student to develop PowToon videoso Graduate students as writers (to develop scripts, etc.)
• Copyright permissions• Cost of securing domain name for website• Gift certificates for students participating in usability testing• Travel expenses (train travel) for team members • Catering / meals for face-to-face meetings
($75,000 CDN)
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Project Timelines
Fall 2014 Winter 2015
Spring 2015
Summer 2015
Fall 2015
ProposalSubmitted Nov 2014
Funding Approved Jan 2015
Design Develop TestLaunch
Dec 2015
Modules Overview• Pre-module: Collecting citations and creating bibliographies• Module 1: Thinking like a researcher• Module 2: Defining your research• Module 3: Introductory search techniques for research• Module 4: Advanced search techniques for research• Module 5: Exploring grey literature• Module 6: Understanding design and authority in research• Module 7: Publishing and research impact• Module 8: Your rights and responsibilities as a scholar• Module 9: Joining the scholarly conversation
Activities
Modules include a variety of including:
• Pre- and post- assessments• Videos (TED talks, screencasts, whiteboard videos,
PowToon videos, etc.)• Readings• Interactive tutorials (made in Articulate Storyline)• Online research workbook (critical reflections,
worksheets, etc.)• Downloadable handouts• Quizzes
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Facilitator’s Guide
• Map of learning outcomes (i.e. S2S learning outcomes mapped to the ACRL threshold concepts and to the Council of Ontario Universities’ Graduate Degree Level Expectations)
• List of all 143 S2S activities • Suggested extension activities• Additional resources: statement of design; information
about copyright permissions and references, navigation and completion time, badges, course integration, etc.
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Framework for Information Literacy for Higher Education
Filed by the Association of College & Research Libraries (ACRL) Board February 2, 2015. Adopted by the ACRL Board January 11, 2016.
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pdf
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The Importance of Metacognition
“This Framework depends on…core ideas of metaliteracy, with special focus on metacognition, or critical self-reflection, as crucial to becoming more self-directed in [the] rapidly changing ecosystem.”
Association of College & Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework
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Knowledge Practices & Dispositions
Knowledge practices: “demonstrations of ways in which learners can increase their understanding of…information literacy concepts.”
Dispositions: “ways in which to address the affective, attitudinal, or valuing dimension of learning.”
Association of College & Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework
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Sample S2S Activities
• Module 1, Part B – Your Journey as a Scholar
• Module 7, Part B – The Peer Review Process
• Module 8, Part A – The Value of Research Information
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Who’s using S2S?
Google Analytics for Jan. 7 – Mar. 6, 2016
Countries
• Total sessions: 1159• Canada: 967• United States: 70• Australia: 11• United Kingdom: 10
Cities in Canada
• *Toronto: 351• London: 165• Kingston: 84• *Mississauga: 53• Windsor: 48• *Newmarket: 35• Ottawa: 30
How is S2S being used?• Co-curricular record (e.g. Graduate Professional Skills
program at U of T)• Modules / activities embedded in courses• To support and enhance in-person IL sessions• And possibly other uses (e.g. for independent study)
Rewards & Challenges
What are some of the rewards and challenges of collaborating on a large scale project with partners from other institutions?
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