This week’s Spotlight on Scholarship features Mahrya Carncross’s article “Redeveloping a course with the Framework for Information Literacy for Higher Education: From skills to process,” published in College & Research Libraries News in Volume 76, Number 5, May 2015, pp. 248-250, 273.
This article describes how an elective 3.0-credit information literacy course was revised to intentionally incorporate the Framework. Carncross explains how the course’s initial development strongly reflected the ACRL IL Standards, but that this reliance had the effect of making the research process seem “tidier” than it is through how it was taught to students during the course. As a result, Carncross decided to revise the course learning objectives to better reflect the IL concepts in the Framework; she discovered that many of the course’s original objectives only invited tweaking to more closely reflect the Framework, while two new objectives needed to be developed. The article goes on to describe the new assignments created to meet these objectives, and offers a reflection by the author on how the first run of the revised course went for both instructor and students. This article is a valuable process narrative of a for-credit IL course redesign in light of the Framework.
Mahrya Carncross is Instructional Services Librarian in the University Libraries at Western Illinois University.
The “Framework Spotlight on Scholarship” column is a weekly post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.