tag:blogger.com,1999:blog-57667749173747064442024-03-05T02:43:13.318-05:00Information ConstellationAn experiment in making the professional personal.Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.comBlogger101125tag:blogger.com,1999:blog-5766774917374706444.post-5038148611792317362021-03-08T20:27:00.002-05:002021-03-30T09:30:17.415-04:00Transforming Concerns into Improved Infrastructure as a New Instruction Coordinator at CALM 2021 <p>It has been a while since my last update! But I'm excited to share that I am presenting a 10-minute Lightning Talk at the inaugural <a href="https://www.conferenceonacademiclibrarymanagement.com/" target="_blank">Conference on Academic Library Management</a> (CALM) on Thursday, March 18, 2021 at 4:00 pm Eastern, titled <b>Transforming Concerns into Improved Infrastructure as a New Instruction Coordinator</b>.</p><p>The conference is both virtual and free of cost for attendees, and runs March 15-19, 2021. Although registration is now closed / sold out, as much content as possible will be made freely available after the conference at the conference website linked above. It has a Twitter hashtag too where you can follow along throughout the week of the conference: <a href="https://twitter.com/hashtag/CALM2021" target="_blank">#CALM2021</a></p><p>I am so excited about the project my brief presentation will share about. I wanted to share here the full description of the talk I am giving. <b>Updated to Add: Click here to view <a href="https://youtu.be/FBW-94i4Fb4" target="_blank">the recorded view of this talk with closed captions available</a>. And click here to view <a href="https://docs.google.com/presentation/d/1YLweh8uiZKkrtMhEIPETZ2zajqSbUepsdW1y308lnBg/edit?usp=sharing" target="_blank">the slides and video transcript for the talk</a>.</b></p><p><b>***</b></p><p><b>Title: </b>Transforming Concerns into Improved Infrastructure as a New Instruction Coordinator</p><p><b>Description:</b></p><p>Transitioning from being an early career teaching librarian to coordinating the library instruction program at the same institution is a familiar trajectory for many of us whose area of specialty is research and instruction. This shift in role affords opportunities to facilitate communication and collaboration in support of solving instruction-related problems that the new coordinator has experienced firsthand while serving the program in their previous role. This lightning talk, presented by one such coordinator, will share the collaborative process by which their librarian team communally defined the program’s needs and values with the goal of reclaiming the librarians’ agency within the relationship dynamic created by “one-shot” instruction. </p><p>Through a qualitative approach of listening and recording librarians’ concerns related to library instruction at their institution, followed by project planning concrete solutions to those concerns, the presenter’s instruction program was able to develop and implement new guidelines and parameters for course faculty who will request instruction and a new library instruction request form for the institution (<a href="http://www.scranton.edu/library/instruction" target="_blank">www.scranton.edu/library/instruction</a>). This process required trust among librarians at different stages of their careers whose concerns and experiences were offered as evidence from which to develop these improved workflows. </p><p></p><p>This talk will offer a successful example of the person-centered technique of program coordination where the coordinator creates a safe space within which to transparently discuss issues and concerns within the program, and commits to transform those concerns into infrastructural change in support of librarians’ agency, improving the conditions within which they teach.</p>Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-48875297383129633692019-11-01T10:25:00.000-04:002019-11-01T10:25:51.846-04:00Running for ACRL Instruction Section Member-at-Large in 2020This year, I am running for the position of Member-at-Large on the <a href="https://acrl.ala.org/IS/is-committees-2/executive-advisory-committees/" target="_blank">ACRL Instruction Section (IS) Executive Committee</a>. The position has <a href="https://acrl.ala.org/IS/is-committees-2/executive-advisory-committees/executive-committee-2/responsibilities-of-instruction-section-officers/" target="_blank">lots of responsibilities</a> I feel confident in my ability to fulfill, and I am completely honored I was asked to run. I am currently the Chair of the <a href="https://acrl.ala.org/IS/is-committees-2/committees-task-forces/framework-for-information-literacy-sandbox-committee/" target="_blank">IS Framework for Information Literacy Sandbox Committee</a>, and my experience serving in IS has been nothing but positive. I am very excited at the prospect of continuing to serve in IS!<br />
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I thought I'd share here the Statement of Professional Concerns/Aspirations if Elected I needed to write for my ballot, along with my "I'm an academic librarian excited to serve the profession" mug (lol). If you are a member of IS, I hope you'll consider voting for me in spring when the election will take place.<br />
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Statement of Professional Concerns/Aspirations if Elected:<br />
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<span id="goog_1329466756"></span><span id="goog_1329466757"></span>As the Information Literacy Coordinator at my institution, my job is to create and maintain the conditions within which my librarian colleagues who teach can succeed at developing students’ information literacy abilities in ways that are inclusive and accessible to all. At the level of the profession, I believe it is equally our job to create and maintain these conditions so librarians who teach have access to the structural, theoretical, and practical tools necessary to develop their pedagogy, their programs, and their identities as teachers of information literacy. It is the job of our professional organization to directly support the creation and maintenance of these conditions. If elected, I will support the work of the Instruction Section at the Executive level to ensure that we are supporting, in tangible and accessible ways, the work of librarians who teach to create and maintain the conditions needed to effectively teach information literacy.Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-35336464855670588602018-05-04T10:55:00.001-04:002018-05-04T10:55:33.886-04:00Give to the Bonnie W. Oldham Library Research Prize Endowment Fund on 5.06<i>Cross-posted from <a href="https://sites.scranton.edu/library/2018/05/04/give-to-the-bonnie-w-oldham-library-research-prize-endowment-fund-on-5-06/" target="_blank">my Library's blog</a>. Editor's note: As Information Literacy Coordinator, facilitating our library research prize program is one of my main projects that operates out of our Information Literacy Program. It is judging season now, and this year our judges are reviewing a record number of submissions for this competition.</i><i> Very grateful to them and to you for your support of this program!</i><br />
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<tr><td class="tr-caption" style="text-align: center;">Professor Emerita Bonnie Oldham stands in front of the Weinberg Memorial Library</td></tr>
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The Weinberg Memorial Library has teamed up with University Advancement to raise funds for the Bonnie W. Oldham Library Research Prize Endowment Fund this 5.06 weekend for the University’s Day of Giving.<br />
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<b><a href="https://app.mobilecause.com/vf/506Weekend/team/library" target="_blank">Make your donation directly to the fund here.</a></b><br />
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The Bonnie W. Oldham Library Research Prize is designed to attract outstanding research projects from courses taught in departments across The University of Scranton campus. It recognizes excellence in research projects that show evidence of significant knowledge in the methods of research and the information gathering process, and use of library resources, tools, and services.<br />
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Named for Professor Emerita Bonnie Oldham, who founded the prize at the University in 2011, this Endowment Fund was started by Bonnie at her untimely passing four months after her retirement in 2017. Our goal is to raise funds for this Endowment Fund to ensure that the Bonnie W. Oldham Library Research Prize will be awarded in perpetuity. Your donation will help us do this.<br />
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Annually, three prizes of $500.00 each are awarded to the winning individual student and/or group projects in the following categories: Undergraduate Foundational (100-level courses), Undergraduate Upper-level (200- to 400-level courses), and Graduate.<br />
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Help us ensure the future of the Bonnie W. Oldham Library Research Prize by directly supporting student learning at the University with your gift to this Endowment Fund!</div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-57447541253036436232018-03-23T10:41:00.000-04:002018-03-23T10:41:40.247-04:00The Birth of Little Jem, Part 2<div class="separator" style="clear: both;">
<i>It has been nine and a half months since I last posted. Yesterday was Little Jem's first birthday. What follows is Part 2 of his birth story, picking up where <a href="http://www.donnawitek.com/2017/06/the-birth-of-little-jem-part-1.html" target="_blank">Part 1</a> left off, after my doctor performed a membrane sweep two days past my estimated due date. </i></div>
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<i>This post will be structured the same way as Part 1, where I will share the log of birth events I kept on my phone's notes app, annotated in italics with reflection on those events. Keep in mind that these reflective parts of this post are being composed today, a year after they occurred. Also, the dates included in the birth log of this post are all from 2017.</i></div>
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<i>The same content warning I included on Part 1 applies here: <b>Content warning:</b> I write about all sorts of bodily fluids in these posts, including blood, urine, diarrhea, and breast milk, because this is all part of the reality of pregnancy and birth, and the whole premise here is: that reality is empowering.</i></div>
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<i>Onward!</i></div>
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<b>Birth log (continued):</b></div>
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Tues March 21 midday: a lot of gas from prostaglandins [<i>these are some of the hormones that cause labor to begin</i>] being released after sweep and crampiness</div>
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Tues March 21 at 2:45 pm: had a "real" contraction (included menstrual-like cramping), and 12 minutes later had another, both were maybe a minute long, not officially timed in app yet; then lost rest of mucus plug</div>
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Tues March 21 at 5:30 pm: timed first real contraction using phone app; see app for history on contractions until we left for hospital at 11:30 pm</div>
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<tr><td class="tr-caption"><span style="font-size: x-small;">Between contractions, in early labor with my</span><br />
<span style="font-size: x-small;">Bookie home from school* ~ photo is a selfie of</span><br />
<span style="font-size: x-small;">Bookie on my lap with her hand on my bare, pregnant belly</span></td></tr>
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<i>What follows is a brief photo essay of sorts, documenting my early labor with Little Jem. #quantifiedbirth</i></div>
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<span style="font-size: x-small;">labor, 5:31 to 6:11 pm ~ photo is a phone </span><br />
<span style="font-size: x-small;">screen shot of data from contraction </span><br />
<span style="font-size: x-small;">timing app</span> </td></tr>
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<tr><td class="tr-caption"><span style="font-size: x-small;">Last five timed contractions during active</span><br />
<span style="font-size: x-small;">labor, 11:11 to 11:28 pm ~ photo is a phone </span><br />
<span style="font-size: x-small;">screen shot of data from contraction </span><br />
<span style="font-size: x-small;">timing app</span><span style="font-size: 12.8px;"> </span></td></tr>
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<i>Some details about how this app displays the data I entered about each contraction: The green-yellow-red levels on the left side of each entry were my manually entered measurements of how intense each contraction felt. By 11:30 pm, the intensity of contractions had increased significantly. The duration column indicates how long each contraction lasted, while the frequency column I believe indicates the length of time that has elapsed since the previous contraction. And of course the start time column is the timestamp for that contraction.</i><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Line graph of contraction duration data from 5:30 to </span><br />
<span style="font-size: x-small;">11:30 pm on March 21, 2017 ~ photo is a phone screen <br />shot of data from contraction timing app</span> </td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Line graph of contraction frequency data from 5:30 to </span><br />
<span style="font-size: x-small;">11:30 pm on March 21, 2017 ~ photo is a phone screen <br />shot of data from contraction timing app</span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Chart of contraction intensity data from 5:30 to 11:30 pm</span><br />
<span style="font-size: x-small;">on March 21, 2017 ~ photo is a phone screen shot </span><br />
<span style="font-size: x-small;">of data from contraction timing app</span></td></tr>
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<i>I have here in my draft of this post "[Describe progression of early labor]", but that draft was composed nine months ago. I'm sad that I won't be able to remember these details so clearly now because it has been a year since I labored with Little Jem. Here's what I can remember though.</i></div>
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<i>My mother in law and my good friend Teresa were both at the house. I put Bookie to bed at her normal time of around 7:30 pm, while in early labor. She had seen me bear early labor contractions over the course of the evening, and grew to understand these were okay and although I looked uncomfortable every few minutes, nothing was actually wrong. I read her a story and sat up in her bed next to her until she fell asleep, then I left her room and moved to the master bedroom where Teresa and Paul were waiting for me. My mother in law was on hand to help as well if needed, but I encouraged her to try to sleep, since we didn't know how long labor would go, and if Bookie woke up in the middle of the night and Daddy and I were gone to the hospital, she may have trouble falling back asleep and need her Baba to comfort her. Teresa stayed overnight as well, and wound up helping Bookie settle to go back to sleep after we did in fact leave for the hospital later that night. </i></div>
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<i>Teresa had seen me in labor with Bookie five years earlier, and her main role this time around was to be another person on hand to be with Bookie when Paul and I left for the hospital. It turns out with Little Jem, she also helped me labor this time. The period from about 8:00 to 11:30 pm was me laboring in my bedroom, mostly standing, and during contractions bending at the waist and bracing myself against the bedpost while Paul or Teresa pressed down on my lower back. I don't remember vocalizing as much this time around <a href="http://www.donnawitek.com/2012/09/rosebuds-arrival-in-words.html" target="_blank">as I did when laboring with Bookie</a>, I think because I knew she was sleeping down the hall and it was a lot easier to labor with her asleep. </i></div>
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<i>I do remember at one point saying aloud that I wanted to try to bear a contraction without bending at the waist and doing counter pressure, to see if the effect was different. I think I wanted to see if that would change my intensity measurement at all. And from what I remember, yes, it did--the pain was toe curling when I rode the contraction standing upright. After it passed I remember saying something like: "Oh no I am not doing that again, uh uh, absolutely not." </i></div>
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<i>The contractions were gradually doing their job of dilating me, and when 11:30 pm arrived (11:28 according to the app), this happened (I will break up this log entry + reflections with line breaks for readability):</i></div>
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Tues March 21 at 11:30 pm: after laboring in bedroom with Paul and Teresa, had a contraction that felt like it actually dilated me more [<i>this was totally rad and also very intense--I could feel myself opening up more, like, woa.</i>] and decided it was time to go to the hospital; </div>
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<i>I believe we had put a call in with the doctor call service about 20 minutes earlier, but hadn't heard back yet, and I trusted my instinct after the 11:28 pm contraction and said, "Doesn't matter that we haven't spoken to the on call doctor, we are going now." I knew it would be around 40 minutes until I was admitted to Labor & Delivery, since it would be about 10-15 minutes to get dressed for the late night March cold, another 10 minutes to get to the hospital and park, probably 10-15 minutes to be admitted through the emergency room as I was instructed to do after hours, and then 5-10 minutes to get to the 5th floor Labor & Delivery unit, then the nurse would need to check me in triage...and then, I would be admitted, assuming I was as far along as I felt, because remember, I would be having contractions every 2-5 minutes throughout the whole trek to the hospital. I was absolutely right to decide to head to the hospital when I did, and my timing estimation was also spot on, as I was admitted at midnight and settled in my labor room by a little after 12 am.</i> </div>
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two contractions in car, ER triage then L&D triage with nurse Priscilla, who shared I was at 6 cm and admitted me immediately just before midnight; </div>
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<i>The ER triage was something else. I was in active labor, and the intake staff person apparently described my condition in my intake as not that big a deal. I forget what she actually wrote or coded me as, but when Priscilla received me a little bit later, and saw me bear a contraction then checked me, she was like: "Oh, you are way farther along than they in ER led us to believe, let's get you into a room." We also had to produce my license and other documentation in the ER triage room, again while I kept having to pause, brace myself against the wall, have Paul push on my lower back, and bear a contraction, all while the intake staff person looked on with a blasé attitude. Surreal is the best word I can use to describe it. </i></div>
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I requested intravenus pain meds, and as she inputted my info (weight, etc.) and got my IV ready I threw up my dinner and my waters broke all over the floor of my birthing room (waters were clear though).</div>
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<i>This moment doesn't really need any additional details as these details sum up what happened exactly. With Bookie I was able to manage without an epidural, so my plan was to aim for the same with Little Jem. But with Bookie I had a positive experience accepting pain meds, as they helped me relax enough during late labor for the contractions to do their job, so I immediately requested the same with Little Jem. The only detail I can add about retching and throwing up the contents of my stomach is that as I threw up, I could feel water gush down my legs. I was in a hospital gown by that point I think, but had my own slide on slippers, and they got totally covered in all my bodily fluids. We were happy to put them in a plastic bag and throw them away. I also said "Sorry about that" to Priscilla and she said, "Oh, no worries, it happens all the time, it's what this room is for" so that made me feel more comfortable doing what I needed to do bear labor in that space. This was at Moses Taylor Hospital by the way--my birth experiences with both babies were nothing but positive there. The fact that my waters were clear was important because it meant Little Jem wasn't in danger of breathing in anything that could hurt him like meconium, at least so far.</i></div>
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Wed March 22 at 12:00-2:30 am: contractions lying down while on meds, holding Paul's hand, going from 6-9 cm; I don't remember much here, was very loopy (drug: Nubain, probably a dose designed to wear off 2-3 hrs later and *before* pushing [<i>though it turns out it was still in full effect when it came time to push, more on that below</i>]) and even slept through some of the contractions (!). I did keep asking nurse to be gentle when checking me, but then would say "Don't mind what I'm saying out loud, don't let it interfere with your job" (lol). Alternated between talking about FAB/search committee/IL [<i>information literacy</i>] program with Paul and reality such as ice chips, needing to hold Paul's hand, and requesting to be checked. Paul tells me I rode the contractions with deep, quiet breaths while holding his hand.</div>
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<i>That is my log entry almost exactly as I composed it maybe a day or so later when recording my experience of happened, with Paul's help of course. But this too was very surreal, and apparently hilarious to those in the room, Paul and Priscilla the nurse </i><i>(though not at my expense, from what I gather)</i><i>. </i></div>
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<i>For longtime blog readers, you'll recognize the acronym FAB to be the Framework Advisory Board, which in March 2017 was in its last few months of work before the group was being merged with another Association of College and Research Libraries standing committee, SLILC. I was apparently talking stream-of-conscience about FAB and all the loose ends I had been working hard to make sure were tied as I went on maternity leave. </i></div>
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<i>The search committee refers to the search for two new Research & Instruction Librarians that was taking place that spring at my library, which I participated in as a committee member, both before and after Little Jem's birth. I was able to phone in for important parts of the search process, including the in-person interviews of our final candidates. It was important to me to participate because these two new hires would be working with me in the Information Literacy Program, which w</i><i>as going to be under my leadership as of June 1 of that year, so it must have been on my mind as well. </i></div>
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<i>I feel like this log entry is evidence of the integrated whole that was my life and person, as I physically labored to birth my baby and was simultaneously mentally processing and working through all these parts of my job out loud. </i></div>
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<i>For the record, I remember almost none of this--the Nubain dose must have been pretty strong--but it also means I don't remember the contractions from 6-9 cm, which is really incredible, especially since they still did their job of dilating me, and that's no joke friends. </i></div>
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<i>Before continuing with my birth experience, I'll close the loop on these various projects I was talking about while in labor and on pain meds: FAB successfully merged with SLILC that June, we successfully hired two new librarians as a result of that search, and the Information Literacy Program is alive and well under my leadership. (Oh, and I also now have a beautiful one year old boy I get to be mother to.) So Donna-in-labor didn't have anything to worry about (ha). Now back to the log.</i></div>
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9-10 cm, maybe 2:30 am: Suddenly wanted to push, was told I was at 9.5 cm so Priscilla helped dilate me the last bit during a contraction (her hand was at my cervix during it!). It worked. I was telling her and the on call doctor (Dr. Molnar) I really, really needed to push. They finally said I could. Priscilla helped pull back my legs, Paul held one she held the other, instructed me to pull back on both from behind knees (this was very hard to do). Also somewhere around this time they noticed light meconium so a NICU team came in to help. </div>
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<i>No extra details to add here, as clearly my log entries got a lot more detailed at these points. Priscilla helping to dilate me the last 0.5 cm during a contraction was totally rad and awesome, and I can only assume the Nubain is what enabled me to bear it, and why she offered to do it to begin with. As I indicated earlier, it was clear to all that it hadn't worn off yet.</i></div>
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Pushing, 2:30-2:41 am: When I said I needed to, I pushed once on a contraction. Priscilla said baby's head was high up and I'd need to focus on pushing him down through the canal. Just before second push, Priscilla told me I could probably push baby out on one more push. I believed her (yay Nubain lol). <b>Then I did</b>. </div>
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<i>Emphasis added. If I can say so (and I believe I earned the right to): I am a mama-warrior-badass, and I'm so proud of myself for this moment in Little Jem's delivery, when Priscilla told me she thought I could push him out in one more push, I believed her, then I did it. Bam.</i></div>
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Pushed on next contraction, key was she told me "no sound" (I had been vocalizing; I listened to her and didn't vocalize on this one) then she instructed me to breath twice more during push--these felt like separate pushes but everyone around me seemed to count it as one continuous push. Ended with pushing baby out completely. </div>
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<i>This point in my log needs a line break, and a moment. ....................</i></div>
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Kept my eyes closed at first to internally "recover"--told Paul to stay with baby and bring phone to take pictures.</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-mjHR50I4XAs/WrUJsHSJdxI/AAAAAAABHKM/ScO4Nhw5T2s7pb_wC8HOYO14ryL23ZUrACLcBGAs/s1600/Little%2BJem%2BJust%2BBorn.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://1.bp.blogspot.com/-mjHR50I4XAs/WrUJsHSJdxI/AAAAAAABHKM/ScO4Nhw5T2s7pb_wC8HOYO14ryL23ZUrACLcBGAs/s320/Little%2BJem%2BJust%2BBorn.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Little Jem just born ~ photo is of a new born<br />baby on a hospital baby bed in a diaper, <br />eyes closed, with nurse's gloved hands <br />holding baby's foot for feet printing</td></tr>
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<i>Now I am going to share the facts of Little Jem's birth, as I did at the beginning of <a href="http://www.donnawitek.com/2012/09/rosebuds-arrival-in-words.html" target="_blank">Bookie's birth story post</a>. This time I wanted to share them at the end, since I composed this around the structure of the birth log I kept. </i></div>
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<b>Just the (birth) facts for Little Jem:</b></div>
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<li>1st degree tear, doctor stitched up after afterbirth (I tried to negotiate local anesthesia and doctor suggested I didn't really need it--Nubain--he was right)</li>
<li>Paul cut cord (I saw this part) then baby taken to in-room baby bed because of meconium to be tended to; he was fine from this</li>
<li>afterbirth was faster with more tugging from doctor (though not pain--Nubain) than last time</li>
<li>baby was returned to me and we snuggled and tried to nurse; nursing wouldn't really take until 11:30 am next day</li>
<li>I was still feeling effects of Nubain at this point (!)</li>
<li>baby's injuries: cephalohematoma, bruising all over face, eyes especially, plus broken blood vessels in eyes</li>
<li>I am told his injuries are from how fast I pushed him out, presumably from him hitting his head hard and fast into my pelvic bone on the way out</li>
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Day 1 Little Jem had trouble regulating body temp [<i>due to high bilirubin levels caused by the bruising</i>], tried skin to skin, finally used heater over baby bed which got his temp up high enough to finally nurse well [<i>11:30 am the next day</i>], which in turn helped further regulate temp moving forward</div>
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Day 2 was told about his cephalohematoma and bilirubin levels, monitoring commenced etc.</div>
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<i>Going into the details of our experience as parents with Little Jem's elevated bilirubin levels and his <a href="http://www.birthinjuryguide.org/birth-injury/types/cephalohematoma/" target="_blank">cephalohematoma</a> will make this post too long. Perhaps I'll reflect on these things another time for the blog, but more likely I won't, largely because both issues did resolve themselves in time and with monitoring and following doctors' instructions.</i></div>
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<i>I did have a little guilt at first caused by the fact that how fast I pushed him out caused a head injury, and maybe that happened because I elected to be on the pain med, but then when I reflect honestly on the experience, I realize I did what I was suppose to do--push him out safely--and that it was okay that it was not perfect, and just part of the complex, messy experience that is giving birth. All births are complex, no matter their method or manner. It is part and parcel with the experience of giving birth. </i></div>
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<i>And Little Jem is here, and healthy--his bruising and head bump healed and cleared up in due time. And we are so very grateful for him. </i></div>
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<tr><td class="tr-caption" style="text-align: center;">Happy Mama, Happy Baby, Day 1 ~ photo<br />is of me sitting up in my hospital bed<br />holding baby skin-to-skin under a blanket<br />with baby's eyes closed and mouth smiling</td></tr>
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<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-W_tq4f0lqH8/WrULC-OXT1I/AAAAAAABHKc/8wjIgRtdn1o0g4CGbXw0f-riE7j5fQbzQCLcBGAs/s1600/Baby%2BDay%2B1.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://3.bp.blogspot.com/-W_tq4f0lqH8/WrULC-OXT1I/AAAAAAABHKc/8wjIgRtdn1o0g4CGbXw0f-riE7j5fQbzQCLcBGAs/s320/Baby%2BDay%2B1.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Baby Day 1, resting after the ordeal of being<br />born ~ photo is of a swaddled newborn with<br />a white knit hat, sleeping with three<br />Christian icons in the bassinet behind his<br />head; face shows bruising from his delivery</td></tr>
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<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-zegfabetHBI/WrUL5F6TvBI/AAAAAAABHKo/K8EX19AeVEwfGFd0KjkdaHkNMi3mDp8RACLcBGAs/s1600/Baby%2BJ%2B11%2Bmonths.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://4.bp.blogspot.com/-zegfabetHBI/WrUL5F6TvBI/AAAAAAABHKo/K8EX19AeVEwfGFd0KjkdaHkNMi3mDp8RACLcBGAs/s320/Baby%2BJ%2B11%2Bmonths.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Little Jem, 11 months old, healthy and happy ~<br />photo is of an 11 month old baby on his knees<br />holding two Christian icons; baby's bruising<br />and cephalohematoma are long gone and healed</td></tr>
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*Note this is a rare photo on the blog of one of my kiddo's countenance (Bookie's), as it were; I try to avoid posting photos of them head-on, but this is one of my favorite pictures from the birth of her brother, Little Jem. <3</div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-54299628087022417092017-06-04T22:27:00.002-04:002017-06-04T23:22:35.659-04:00The Birth of Little Jem, Part 1<i>Hello dear reader: My valiant attempts to tell this entire story as a single blog post before the end of my maternity leave were met with the humility that is woven so completely into my life now as a mother of two--it's everywhere I turn, both in the world and in my self. I return to work tomorrow, and only half of this post is done. And so, I am posting Part 1 of 2 now, with plans to post Part 2 sometime in the near future. </i><br />
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<tr><td class="tr-caption" style="text-align: center;">Preparing to write this post ~ <br />
photo is of my laptop displaying blank <br />
Blogger post draft titled "The Birth <br />
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Little Jem in foreground</td></tr>
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Four and a half years ago, <a href="http://www.donnawitek.com/2012/09/rosebuds-arrival-in-words.html" target="_blank">I wrote up my experience of giving birth to my first child</a>, my daughter Bookie. I've revisited that post so often in the years that followed that I always knew I wanted to write a similar post for any other babies I had. </div>
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Ten weeks ago I gave birth to Bookie's brother, Little Jem. </div>
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(<a href="http://www.donnawitek.com/2017/03/waiting-for-little-gem.html" target="_blank">My last post on the blog</a> was at week 39 of my pregnancy; note that since then I've changed up how I'll spell Little Jem's blog nickname--because these things matter! As per usual practice, please refer to him and his sister by their blog nicknames in any comments you leave.) </div>
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The experience was different yet similar. Today is the last day of my maternity leave, and I want to post this before I return to work tomorrow. </div>
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It has been hard to find time and energy to write it as reflectively as I'd like, since this time around I have my almost five-year-old running around, filling our lives with delightful mayhem like it's her job (because it is). </div>
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As a result, Little Jem's birth story will take a slightly different format than Bookie's. Since I knew in advance that I wanted to write something about his birth, I began a log of birth-related events on my phone's notes app, beginning with the day <a href="http://www.webmd.com/baby/tc/pregnancy-dropping-lightening-topic-overview" target="_blank">Little Jem dropped</a>, and leaving in all of the earthy, material details. </div>
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(<b>Content warning</b>: I write about all sorts of bodily fluids in these posts, including blood, urine, diarrhea, and breast milk, because this is all part of the reality of pregnancy and birth, and the whole premise here is: that reality is empowering.) </div>
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It's a good thing I did, because I wouldn't have remembered all these details otherwise. So, what I will do here is this: I've copied most of the log over into this post with only minor edits, but I will punctuate the logged events with some reflection (<i>in italics</i>) wherever I feel moved to include it. </div>
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And so, here is the story of the birth of Little Jem, Part 1:</div>
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<b>Birth log:</b></div>
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Mon March 6: in evening baby dropped, a little less than two weeks until estimated due date</div>
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Sun March 12: two Braxton Hicks (BH) contractions: whole tummy tight for over a minute but not painful, just uncomfortable </div>
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<i>I didn't have BH contractions with Bookie. These were super interesting--I rather liked them, as they felt nice and productive (at least in terms of prepping and toning my muscles for labor) without the intensity that would come when the contractions were the kind that would actually progress labor. I also suspect an <a href="https://www.psychologytoday.com/basics/oxytocin" target="_blank">oxytocin</a> rush accompanied mine, which made them even nicer. A good friend of mine and mama to many little ones likened these to "a hug around your uterus" which I totally agree with. </i></div>
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Mon March 13: dilated to 2 cm (via OB check), <a href="https://en.wikipedia.org/wiki/Bloody_show" target="_blank">bloody show</a></div>
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Tues March 14 around 12 am: <a href="https://en.wikipedia.org/wiki/March_2017_North_American_blizzard" target="_blank">Snow storm Stella begins</a>, est. 12-18 inches of snow through Wed night (note: reached 2 feet); everything closed Tues, Bookie home w/ Baba [grandma], Daddy, and Mommy</div>
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<tr><td class="tr-caption" style="text-align: center;">Winter storm Stella drops over two feet<br />
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<i>Before that week, I really hoped Little Jem would come a bit earlier than his due date. My third trimester was very hard this time around--no complications, just a lot of illness on my part. Plus, it coincided with one of the busiest times of the academic year: the first half of spring semester. As such, I was very tired, very ragged, and very ready to have my baby. Little Jem was not ready to be born early as I had hoped, but because of winter storm Stella I am now very grateful for this. Getting to the hospital while in labor during and immediately after that storm would have been a huge challenge!</i></div>
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Tues March 14 at 2 am: lost part of <a href="http://americanpregnancy.org/labor-and-birth/mucus-plug/" target="_blank">mucus plug</a></div>
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Tues March 14 at 11:30 am: lost full mucus plug</div>
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Wed March 15: Bookie home from school again, everything closed due to snow</div>
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Thurs March 16: Bookie returns to school</div>
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<i>Bookie being home these few days because of the storm is significant because, unlike when I gave birth to her, this time I was needing to navigate laboring at home with my daughter's presence in the house. Many families have older siblings be a part of the laboring process; I wasn't sure this was the right fit for us, because I knew I needed to concentrate once labor began in earnest and my way of relating to my daughter about big, new things is to give her my undivided attention so as to answer all her questions and be fully present to and with her. You'll get to see in Part 2 how this aspect of Little Jem's labor and delivery played out.</i></div>
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Fri March 17 at 7:15 pm: feeling crampy in a way that has a little more pain (not much) than the Braxton Hicks contractions have had this week</div>
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Fri March 17 at 9:40 pm: felt first thing I would classify as a contraction, mild though it was</div>
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<i>This was definitely a mild contraction, but it was also a lone one. </i></div>
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Sat March 18: walked around Price Chopper then around Steamtown Mall</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-uG8QK69iUGw/WSWkIK2S9EI/AAAAAAAA4X4/E6ZDoDcRSpQumkF6Av99RhsPdnsn_KCIQCKgB/s1600/IMG_1801.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://3.bp.blogspot.com/-uG8QK69iUGw/WSWkIK2S9EI/AAAAAAAA4X4/E6ZDoDcRSpQumkF6Av99RhsPdnsn_KCIQCKgB/s320/IMG_1801.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Trying to walk the baby out of me at the mall ~<br />
photo is of me pregnant (wearing<br />
LuLaRoe leggings and an Irma tunic<br />
shirt) standing in front of a fountain<br />
and glass elevator at the mall</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLCcDo_R-vwF6d3PXLtAGswbc4zZfSJzNlA20Ej8N4ZiQmtn3p4lv5DoOJVVu3oYRY_UMmt75JaONos3j73GaPX2WYc4SarsoQWFfBmnoJNvNyCchz-7XUHyGvbVKo1TDCyl22IPCyrqOR/s1600/IMG_1806.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="1280" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLCcDo_R-vwF6d3PXLtAGswbc4zZfSJzNlA20Ej8N4ZiQmtn3p4lv5DoOJVVu3oYRY_UMmt75JaONos3j73GaPX2WYc4SarsoQWFfBmnoJNvNyCchz-7XUHyGvbVKo1TDCyl22IPCyrqOR/s320/IMG_1806.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Trying to walk the baby out of me at the mall ~ <br />
photo is a selfie of husband Paul and I at the mall,<br />
me in a rose colored tunic top and Paul in<br />
a black beret and winter coat, green tie<br />
and plaid scarf</td></tr>
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Sat March 18 at around 10:15 pm: experienced at least one real contraction; did not time it, and don't plan to until they come in regular intervals</div>
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Sun March 19: estimated due date; drank two mugs of raspberry leaf tea</div>
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<i>I was late to the <a href="https://www.mamanatural.com/red-raspberry-leaf-tea/" target="_blank">raspberry leaf tea</a> club this pregnancy, but I did enjoy the few mugs I had in these days just before going into labor. To experience the full benefits of it I would have needed to begin drinking a mug a day many months prior, beginning toward the end of my second trimester.</i></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaW5fnDYPVFHNEs3268Aliz8m3_A3f9D50dGIiMtj96-0igeNYiAg4rVhyphenhyphenAzTsaPiVVRwYApmhkn9zOxm4jCSsZ3yeWrxAu5b9Qs7k3fTlu2jx39eQSUqPZkO2CkWzSgbcOPVUGkajJjHe/s1600/IMG_1813.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1281" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaW5fnDYPVFHNEs3268Aliz8m3_A3f9D50dGIiMtj96-0igeNYiAg4rVhyphenhyphenAzTsaPiVVRwYApmhkn9zOxm4jCSsZ3yeWrxAu5b9Qs7k3fTlu2jx39eQSUqPZkO2CkWzSgbcOPVUGkajJjHe/s320/IMG_1813.JPG" width="256" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Self portrait of a woman 40 weeks pregnant ~<br />
photo is a mirror selfie of me in profile<br />
40 weeks pregnant wearing a rainbow<br />
striped long sleeve shirt and grey sweat pants,<br />
taken in the mirror of an antique vanity<br />
with framed photos and other meaningful items on<br />
the table's surface in the foreground</td></tr>
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Mon March 20: drank strong brew of raspberry leaf tea, late evening had many Braxton Hicks contractions</div>
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Tues March 21 at 10:45 am: Dr. Green (my OB) reported I am 3 cm dilated with a soft cervix; he then did a <a href="http://www.medscape.com/viewarticle/703499" target="_blank">membrane sweep</a> (two days past my due date) </div>
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<i>Ok y'all, here's the first major point of departure from my birth experience with Bookie almost five years ago. I did not have my membranes swept/stripped while pregnant with her. First, know that my doctor did this at my request and with my full consent. Membrane sweeping is a way to possibly induce labor. You can read about what it entails at the link above [Note: Let me know if that link doesn't work for you.]. I asked about this a week earlier to see if this would be an option for us if I went past my due date. My doctor said it was, as long as I was dilated to at least 2-3 centimeters and my cervix was soft/ripe when he did the vaginal check at this prenatal appointment two days after my due date. Both of those conditions were met, and so I gave him the go ahead to perform the membrane sweep. This didn't hurt for me; it was just uncomfortable. But let me tell you: <b>this procedure completely worked for me</b>, in that it caused the needed hormones to be released in my body to kick labor into action. Little Jem was born less than 24 hours after my doctor performed this procedure for me. </i></div>
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This seems like the best (read: most intriguing) point to split the two parts of Little Jem's Birth Story. I look forward to finishing this story soon, though as I return to work tomorrow know that I am not only transitioning from maternity leave to full time work, but I'm also transitioning from being an evening worker to being a daytime worker, and from being a Public Services Librarian to being my library's Information Literacy (IL) Coordinator (<a href="http://www.donnawitek.com/2016/12/cusp-years-from-glory-to-glory.html" target="_blank">full details here</a>). I can't say how long it will be until I post Part 2, but the bulk of it is in draft form so hopefully not long! </div>
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In the meantime, come tomorrow it's time to get my IL Coordinator on...</div>
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Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-36644858141368676642017-03-12T22:47:00.000-04:002017-06-02T10:33:09.492-04:00Waiting for Little Jem<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-pnD0Y3lw8RM/WMVe-NVz7RI/AAAAAAAA0bo/syZ5_GC7m3cNdyaXgU7n3fpWPKi0AC2OACLcB/s1600/B3A01678-4CEC-4EB3-9FC9-C2E7C4EDC1EB.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://3.bp.blogspot.com/-pnD0Y3lw8RM/WMVe-NVz7RI/AAAAAAAA0bo/syZ5_GC7m3cNdyaXgU7n3fpWPKi0AC2OACLcB/s320/B3A01678-4CEC-4EB3-9FC9-C2E7C4EDC1EB.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo of me at 36 weeks 5 days carrying my Little Gem</td></tr>
</tbody></table>
I have been carrying my Little Gem, our second child, for 39 weeks today.* This pregnancy has been equal parts beautiful, empowering, challenging, and (at times) debilitating.<br />
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My second trimester saw me more productive at work than I have been in quite a while. Little Gem brought out the fiercely intentional librarian in me.<br />
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My third trimester, however, involved my getting sick with different ailments just about every week. Between stomach flu, a stye in my eye, a very bad cold, and other physical stresses, it has been a hard past three months.<br />
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And now, it is the second week of March, just one week from Little Gem's estimated due date, and we are expecting up to two feet of snow two days from now. The end of pregnancy is a trip as it is, and the quirks of this particular year are making it even more surreal.<br />
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-ZWWM7oCs41M/WMVe3BE5U9I/AAAAAAAA0bg/0eM8RJ74aYgRwhZS1r1fANZxMMSE369oACEw/s1600/95416A1F-F05E-4B72-A15D-085F9959CC30.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://1.bp.blogspot.com/-ZWWM7oCs41M/WMVe3BE5U9I/AAAAAAAA0bg/0eM8RJ74aYgRwhZS1r1fANZxMMSE369oACEw/s320/95416A1F-F05E-4B72-A15D-085F9959CC30.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ultrasound photo of Little Gem's face at 35 weeks 3 days:<br />
Tilt your head to the right to see his eyes at the<br />
two crosses, and those chubby cheeks *heart eyes* </td></tr>
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The other aspect of this pregnancy I want to reflect on before he is born is what it has been like to work as a librarian <a href="http://www.donnawitek.com/2016/12/cusp-years-from-glory-to-glory.html" target="_blank">going through a lot of work-related transitions</a> while carrying my boy. This past year I have felt more than ever like I have embodied what it means to be a working mother.<br />
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Little Gem was with me at the ACRL Framework Advisory Board (FAB) retreat I chaired last November in Chicago: my amazing colleagues from that experience even gave him his first gift, and dubbed him an honorary FAB member. That was during my super energized second trimester, and it represented the last work-related travel I'll be doing for a while.<br />
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Little Gem has also been with me as I have worked incredibly hard from January until now to transition all of my leadership and other responsibilities to those who have wonderfully agreed to step up in my absence to keep many important projects afloat. This has been an exhausting experience (the transitions, that is), but it's worth it when I see how hard everyone is working around me to see our shared goals are met. I am so honored and fortunate to work with the people I do. To each of you (you know who you are): <b><i>Thank you</i></b>, from the bottom of my very pregnant librarian heart.<br />
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And now, I am still in the midst of at least one very important work commitment: participating in <a href="http://www.donnawitek.com/2017/01/my-library-is-hiring-two-research.html" target="_blank">the search for two new Research & Instruction Librarians</a>, who I will be working with directly as I take on my new role of Information Literacy Coordinator when I return to work after maternity leave.<br />
<br />
This is such an important process, and half of it coincides with my maternity leave. My supervisors and colleagues at work are incredibly supportive of me as I become a mother again--I do not <i>have</i> to fully participate in the search process beyond the baby being born if I don't want to. But, I plan to. It means that much. The details of how I will continue to participate are yet to be determined, but the search committee and my Dean are all supportive of my participating to the extent I can and wish to, so I can weigh in on the final recommendations of who our new hires will be.<br />
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And so, I am days away from Little Gem being born, and my maternity leave beginning: that special time I get to focus on my little boy, all fresh and new to the world, and aim to--with intention and care--integrate him into our life as a family.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-P5yagVM9AJk/WMVe94NskuI/AAAAAAAA0bs/uFEdhkfwUbcjlahFHR6iIqbka7r656ZewCEw/s1600/91D3BF4E-3E98-4959-824B-BFB4E152C6F6.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://3.bp.blogspot.com/-P5yagVM9AJk/WMVe94NskuI/AAAAAAAA0bs/uFEdhkfwUbcjlahFHR6iIqbka7r656ZewCEw/s320/91D3BF4E-3E98-4959-824B-BFB4E152C6F6.JPG" width="284" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo of big sister Bookie<br />
loving on her little brother Gem</td></tr>
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But my library work is also always there, in the background (and at times the foreground), beckoning to me even as I know I don't need to heed that call unless I wish to. And at times (though not perpetually and always), I do wish to.<br />
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I find this experience, and this moment in my life, very liminal--existing in a space that is between two distinct states. The obvious distinction between the two is <i>before</i> and <i>after Little Gem's birth</i>. But there is a lot more to it than that, having to do with my professional work, my family life, and my bodily experience as a woman and a mother.<br />
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Regarding the last, something else I wanted to share here before Little Gem is born is a poem I wrote on January 20, 2017. It's about him, but it's also about me, and it's about the historical moment that date represents both in my own private life and in the wider life of the world.<br />
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Here it is in a screenshot image from my phone's notes app, which is where I composed it that day. It is titled: "On being pregnant, today"<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioOy8mdB8zgQW-YYt9X7IfoZnbSB_Ovb2ufwJHEfNe8RKrdGVrWlaDIbrjOHoyXCYMppLtSbOhx4MPY7oOEMzg6BvRqFEQwx3WFU738g07X64WJ2d9bjhGKHMs3UQU4SgBHltxUESJtHPu/s1600/88C2E9C7-89CC-4021-B91F-C4930B5E0346.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioOy8mdB8zgQW-YYt9X7IfoZnbSB_Ovb2ufwJHEfNe8RKrdGVrWlaDIbrjOHoyXCYMppLtSbOhx4MPY7oOEMzg6BvRqFEQwx3WFU738g07X64WJ2d9bjhGKHMs3UQU4SgBHltxUESJtHPu/s320/88C2E9C7-89CC-4021-B91F-C4930B5E0346.JPG" width="294" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Screenshot of poem<br />
"On being pregnant, today"<br />
written on January 20, 2017</td></tr>
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At the end of this post is the full text of the poem typed out.<br />
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<tr><td style="text-align: center;"><div style="text-align: center;">
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<a href="https://3.bp.blogspot.com/-BgA10t8aUWk/WMVgTx98oBI/AAAAAAAA0b0/jPCbcb7h6RAie_YrXgJw4ajz0fa3qLNlgCLcB/s1600/5C49B52A-BB52-401A-9E4C-8366FA891FE2.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://3.bp.blogspot.com/-BgA10t8aUWk/WMVgTx98oBI/AAAAAAAA0b0/jPCbcb7h6RAie_YrXgJw4ajz0fa3qLNlgCLcB/s320/5C49B52A-BB52-401A-9E4C-8366FA891FE2.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo of my pregnant belly: Fullness at 38 weeks 3 days</td></tr>
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Tomorrow is Monday, and it's my last day doing work-related things for a while, all of which have to do with the search for our two new librarians--unless I go into labor later tonight (possible, though not probable based on my knowledge of my body).<br />
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After tomorrow, I am letting my work move to the background, and focusing on getting ready for Little Gem. After tomorrow we are also expecting a big snow storm, and with each day the chance that I will go into labor increases. And today was the beginning of Daylight Savings Time, only adding to the surreality that will be my 40th week pregnant with Little Gem.<br />
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With all of that, the primary desire that fills my body, my cells, and my self right now, is this:<br />
<b><br /></b>
<b>Come soon, sweet baby boy. I can't wait to meet you.</b><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-KsiZA18FuGc/WMYCnfgNH7I/AAAAAAAA0cU/a16ZJfkyf0cWN1c66JZHDG2wXFpppa3wQCLcB/s1600/5C9325CC-31AF-4705-8988-FB6C3494345D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://2.bp.blogspot.com/-KsiZA18FuGc/WMYCnfgNH7I/AAAAAAAA0cU/a16ZJfkyf0cWN1c66JZHDG2wXFpppa3wQCLcB/s320/5C9325CC-31AF-4705-8988-FB6C3494345D.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo of a star and moon paisley mandala <br />
partially colored in blue and yellow marker:<br />
Coloring as I wait for Little Gem to be born</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRprA9jKKVkIfy9qPFbhhxW-INm_I5UhbmxVAF5ajoMXqxGlXqrplMeZCSM8K28afFU9MjrMMm-QCNl2hGY3JEMHgsKnyUr1ORFk6kQoqxXBPF4uA1ucnVk5HSpSmMSZ7cEtw0gNnZC2H4/s1600/File_000.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRprA9jKKVkIfy9qPFbhhxW-INm_I5UhbmxVAF5ajoMXqxGlXqrplMeZCSM8K28afFU9MjrMMm-QCNl2hGY3JEMHgsKnyUr1ORFk6kQoqxXBPF4uA1ucnVk5HSpSmMSZ7cEtw0gNnZC2H4/s320/File_000.png" width="255" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div style="font-size: 12.8px;">
Photo of me pregnant making a funny face:</div>
<div style="font-size: 12.8px;">
Some levity as we wait...</div>
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*Little Jem [Update: Note the spelling change, documented here<link>.] will be my nickname for my son on the blog, just as Bookie is my nickname for my daughter. When commenting please refer to them as such. And, technically, length of pregnancy is measured from the first day of one's last menstrual cycle, so I wasn't yet carrying him 39 weeks ago exactly. But half of the genetic "stuff" that would come to be him was preparing itself inside me 39 weeks ago, which is a pretty neat way to think about it. I probably started carrying him a week and a half later or so, roughly 37.5 weeks ago.<br />
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<b>On being pregnant, today</b> </div>
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Written on January 20, 2017 </div>
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© Donna Witek</div>
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<div>
You are curled, inside,</div>
<div>
on my right side.</div>
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Hard and persistent,</div>
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lithe and alive,</div>
<div>
I see you from the outside:</div>
<div>
like a ball I am carrying.</div>
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My body is working hard for you,</div>
<div>
short of breath,</div>
<div>
with blood and sweat at an all time high,</div>
<div>
so that your nest (in me)</div>
<div>
of water, skin, and cells</div>
<div>
gives you life each moment that goes by.</div>
<div>
I carry you with me: audacious life in a world of death.</div>
<div>
As everything around us breaks into pieces</div>
<div>
you are my resistance.</div>
</div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-37834786661269248672017-01-06T11:24:00.000-05:002017-01-06T11:24:31.682-05:00My Library is Hiring Two Research & Instruction LibrariansI'm excited to announce that my library is hiring two new librarians this spring. These are entry-level, faculty status, unionized positions, who will be working directly with me in my new role (as of June 1, 2017) as Information Literacy Coordinator. Full details below -- come work with me!<br />
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***<br />
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<span style="color: black;">The University of Scranton invites applications for two full-time, 12-month, tenure-track Research and Instruction Librarians, commencing by <span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">August 21, 2017</span></span>. The regularly scheduled hours for these positions will be primarily <span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">Monday</span></span>-<span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">Friday</span></span>, <span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">1:00-<wbr></wbr>9:00 pm</span></span>, with occasional mornings and weekends. A generous benefits package is offered, including medical, dental, and vision coverage, a retirement plan, and paid vacation, holidays, and research leave.</span></div>
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<span style="color: black;">As members of the Library faculty, the Research and Instruction Librarians contribute to the Library’s campus-wide focus on transformative teaching and learning in the Ignatian tradition. One successful candidate will serve as subject liaison to business and the other to health sciences. Both are entry-level positions, requiring a willingness to develop the knowledge needed to provide information literacy instruction to either business or health sciences courses and programs. Applicants are encouraged to apply for both positions if interested.</span></div>
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<strong><span style="color: black;">Responsibilities</span></strong></div>
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<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Teaches as part of the Library’s information literacy program, which includes information literacy instruction in core general education as well as upper-level disciplinary courses</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Provides research services and scholarly assistance to members of the university community both in-person and online</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Serves as subject liaison to either business or health sciences, a role that includes providing course-integrated instruction and collection development</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Oversees and is responsible for Library services and building operations during evening hours</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Other instructional, research, and library duties as assigned</span></li>
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<strong><span style="color: black;">Required Qualifications</span></strong></div>
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<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Possession of an American Library Association accredited Master’s degree at time of hire</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Experience working in a library or archives</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Experience working collaboratively with others as well as the ability to independently pursue, manage, and complete projects</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Ability to communicate well with others in diverse modes and formats</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Professional commitment to equity, diversity, and inclusion</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Ability to deal well with members of the public</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Willingness to develop the knowledge required to provide information literacy instruction in business courses or to health sciences courses</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Conversant in current trends in academic librarianship related to research and instruction, such as knowledge of the ACRL Framework for Information Literacy for Higher Education</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Ability to engage in scholarship and service in order to meet qualifications for reappointment and tenure, as defined in the Faculty Handbook</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Ability to attain a second Master’s degree in a subject field, or the completion of thirty graduate credits in a discipline that improves professional competence, as a requirement for tenure (if not already accomplished at time of hire)</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Availability to work <span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">Monday</span></span>-<span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">Friday</span></span>, <span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">1:00-9:00 pm</span></span>, with occasional mornings and weekends</span></li>
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<strong><span style="color: black;">Desired Qualifications</span></strong></div>
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<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Familiarity with business (e.g. finance, economics, marketing, etc.) or health sciences (e.g. nursing, counseling, allied health services, etc.)</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Experience creating engaging learning opportunities for student, faculty, or community audiences</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Supervisory experience</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Strong desire to explore pedagogical approaches and learning theories that can enrich teaching practice</span></li>
<li style="line-height: 1.4em; margin-left: 1em;"><span style="color: black;">Familiarity with assessment methods and techniques</span></li>
</ul>
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<strong><span style="color: black;">About the Library and University</span></strong></div>
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<span style="color: black;">The Weinberg Memorial Library provides superior resources, services, and programs in support of the dynamic scholarly, cultural, and social endeavors of the University and the community at large. The Library plays an integral role in teaching, learning, and research on campus, fostering a culture of collaboration, interdisciplinarity, innovation, creativity, and sustainability. Our work environment is forward-looking and participatory, with an emphasis on transparency and faculty/staff development.</span></div>
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<span style="color: black;">The University of Scranton is a regional institution of more than 6,000 undergraduate and graduate students located in northeast Pennsylvania near the Pocono Mountains. Recognized nationally for the quality of its education, Scranton is one of the 28 Jesuit colleges and universities in the United States. It is committed to providing liberal arts education and strong professional and pre-professional programs in the context of Ignatian educational principles, especially the care and development of the whole person. Drawing on the strengths that have made it a recognized leader in the Northeast (ranked 8th among the master’s level universities in the North by U.S. News and World Report. Scranton is committed to a culture of scholarship and excellence in teaching and is moving into the front ranks of American’s comprehensive universities.</span></div>
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<strong><span style="color: black;">Official University of Scranton Diversity Statement</span></strong></div>
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<span style="color: black;">The University of Scranton is committed to providing a safe and nondiscriminatory employment and educational environment. The University does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran status, gender identity or expression, sexual orientation, or other status protected by law. Sexual harassment, including sexual violence, is a form of sex discrimination prohibited by Title IX of the Education Amendments of 1972.</span></div>
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<strong><span style="color: black;">To apply</span></strong></div>
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<span style="color: black;">Applicants must apply online at <a data-saferedirecturl="https://www.google.com/url?hl=en&q=https://universityofscrantonjobs.com/&source=gmail&ust=1483805273048000&usg=AFQjCNHyWwNnhCHiYoOcqsemJaDZyG_dzw" href="https://universityofscrantonjobs.com/" style="color: #1155cc;" target="_blank">https://universityofscranto<wbr></wbr>njobs.com </a>and include a cover letter summarizing qualifications and strengths, a curriculum vitae or résumé, and contact information for three references. Applicants are encouraged to apply for both positions if interested. The positions will remain open until filled but applications will be reviewed beginning <span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aBn"><span class="m_-4974589096662733941gmail-m_-1374076033666941088gmail-aQJ">February 20, 2017</span></span>. Prof. George Aulisio, Reference Coordinator, serves as the Search Committee Chair.</span></div>
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<span style="font-family: "helvetica neue", helvetica, arial, sans-serif; font-size: 14px;"><span style="color: black;">Note: The full job ad is also accessible at this link: </span></span><span style="color: black; font-family: helvetica neue, helvetica, arial, sans-serif;"><span style="font-size: 14px;"><a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://sites.scranton.edu/library/2017/01/06/we-are-seeking-to-appoint-two-research-instruction-librarians/&source=gmail&ust=1483805273048000&usg=AFQjCNHdH3UHX5MRth5tjbe4hEyvRsKsgg" href="http://sites.scranton.edu/library/2017/01/06/we-are-seeking-to-appoint-two-research-instruction-librarians/" style="color: #1155cc;" target="_blank">http://sites.scranton.ed<wbr></wbr>u/library/2017/01/06/we-are-se<wbr></wbr>eking-to-appoint-two-research-<wbr></wbr>instruction-librarians/</a> </span></span></div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-87688471784788442182016-12-27T14:29:00.000-05:002016-12-28T09:46:59.548-05:00Cusp Years: From Glory to GloryWhen I reflect on my adult life so far, I can identify sets of years that I call "cusp years". These are spans of one to two years in length during which my life undergoes a series of intense, formative transitions. During these cusp years, who I am as a person undergoes further definition--I wouldn't call it redefinition because it's an ongoing defining of who I am meant to be in this life. I am always becoming. We all are. But during cusp years, I find this especially true for me.<br />
<br />
I can pinpoint two past examples of this phenomenon I want to share briefly. Note that I am not going as far back as my years as an undergraduate college student, or my years in high school, or my childhood, since these years are by definition marked by transition and transformation.<br />
<br />
My first set of cusp years as an adult was in 2007-2008 (age 23-24). The following things occurred in this two year span: I graduated with my Master of Library and Information Science degree (late spring 2007); I made and acted upon the decision to move from my home state of New York to Pennsylvania, the state I now call home (summer 2007); I got my first apartment, in which I lived on my own for the first time, not counting dorm life in college (summer 2007); <b>my father died</b> (winter 2007); and, I interviewed and was hired into my first professional job as a librarian, at the University of Scranton where I still work to this day (early spring 2008).<br />
<br />
The years of 2007-2008 were a crucible from which I emerged on the other side a more fully formed person, tried by suffering and the tumult of several formative life transitions occurring in quick succession. It is worth noting that the 9th anniversary of my father's death was last week, on December 21, and today is the anniversary of his funeral (December 27). May his memory be eternal. +<br />
<br />
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-BbYYEDF_RiQ/WGKqOQpAXaI/AAAAAAAAzGo/XiBcV0oZdNQjEyAZBrP01WoVbufuvUhGACEw/s1600/64BDAA6D-1444-43B6-B8E5-AF07380DEF6A.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://1.bp.blogspot.com/-BbYYEDF_RiQ/WGKqOQpAXaI/AAAAAAAAzGo/XiBcV0oZdNQjEyAZBrP01WoVbufuvUhGACEw/s320/64BDAA6D-1444-43B6-B8E5-AF07380DEF6A.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"Comforting Clay Hand-Held Cross" from Calypso Studios,<br />
a new item I am finding particularly comforting this week; <br />
the inscription reads "In Memory of My Father"</td></tr>
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My second set of cusp years was in late 2010-mid 2012 (age 26-28). During this ~two year time span: <a href="http://www.donnawitek.com/2012/02/different-kind-of-family.html" target="_blank">I met Paul</a> (winter 2010); became engaged to Paul (spring 2011); bought my first home, which is still my home to this day (summer 2011); planned a wedding (spring-fall 2011); <b>got married</b> (fall 2011); became pregnant with my daughter (fall 2011) and then <a href="http://www.donnawitek.com/2012/09/rosebuds-arrival-in-words.html" target="_blank"><b>gave birth to my daughter</b></a> (summer 2012).<br />
<br />
The transformations I experienced in late 2010-mid 2012 were all joyful and long desired, but my goodness, the short span in which they happened in my life made the transitions intense, much like the labor of child bearing and birthing. If only through the reorientation of my self and identity as I underwent marriage to my husband (a sacramental Mystery!), followed by the earthy reality of becoming a mother through giving birth to my daughter, I understand these cusp years in particular as when, in many ways, who I am was fully borne into this world. Identity is a complex thing, and there's no question my identity had changed, in some miraculous ways (I still marvel at the ways) by summer 2012.<br />
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-FQNSs7u3-JM/T0NMQ3xxj8I/AAAAAAAAAjE/ntB9F0QQCWMLqc3OIaqisLBaxSwYQji3QCPcB/s1600/630.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://1.bp.blogspot.com/-FQNSs7u3-JM/T0NMQ3xxj8I/AAAAAAAAAjE/ntB9F0QQCWMLqc3OIaqisLBaxSwYQji3QCPcB/s320/630.jpg" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">October 23, 2011 ❤ Paul and I sharing a<br />
kiss on the elevator at our wedding <br />
reception venue as the doors close</td></tr>
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Which brings me to now. It is winter 2016 (age 32), just a few days away from the transition into the year 2017, and I am finding myself again in the midst of a set of cusp years in my life.*<br />
<br />
From the middle of them, it's hard to know precisely when they will have begun and ended, but here are the milestones I have or will experience, and the changes I am undergoing, even as I type this reflection:<br />
<br />
<ul>
<li>In January, June, July, and August 2016, I was <a href="http://www.donnawitek.com/2016/09/sabbatical-2016-report.html" target="_blank">on sabbatical</a> from work, because I was in the middle of my first year as a <b>tenured</b> member of the Library faculty at the University of Scranton.</li>
<li>In June 2016, <b>I became pregnant</b> with my second child. In October 2016 we learned our second child is a boy. </li>
<li>In fall 2016, I learned that two of my longtime colleagues in my department would be retiring, one in December 2016 and one in May 2017. As a result of these transitions, <b>my Dean offered me a new position, as the Library's next Information Literacy Coordinator</b>, which will be in effect as of June 1, 2017. I accepted. (!!!!!!!!!)</li>
<li>As part of this new position, I will be permanently moving into a <b>daytime working shift</b> at my library. For context: I have been a second shift evening worker since 2008 when I first was hired at my library. To say this change in my work schedule, and quality of life, has been hoped for by me (and my husband) for a long, long time, would be an understatement. </li>
<li>God willing, <b>I will give birth to my son</b> sometime in March 2017, after which I will get to take a ten week maternity leave. I will return to work from this leave into my new role as Information Literacy Coordinator, and into a day shift at my library.</li>
<li>I've also been approved by my Dean to work a flex schedule in January, February, and half of March (until I give birth), to help cover some staff shortages we are experiencing due to planned leaves and retirements. My working hours during these months will be 10am-6pm, except for <b>just five Friday evening shifts remaining</b> in February and early March: on these Fridays I will work the 2-10pm shift I have been working for the past seven years. </li>
<li>My daughter, Bookie, will start Kindergarten next September 2017. </li>
</ul>
<div>
The above news, especially the parts about my professional life, mean that as of this writing, I am no longer a regular evening worker. It also means I am looking forward to beginning in the role at my institution that <a href="http://www.donnawitek.com/search/label/Research" target="_blank">my research</a> these past eight years has prepared me to be able to some day undertake. Oh, and I will become a mother for the second time, this time to a son. </div>
<div>
<br /></div>
<div>
Given all of this, I expect to wake up on a random day in September 2017, look in the mirror, and see the next version of myself that these cusp years occurring in 2016-2017 have formed me into. </div>
<div>
<br /></div>
<div>
I am so very excited to meet her, even as I know all that has happened to me so far in my life will still be an essential part of who she is, of who I am.</div>
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<br /></div>
<div>
Cusp years are when I become even more who I am (meant to be). They are transformative, progressing the crude work of my life <a href="https://www.biblegateway.com/passage/?search=2+Corinthians+3%3A18&version=KJV" target="_blank">"from glory to glory"</a>, if I can only just breathe through them, having their defining hallmark in my experience of them be gratitude and love. </div>
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<br /></div>
<div>
As 2017 arrives, I am taking a deep breath, and thanking God. </div>
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<tr><td class="tr-caption" style="text-align: center;">Ultrasound picture of my son!! <br />
I need to think of a nickname for him for the blog...</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Christmas Day 2016, first day of my third trimester;<br />
picture is of me, smiling and pregnant, in my church</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">A screenshot of my Notes app, containing <br />
my countdown of evening work shifts remaining...</td></tr>
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*I can't post this without mention of the Presidential election that occurred right in the middle of the set of cusp years I presently find myself in. The morning of November 9, I posted the following to my social networks: "An honest post to start this day: I am heartbroken and scared. Lord have mercy on us." It is a surreal experience I find myself in, where the wider world context is so very...broken...and yet there is the possibility for transformation in the work and space of our individual and collective lives, as a community of human persons in this world who are in relationship with one another. My friend Kevin <a href="http://kevinseeber.com/blog/the-end-of-2016/" target="_blank">describes this surreality very well on his own blog</a>, so I refer you to his reflection and the commentary it provides, about navigating and holding the tension of things simultaneously going well and, well, not (to put it mildly), as a bit of a supplement to my own.</div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-73742064047377222062016-09-19T21:25:00.000-04:002016-09-19T21:36:54.140-04:00Sabbatical 2016 Report This evening I submitted my 2-page sabbatical report, for <a href="http://www.donnawitek.com/2015/09/sabbatical-2016-technology-identity.html" target="_blank">the short-term sabbatical leave</a> I took this past January, June, July, and August. In a moment I will share it below.<br />
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As I should have expected, I did not get to do everything I hoped I would.<br />
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Interestingly, my visible productivity was actually very high--I am really pleased with the "products" that came out of my leave time away from the office for four months. None of them are published yet, but the majority are "in press" to some degree, so they will be available soon I hope.<br />
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What got a bit neglected was my systematic <a href="http://www.donnawitek.com/2016/06/reading-as-method.html" target="_blank">reading</a> plan. The bibliography I culled in preparation for this sabbatical was intense, filled with many glorious longform works in a variety of disciplines that I was putting in conversation with the <a href="http://www.donnawitek.com/2015/09/sabbatical-2016-technology-identity.html" target="_blank">goals of my sabbatical project</a>. I got to some of these works, but not nearly as many as I'd hoped.<br />
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An event that waylaid (to some degree) the more ephemeral of my sabbatical goals was the reception of the rescission of the <i>Information Literacy Competency Standards for Higher Education</i>. I address this briefly in my formal report below, but the week following June 25, 2016, when <a href="http://www.acrl.ala.org/acrlinsider/archives/12126" target="_blank">the ACRL Board formally rescinded the Standards</a>, was an incredibly busy one for me as a member of the Framework Advisory Board. Three different pieces of public writing came out of that week, in an attempt to aid the transition (<a href="http://www.donnawitek.com/2016/06/my-work-on-framework-advisory-board.html" target="_blank">here</a>, <a href="http://www.donnawitek.com/2016/07/my-work-on-framework-advisory-board.html" target="_blank">here</a>, and the shorter compilation of those two <a href="http://www.donnawitek.com/2016/07/updates-from-framework-advisory-board.html" target="_blank">here</a>).<br />
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In the time between mid-June and mid-July, <a href="http://www.donnawitek.com/2016/08/on-acrl-motherhood-and-social-justice.html" target="_blank">I also became pregnant</a>. Those early weeks were quite a physical adjustment for me, and the clip at which I was moving through my sabbatical projects and goals understandably slowed a bit.<br />
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Just as I did with <a href="http://www.donnawitek.com/2015/09/sabbatical-2016-technology-identity.html" target="_blank">my sabbatical application</a>, I wanted to share the formal report I submitted to my Provost. It will be six years until I can take another one. Note that although it says the publication manuscripts are attached, I won't be able to link to versions of those quite yet, as I need to wait for the publishers to make the formal versions available before I share them openly.<br />
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 18.666666666666664px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Technology, Identity and Personhood</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A critical inquiry into the relationship between who we are</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and the information tools we use to learn, process, and communicate</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Report on Short-Term Sabbatical Leave</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During Intersession 2016 and Summer 2016</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(<a href="https://drive.google.com/file/d/0B5ctiHXuXDRbXzlpMnU0bDVkeW8/view?usp=sharing" target="_blank">PDF version here</a>)</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">September 22, 2016</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Associate Professor &</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Public Services Librarian</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Weinberg Memorial Library</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The University of Scranton</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Scranton, PA 18510</span></div>
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<span style="background-color: transparent; font-family: "times new roman"; font-size: 16px; font-style: normal; font-weight: 400; vertical-align: baseline; white-space: pre-wrap;">donna.witek [at] scranton.edu</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> ~ 1.570.941.4000</span></div>
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><br />
<span style="font-family: "times new roman"; font-size: 16px; font-weight: 700; white-space: pre-wrap;">SUMMARY </span></div>
<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;"><br /></span>
<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">During my short-term sabbatical leave, taken during Intersession 2016 and Summer 2016, I researched the intersections between the technologies we use to both interact with and create knowledge and information, and our conceptions of self and embodied personhood in the digital post-modern world. I then applied this research to various pedagogical contexts within my discipline and content area of information literacy.</span><br />
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">My review of the literature included key texts from disciplines such as library and information science, critical pedagogy, Ignatian pedagogy and spirituality, and Christian anthropology. This deep-dive into complex theory and praxis informed my accomplishments and deliverables, whose focus centers on information literacy pedagogy and bringing the affective dimension into teaching, learning, assessment, and curricula, thus humanizing these processes for our students and ourselves. </span><br />
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<span style="font-family: "times new roman"; font-size: 16px; font-weight: 700; white-space: pre-wrap;">ACTIVITIES</span><br />
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">My sabbatical activities included a combination of 1) in-depth research and reading of theoretical and theological texts; 2) attending presentations related to pedagogy and assessment; 3) strategic writing and presenting on pedagogical topics relevant to both my sabbatical aims and the concerns of the profession of academic librarianship that arose during the period of my sabbatical; and, 4) continued service as a member of the Association of College and Research Libraries (ACRL) Framework for Information Literacy Advisory Board.</span><br />
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">Works studied:</span><br />
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">An Encounter with Simone Weil </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">[documentary film], directed by Julia Haslett. 2010.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Behr, John. </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Becoming Human: Meditations on Christian Anthropology in Word and Image</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. SVS Press. 2013. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Behr, John. </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Mystery of Christ: Life in Death</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. SVS Press. 2006. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy for Higher Education</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Association of College and Research Libraries. 2015, 2016. </span><a href="http://www.ala.org/acrl/standards/ilframework" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.ala.org/acrl/standards/ilframework</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">hooks, bell. </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teaching to Transgress: Education as the Practice of Freedom</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Routledge. 1994. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ignatian Pedagogy - An Abridged Version</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Jesuit Institute. 2014. </span><a href="http://jesuitinstitute.org/Resources/Ignatian%20Pedagogy%20Abridged%20%20(Jan%2014)%20210x210%20MASTER.pdf" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://jesuitinstitute.org/Resources/Ignatian%20Pedagogy%20Abridged%20%20(Jan%2014)%20210x210%20MASTER.pdf</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Kahane, David. “Learning about Obligation, Compassion, and Global Justice: The Place of Contemplative Pedagogy” in </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Contemplative Learning and Inquiry Across Disciplines</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, eds. Olen Gunnlaugson, Edward W. Sarath, Charles Scott, and Heesoon Bai. SUNY Press. 2014.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 5pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Weil, Simone. </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Waiting for God</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, trans. Emma Cruafurd. Putnam. 1951.</span></div>
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">Presentations attended:</span><br />
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<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Attention, Ignatian Pedagogy, and Practices of Evaluation</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [workshop]. Office of Educational Assessment Institute. University of Scranton. January 26, 2016. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 5pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Miller, Sara D. and Amanda Nichols Hess. </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Using the Framework to Foster Conversations about Information Literacy Instruction </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">[webinar]. ACRL Instruction Section Management and Leadership Committee. May 31, 2016.</span></div>
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<span style="font-family: "times new roman"; font-size: 16px; font-weight: 700; white-space: pre-wrap;">ACCOMPLISHMENTS</span><br />
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<span style="color: black; font-family: "times new roman"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">On June 25, 2016, the ACRL Board of Directors rescinded the </span><span style="color: black; font-family: "times new roman"; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Information Literacy Competency Standards for Higher Education </span><span style="color: black; font-family: "times new roman"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">(Standards), a sixteen year-old document that has been replaced by the </span><span style="color: black; font-family: "times new roman"; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy for Higher Education</span><span style="color: black; font-family: "times new roman"; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"> (Framework). As will be clear from my accomplishments, the Framework has been central to my sabbatical research, as it posits a more holistic and integrated approach to information literacy teaching and learning than the Standards; and with the Standards’ rescission, the Framework is now the primary teaching and learning document for information literacy put forth by ACRL.</span><br />
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">Publications (manuscripts attached):</span><br />
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Grettano, Teresa, and Donna Witek. “The Frameworks, Comparative Analyses, and Sharing Responsibility for Learning and Assessment” in </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Rewired: Research-Writing Partnerships in a Frameworks State of Mind</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, ed. Randall McClure. Chicago: ACRL Press, 2016. [book chapter] (forthcoming)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Witek, Donna. “Developing a ‘Critical Pedagogy Disposition’” in </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Critical Library Pedagogy Handbook, Vol. 1: Essays and Workbook Activities</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, eds. Nicole Pagowsky and Kelly McElroy. Chicago: ACRL Press, 2016. [book chapter] (forthcoming)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Witek, Donna, Mary J. Snyder Broussard, and Joel M. Burkholder. “Rhetorical Reinventions: Rethinking Research Processes and Information Practices to Deepen our Pedagogy.” In </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">LOEX Conference Proceedings 2016</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. [conference proceedings] (forthcoming)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Witek, Donna. “The Past, Present, and Promise of Information Literacy.” </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Phi Kappa Phi Forum</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 96.3 (2016). [invited article] (forthcoming)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Witek, Donna. “Seeding Local Curricula with the ACRL Framework for Information Literacy.” </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">College & Research Libraries News</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 77.10 (2016). [invited article] (forthcoming)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Galas, Jennifer K. and Donna Witek. “The Information Literacy of Survey Mark Hunting: A Dialogue.” </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the Library with the Lead Pipe</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. [journal article] (under review)</span></div>
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">Presentations:</span><br />
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<a href="http://www.slideshare.net/donnarosemary/creating-collaborations-through-connecting-national-writing-guidelines-to-the-framework-for-information-literacy-framework-for-success-in-postsecondary-writing" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Creating Collaborations Through Connecting National Writing Guidelines to the Framework for Information Literacy: Framework for Success in Postsecondary Writing</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (with Teresa Grettano), ACRL Framing the Framework Webcast Series, January 5, 2016 [invited webcast]</span></div>
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<a href="http://www.slideshare.net/donnarosemary/rhetorical-reinventions-rethinking-research-processes-and-information-practices-to-deepen-our-pedagogy" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Rhetorical Reinventions: Rethinking Research Processes and Information Practices to Deepen our Pedagogy</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (with Mary J. Snyder Broussard and Joel M. Burkholder), LOEX 2016, May 5-7, 2016 [peer-reviewed presentation] -- preparation began during Intersession 2016</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -22px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://www.slideshare.net/donnarosemary/speaking-truth-in-community-the-role-of-networks-in-critical-pedagogy-theory-and-practice" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Speaking Truth in Community: The Role of Networks in Critical Pedagogy Theory and Practice</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (with Jeremy McGinniss), PaLA CRD 2016 Spring Workshop, Scranton, PA, May 20, 2016 [peer-reviewed presentation] -- preparation began during Intersession 2016</span></div>
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<a href="http://www.slideshare.net/donnarosemary/rhetorical-reinventions-rethinking-research-processes-and-information-practices-to-deepen-our-pedagogy-loex-2016-encore-virtual-session" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Rhetorical Reinventions: Rethinking Research Processes and Information Practices to Deepen our Pedagogy</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (with Mary J. Snyder Broussard and Joel M. Burkholder), LOEX 2016 Virtual Encore Session, June 21, 2016 [invited webcast]</span></div>
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<span style="font-family: "times new roman"; font-size: 16px; white-space: pre-wrap;">During my sabbatical, I also continued to serve on the ACRL Framework Advisory Board (FAB). FAB’s role in the months immediately following the Standards’ rescission was to lead on creating professional development opportunities and resources related to the Framework at a national scale. A summary of our work, which continued throughout my sabbatical leave, can be read at the following guest contribution:</span><br />
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<li dir="ltr" style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; margin-left: -24px; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Witek, Donna. “Updates from the Framework Advisory Board.” </span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ACRL Insider</span><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2016, Jul. 11). </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12202" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.acrl.ala.org/acrlinsider/archives/12202</span></a><span style="background-color: transparent; color: black; font-family: "times new roman"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [guest contribution]</span></div>
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<br />Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-59238181429148335942016-09-13T10:33:00.000-04:002016-09-13T10:33:34.483-04:00Wildflowers<div class="separator" style="clear: both; text-align: left;">
<i>A vignette on working motherhood.</i></div>
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<a href="https://2.bp.blogspot.com/-Pqw9M5jJrr4/V9gIDzKAo8I/AAAAAAAAwoA/X8dJUKQyfigyvw4v3KRbiAfwNEWlYdVfgCLcB/s1600/B335B15B-1FB0-4FE8-B56B-2FF1CB985DC4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://2.bp.blogspot.com/-Pqw9M5jJrr4/V9gIDzKAo8I/AAAAAAAAwoA/X8dJUKQyfigyvw4v3KRbiAfwNEWlYdVfgCLcB/s320/B335B15B-1FB0-4FE8-B56B-2FF1CB985DC4.JPG" width="283" /></a></div>
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It's not quite a routine yet, but it is growing into one. </div>
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On Mondays, while Mommy works late, Daddy picks her up from school and takes her to the library. We have a local branch just up the hill from our home, whose hours go just late enough to fit in a visit every two weeks when her books are due. </div>
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She and Daddy go into the library, return the books we've been reading at bedtime, and select some new ones. The children's collection is set apart in an enchanted nook filled with a play table, a touch screen computer loaded with educational games, and books galore. Usually, she and Daddy select from the books the librarians have curated and put on display around the room--it is easier to see the covers of these themed books than it is for her little girl's fingers to flip through the narrow-spined collection shelved along the walls. Right now, her favorite author is Dr. Seuss. They load up on new selections from his prolific body of work, and ask to renew her current favorite, <i>Green Eggs and Ham</i> (or <i>Sam-I-am</i> as we like to call it). She visits the play table while Daddy uses her card to check out their new collection of books for bedtime reading these next two weeks. And since the library will soon close, Daddy is able to convince her to come along so the librarians can get ready to go home for the day.</div>
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There is still one more stop before returning home for (an albeit late) dinner. </div>
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They walk two houses down to Mr. Bob and Miss June's house. They are friends of ours, and she likes to call on them with Daddy after she visits the library. When they are home, it means nibbling on some snacks to hold her over until they return home for dinner. And it means picking wildflowers for Mommy.</div>
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Miss June has wildflowers in her garden. The ladies--generations apart--gather select blooms while the gentlemen visit with each other. I imagine she looks for pink blooms whenever possible, as it is her favorite color right now, and so she wants to give the color to Mommy, who must work late tonight and most nights. </div>
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The ladies return to the parlor, wildflowers in hand, signalling the end of the visit. Daddy must bring her home for dinner now, so the friends say their goodbyes in the growing dusk. </div>
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When I return home from work after 10 pm, she is already asleep. But waiting for me on the counter is a makeshift vase filled with wildflowers. It is a material trace of my absence-yet-presence in the evenings, when I must be the librarian for other young people at the university a stone's throw away. </div>
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It hurts, my absence. But having tangible proof of just how well cared for she is, by her Daddy and by our neighborhood community we've grown to love, helps. It helps because I know she is okay, and it helps because I can see in the wildflowers' blooms that she thinks of me when I am gone. </div>
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Each morning after wildflower picking with Miss June, when we come down for breakfast, she excitedly shows off the wildflowers she has picked for me. I thank her with a big squeezy-hug, and proceed into another long day of mothering and working. </div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-24668474178304694822016-08-29T11:51:00.000-04:002016-08-29T11:51:07.486-04:00On ACRL, Motherhood, and Social Justice<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I did not propose for </span><a href="http://conference.acrl.org/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ACRL 2017</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> this year. The call for participation was in spring, and it was a bit surreal to not propose when the biennial conference is on my coast, taking place in Baltimore next March. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It was the right decision for a variety of reasons, and I admit that being able to root everyone on, and review and offer feedback on proposal drafts for my colleagues, without the stress of considering my own positioning in the competition for presentation spots, was a nourishing and happy experience for me. My plan was to see what the summer brought me, and if in fall I decided I wanted to attend and have a chance at travel funding to do so, I would propose a poster in time for the October deadline. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Well, the summer brought me something, that’s for sure! I won’t be attending ACRL 2017 this year because, God willing, I’ll be snuggling a newborn here at home while everyone is gathering in Baltimore next March. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 14.6667px; vertical-align: baseline;">That’s right, I’m returning from </span><a href="http://www.donnawitek.com/2015/09/sabbatical-2016-technology-identity.html" style="text-decoration: none;" target="_blank"><span style="color: #1155cc; font-size: 14.6667px; text-decoration: underline; vertical-align: baseline;">my summer sabbatical</span></a><span style="font-size: 14.6667px; vertical-align: baseline;"> </span>well rested (</span><a href="https://en.wikipedia.org/wiki/Sabbatical" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">“sabbatical” comes from the word “sabbath”</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> after all), with quite a few </span><a href="http://www.donnawitek.com/p/publications.html" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">writing projects on their way to publication</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, and pregnant with my second child. To say I’m excited would be an understatement...this baby is very wanted, and with my daughter Bookie* having just turned four years old, the timing is right for us to seek to welcome another little person into our family.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The details so far are these: I’m eleven weeks along at this point, just one week away from the glorious second trimester in which my appetite will hopefully return and I will feel better. The baby is healthy as of our dating ultrasound scan on August 15, with a strong heartbeat and measuring well. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And, the baby is due in mid-March 2017, literally a few days before ACRL 2017! So, I’m hoping all of my colleague-friends in library land will send prayers and good thoughts north to Scranton as many of you congregate in Baltimore. While I will be somewhat distracted, I can guarantee I will think of you all at times that week, and the awesome work that will be shared at my favorite conference. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s hard to miss this meeting, but I looked back on my pattern of attendance and was tickled to see there is a method to the sometimes-chaos of my life. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ACRL 2011, Philadelphia, PA, attended: This was my first ever ACRL, and Teresa and I presented </span><a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/2011/papers/hanging_together.pdf" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">a conference paper</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (pdf) about our work with the ACRL Standards and WPA Outcomes. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ACRL 2013, Indianapolis, IN, did not attend: Bookie was born the previous summer, and was under a year old. I skipped this one because I didn’t want to travel during her first year. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ACRL 2015, Portland, OR, attended: After missing in 2013, I wanted to get to ACRL 2015 no matter what, and proposed three different things to help raise my chances of an acceptance (and the travel funding it would yield). Not sure I’d recommend this approach moving forward, as two were accepted (</span><a href="http://www.slideshare.net/donnarosemary/shifting-our-focus-evolving-our-practice" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">here</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="https://drive.google.com/open?id=0B5ctiHXuXDRbaGZXeDVoTllscUk&authuser=0" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">here</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">), making it an incredibly exhausting conference; however, it was also one of the best conference experiences I’ve had so far in my career.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ACRL 2017, Baltimore, MD, will not attend: Literally giving birth to my second child, God willing, right when this conference is going down.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So, if the pattern holds, here’s to getting back to ACRL in 2019! But who knows what could happen between now and then...I only know that it’s one of my favorite and most useful meetings, and getting back after missing in 2017 will be a priority for me. </span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiCyF9izieQtYXmOokkTI_Zjn3hXHFXzxhLuTA1EycWW3JGA5TwdXq3ypR3HeU6i3Gwe6fB4tWcAg96O6V7R3b1mZ0OT_56LENXI0D2P3PriDm0p0P-my4o1h9l49ri3byVCVWUYrEgZ3y/s1600/4A4C21F6-D706-4B43-9D9A-A8D231549D17.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiCyF9izieQtYXmOokkTI_Zjn3hXHFXzxhLuTA1EycWW3JGA5TwdXq3ypR3HeU6i3Gwe6fB4tWcAg96O6V7R3b1mZ0OT_56LENXI0D2P3PriDm0p0P-my4o1h9l49ri3byVCVWUYrEgZ3y/s200/4A4C21F6-D706-4B43-9D9A-A8D231549D17.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tired, happy, and pregnant, <br />my first week back at work</td></tr>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Regardless, I’m one week into the fall semester at my university, and gradually feeling better after a pretty rough first trimester this summer. In many ways, I’m in my glory: doing a job I love, and growing a human person while doing so. My ability to double or triple task is severely limited, but that’s not necessarily a bad thing. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And I’d be disingenuous if I didn’t acknowledge the extremely positive working environment of my university and my library, with incredibly supportive colleagues and administrators, as well as faculty union protected rights that enable me to grow my family in this way. Without them and the privilege I experience as a result, being a librarian who is also a parent would be extremely challenging. Would I do it anyway? It’s very likely I would try, but my outlook, my sense of autonomy and self-advocacy, and my ability to put back into my job the fruit of being a woman who is also a mother (or, a librarian who is also a parent), would be severely limited. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And the question of why more library workers (or workers more broadly) don’t share these rights and privileges weighs on me… Within my personal framework of values, it’s one of the most important social justice issues we face, and it intersects with so many others of equal importance. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Perhaps becoming a mother again will lead me to finally map and write my thoughts on working motherhood and its relationship to social justice, since lived experience should always inform our work, whether in the library or on the blog. </span></div>
<br /><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">In the meantime, here’s to the next seven months until baby (and ACRL 2017 *wink*) are here! </span><br />
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<span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">*I'm still refraining from sharing my children's real names on the blog and on Twitter. Though my daughter's nickname "Bookie" has passed from frequent use in our household, it's as good pseudonym for her as any for my public writing spaces. </span>Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-79805937664656421572016-07-12T10:53:00.000-04:002016-07-12T10:55:54.432-04:00Updates from the Framework Advisory Board [ACRL Insider]<i style="font-family: Arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">This piece is cross-posted and was originally published <a href="http://www.acrl.ala.org/acrlinsider/archives/12202" target="_blank">in ACRL Insider</a>. It was written by me on behalf of the Framework Advisory Board (FAB).</i><br />
<i style="font-family: Arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;"><br /></i>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">On June 27, 2016, </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12132" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">the ACRL Board of Directors outlined</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> next steps for professional development related to the </span><a href="http://www.ala.org/acrl/standards/ilframework" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy for Higher Education</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. The purpose of this post is to share in more detail what the </span><a href="http://acrl.ala.org/framework/?page_id=66" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy Advisory Board</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (FAB) has been working on to support librarians in using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Details have been previously shared in </span><a href="http://crln.acrl.org/content/77/2/58.full" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">a February 2016 </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">C&RL News</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> piece</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (see</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> “Resources from the Framework for Information Literacy Advisory Board” in News from the Field). </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Discussion list and WordPress Website</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB’s two-year term began in July 2015. Earlier that spring, ACRL set up the </span><a href="http://lists.ala.org/sympa/arc/acrlframe" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> discussion list</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, as a space for practitioners to share ideas and support in their use of the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. As of this writing there are 1,710 subscribers.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB’s first order of business was to develop a </span><a href="http://acrl.ala.org/framework/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">WordPress website</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to disseminate information on upcoming professional development opportunities related to the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Spotlight on Scholarship</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In October 2015 the </span><a href="http://acrl.ala.org/framework/?cat=17" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework Spotlight on Scholarship</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (FSS) launched, which is a column / blog post series that curates and describes the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> literature being published. FSS highlights scholarship that uses, builds on, critiques, or responds to the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework.</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Originally a weekly series, after the new year it became biweekly; it is currently on summer hiatus, with plans to return in the second or third week of August 2016. At present the column has published reviews for twenty-one articles. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Framing the Framework” Webcast Series </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As ACRL Visiting Program Officer for Information Literacy, Sharon Mader attended information literacy conferences throughout fall 2015 and identified the opportunity to begin formal (profession-level) conversations with rhetoric, composition, and writing studies scholar-practitioners. In response to this opportunity, FAB planned, coordinated, and helped develop two ACRL e-Learning webcasts: </span><a href="http://acrl.libguides.com/slilc/standards" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framing the Framework Series</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (see “View archived Framework webcast recordings”).</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Addressing the theory and practice of collaboration between librarians and writing faculty, the first webcast in January 2016 focused on collaborating through connecting the national guideline documents in both fields, and the second webcast in February 2016 focused on partnerships between writing and information literacy instructors on various campuses. FAB might develop more “Framing the Framework” webcasts in the future, but the initiatives that follow are currently our top priorities.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sandbox</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Sandbox was first proposed in January 2015 by the Information Literacy Competency Standards for Higher Education Task Force who developed the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. By fall 2015, FAB had developed a vision and purpose for the Sandbox, which is intended to serve as both a platform for sharing and a repository for accessing materials. It will serve as a resource for librarians seeking to engage the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in their instructional practice, providing access to materials created by those in the field, in formats including but not limited to concrete lesson plans and assessments, practitioner reflections, conference presentation slidedecks, formal research studies, and theoretical critical analyses. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Practitioners will be able to create their own user accounts through which to upload their materials for others to use and build on, and will in turn be able to search the database for materials using a variety of parameters (such as discipline, information literacy frame, scope, and type of institution). It will be a freely available database for librarians and other academic partners to share, organize, and archive educational resources related to the use of the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in practice and professional development.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB identified the </span><a href="https://chillco.com/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Cherry Hill Company</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as a developer who would meet this project’s needs and ACRL entered into contract with Cherry Hill in April 2016. More information about the Cherry Hill Company and the Sandbox can be found in </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12027" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">this June 2016 </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ACRL Insider</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> post</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. (NB: We are indebted to the librarians behind </span><a href="http://www.projectcora.org/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Project CORA</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for referring us to Cherry Hill Company, after a positive recommendation of the company’s work in developing that platform.) </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If you’re working with the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in any capacity, we hope you’ll jump in and share your work once the Sandbox launches in fall 2016.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toolkit</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Toolkit was conceived in response to feedback that more </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> professional development opportunities should have minimal barriers to access, including monetary cost. The Toolkit will be an online location where content designed to be used for professional development will be made available. FAB (along with Sharon Mader) will be developing the content. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Librarians will be able to use the Toolkit’s resources for their individual professional development needs, to form a community of practice with their colleagues around the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and information literacy, and to develop workshops and professional development opportunities in their libraries and/or for local, regional, state, or other events and conferences. It is designed in modules which can be adapted and tailored to the needs of the audience. All of the content will be available under a creative commons license. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Draft Outline of Initial Modules:</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Introduction and Finding Time to Engage the Framework</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Foundations of the Framework</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Framework’s Structure</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Collaboration & Conversations with the Framework </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Developing Goals, Outcomes, and Assessments</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hacking the Framework</span></div>
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<span style="font-family: arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">Future Modules:</span><br />
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Curriculum Mapping with the Framework</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Framework and Accreditation</span></div>
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<span style="font-family: arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">FAB’s target launch for this Toolkit is early 2017.</span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Curriculum Developers/Presenters </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> “roadshow” along the same lines as the </span><a href="http://www.ala.org/acrl/issues/scholcomm/roadshow" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Scholarly Communications</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="http://www.ala.org/acrl/standardsworkshop" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Standards for Libraries in Higher Education</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> licensed workshops will be developed. Now that the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> has been in use for over a year and a half there is a growing community of librarians experienced in using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Through an upcoming call for curriculum developers, we will invite those developing this expertise to help us create these licensed workshops. The curriculum developers will also serve as presenters for both the online and in-person workshops.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In addition, these individuals will lend their expertise to FAB’s development of the freely available Toolkit, strengthening its content by their participation in its development. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If this opportunity interests you, keep an eye out on </span><a href="http://www.acrl.ala.org/acrlinsider/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ACRL Insider</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and the various </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> communication channels for this call. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Collaboration with other ACRL groups</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB is collaborating with the Student Learning and Information Literacy Committee (SLILC), which is the standing division-level committee responsible for advancing the </span><a href="http://www.ala.org/acrl/aboutacrl/strategicplan/stratplan" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ACRL Plan for Excellence</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> goal area related to student learning. Collaborative projects to date include </span><a href="http://acrl.ala.org/framework/?page_id=23" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">a curated </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> calendar</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of past and future events focused on </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> professional development (conferences, workshops, webinars, etc.) and plans for a curated </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> bibliography. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As Visiting Program Officer, Sharon Mader has been working for the last year and a half with the ACRL Information Literacy Frameworks and Standards Committee (ILFSC) and Chair Jeanne Davidson to revise Chapter 14 of the ACRL Guide to Policies and Procedures, to outline processes for review, revision, rescinding, and creating new information literacy disciplinary documents. The revisions that were approved by the ACRL Standards Committee at ALA Annual 2016 will be available in the near future on the ACRL website. The ILFSC is also developing a Tipsheet to help sections in this work.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Communications Studies Committee of the Education and Behavioral Sciences Section (EBSS) and the Women and Gender Studies Section (WGSS) have been working for over a year on new information literacy disciplinary companion documents that relate the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to documents and practices in the disciplines. Their progress was reported at the “</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Update” sessions at ALA Annual 2015 and 2016, and at the WGSS Discussion Forum at ALA Annual 2016, where members of other discipline sections in the audience agreed that everyone would benefit from sharing experiences as they work on their own documents.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">Members of FAB are excited to be developing resources that will help librarians at all types of institutions use the </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">. If you have ideas for additional resources that would be helpful please share them with FAB via acrl@ala.org.</span>Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-61006046633697813992016-07-01T17:25:00.000-04:002016-07-01T17:32:12.330-04:00My Work on the Framework Advisory Board, Part 2<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Disclaimer: Although I am a member of the </span><a href="http://acrl.ala.org/framework/?page_id=66" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework Advisory Board</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (FAB), my views shared in this post do not necessarily reflect those of FAB as an ACRL division body, nor of ACRL.</span><br />
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<span style="color: #1155cc; font-family: "arial"; font-size: 14.6667px; line-height: 1.38; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.donnawitek.com/2016/06/my-work-on-framework-advisory-board.html" style="line-height: 1.38; text-decoration: none;" target="_blank">In yesterday’s post</a></span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> I shared about FAB’s activities and initiatives, through the </span><span style="color: black; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">’s formal adoption by the ACRL Board in January 2016. In this post I will cover what we’ve been working on since, to give a picture of the concrete professional development support on the way in the coming months in light of the rescission of the </span><span style="color: black; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Standards</span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sandbox</span><br />
<span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">The </span><span style="color: black; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> Sandbox has been on the collective mind of the profession since at least January 2015, when the </span><span style="color: black; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> was ‘filed’ by the Board. </span><a href="http://acrl.ala.org/ilstandards/wp-content/uploads/2015/01/Framework-MW15-Board-Docs.pdf" style="line-height: 1.38; text-decoration: none;" target="_blank"><span style="color: #1155cc; font-family: "arial"; font-size: 14.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The ‘filed’ version</span></a><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> [pdf] describes the Sandbox twice: </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Develop and maintain an online “sandbox” so that ACRL members and academic librarians can try out approaches to using the Framework and share their experiences,”</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“...the emerging research agenda resulting from the Framework and how best to showcase ongoing research in the recommended sandbox.”</span></div>
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<span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">FAB spent quite a bit of time discussing, brainstorming, and envisioning what this Sandbox could (and should) be, to meet the needs of information literacy instruction practitioners wanting to share their instructional and other materials related to the </span><span style="color: black; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">.</span><br />
<span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">By fall 2015, we had developed a vision and purpose for the Sandbox, which will be both a platform for sharing and a repository for accessing materials. It will serve as a resource for librarians seeking to engage the </span><span style="color: black; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> in their instructional practice, providing access to materials created by those in the field, in formats including but not limited to concrete lesson plans and assessments, practitioner reflections, conference presentation slidedecks, formal research studies, and theoretical critical analyses. </span><br />
<span style="color: black; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Practitioners will be able to create their own user accounts through which to upload their materials for others to use and build on, and will in turn be able to search the database for materials using a variety of parameters (such as discipline, information literacy frame, scope, and type of institution). It will be an open access database for librarians and other academic partners to share, organize, and archive educational resources related to the use of the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in practice and professional development.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB identified the </span><a href="https://chillco.com/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Cherry Hill Company</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as a developer who would meet this project’s needs. (NB: We are indebted to the librarians behind </span><a href="http://www.projectcora.org/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Project CORA</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for referring us to Cherry Hill Company, after a positive recommendation of the company’s work in developing that platform.) After several months of conversations and contract talks, ACRL entered into contract with Cherry Hill Company in April 2016. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I am on the Sandbox Project Team within FAB, joining Sharon Mader and Susan Miller, and together we serve as liaisons between Cherry Hill Company, FAB, and ACRL, to manage this project through its development and targeted launch of fall 2016. We are grateful to ACRL for generously funding this important project. More information about the Cherry Hill Company and the Sandbox can be found in </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12027" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">this June 2016 </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><i>ACRL Insider</i></span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> post</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I’ve been excited about the Sandbox since the Information Literacy Competency Standards for Higher Education Task Force recommended such a space exist to augment the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, and getting to take a direct part in its development is one of my best experiences serving on FAB so far. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If you’re working with the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in any capacity, I hope you’ll jump in and share your work once the Sandbox launches later this year.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toolkit</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Toolkit was conceived in response to feedback that more </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> professional development opportunities should have minimal barriers to access, including monetary cost. The Toolkit will be an online location where content designed to be used for professional development will be made available. FAB (along with Sharon Mader) will be developing the content, which in turn is being determined by the questions, confusion, and needs related to the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> we are receiving and observing from colleagues in the profession. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Librarians will be able to use the Toolkit’s resources for their individual professional development needs, to form a community of practice with their colleagues around the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and information literacy, and to develop workshops and professional development opportunities in their libraries and/or for local, regional, state, or other events and conferences. It is designed in modules which can be adapted and tailored to the needs of the audience. All of the content will be licensed CC BY-NC.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Draft Outline of Initial Modules:</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Introduction and Finding Time to Engage the Framework</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Foundations of the Framework</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Framework’s Structure</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Collaboration & Conversations with the Framework </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Developing Goals, Outcomes, and Assessments</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hacking the Framework</span></div>
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<span style="font-family: arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">Future Modules:</span><br />
<span style="font-family: arial; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Curriculum Mapping with the Framework</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Framework and Accreditation</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This initiative is the most labor-intensive project FAB has planned so far. And yet, it is the initiative we see as possibly having the greatest impact on supporting librarians in embracing and using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, especially when taken in tandem with the Sandbox. Our target launch for this Toolkit is next January at Midwinter 2017.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Curriculum Developers/Presenters </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ACRL proposed to FAB the need for a “roadshow” for the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, along the same lines as the </span><a href="http://www.ala.org/acrl/issues/scholcomm/roadshow" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Scholarly Communications</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="http://www.ala.org/acrl/standardsworkshop" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Standards for Libraries in Higher Education</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> slate of licensed workshops available to libraries. </span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">Now that the </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> has been in use for over a year and a half since its ‘filing’, there is a growing community of librarians experienced in using the </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Framework </span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">to positively impact student learning in information literacy, such that putting out a call for curriculum developers to help create these licensed workshops--to train others in doing the same--is now possible.</span><br />
<span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As such, FAB is working in the next few months to put out this call for curriculum developers who would also serve as presenters of this licensed workshop content, both online and in-person. In addition, these individuals will lend their expertise to FAB’s development of the freely available Toolkit, strengthening its content by their participation in its development. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If this role interests you, keep an eye out on </span><a href="http://www.acrl.ala.org/acrlinsider/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><i>ACRL Insider</i></span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and the various </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> related communication channels for this call. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Collaboration with other ACRL groups</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB has begun collaborating with the Student Learning and Information Literacy Committee (SLILC), as the standing division-level committee with oversight of information literacy work in the association. SLILC has delegated a </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Project Team to liaise with FAB on projects and initiatives that have the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in common. Examples so far include </span><a href="http://acrl.ala.org/framework/?page_id=23" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">a curated </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> calendar</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of past and future events (conferences, workshops, webinars, etc.) focused on </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> professional development, and, plans for a curated </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> bibliography of works related to the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">SLILC is also working on a new bi-monthly </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">C&RL News </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">column about the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, and I was honored to have been invited to be one of the inaugural authors. As of this writing my article has been assigned to the November 2016 issue.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sharon Mader has been working in collaboration with the Communication Studies Committee of the Education and Behavioral Sciences Section (EBSS) and the Women and Gender Studies Section (WGSS), as they update their discipline-specific information literacy standards documents in conversation with the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. She’s also been working with the Information Literacy Standards and Frameworks Committee (ILSFC) as they propose updates to the ACRL Policies and Procedures that include definitions and outline processes for revision and update of the association’s various standards, guidelines, and frameworks.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sharon Mader gave me permission to share <a href="http://connect.ala.org/node/255427" target="_blank">her slides from the “ACRL Framework for Information Literacy Update” presentation she gave at ALA Annual</a> [.pptx download] on June 26, 2016.</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> They contain further details about some of the initiatives described above (including the particular, situated processes EBSS and WGSS are taking to update their discipline-specific standards in light of the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">--</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">really</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> fascinating stuff!), which are on the way from FAB and ACRL.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">***</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">I hope sharing this information openly and transparently, as a member of FAB but not speaking </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">for</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> FAB or ACRL, is useful and helpful to those for whom the </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Standards</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> being rescinded last weekend represents a significant shift in how you will do your information literacy instruction work moving forward. FAB is listening, and now that there is no confusion as to the future of these two documents, we are ready to hit the ground running on the above projects, to get you the support, training, and professional development you need.</span>Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-25149613034320317442016-06-30T16:11:00.000-04:002016-07-01T17:41:36.322-04:00My Work on the Framework Advisory Board, Part 1<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Disclaimer: Although I am a member of the </span><a href="http://acrl.ala.org/framework/?page_id=66" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework Advisory Board</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (FAB), my views shared in this post do not necessarily reflect those of FAB as an ACRL division body, nor of ACRL.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">On Saturday, June 25, 2016, the ACRL Board of Directors voted at their ALA Annual Board Meeting I to </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12126" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">rescind the </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Information Literacy Competency Standards for Higher Education</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. They took this action 1.5 years after the Information Literacy Competency Standards For Higher Education Task Force recommended that they be rescinded and replaced with the </span><a href="http://www.ala.org/acrl/standards/ilframework" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy for Higher Education</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Now that the Board has acted on this recommendation--the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> was </span><a href="http://www.acrl.ala.org/acrlinsider/archives/11232" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">formally adopted this past Midwinter 2016</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> after a year as a ‘filed’ document, and the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Standards </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">are now rescinded--we academic instruction librarians find ourselves in a world in which the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Standards</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> are no longer the active document put forth by our professional organization to use in developing our information literacy instruction practice.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Readers of this blog will be aware of my engagement in this many years’ long process that has brought us to this moment in our profession’s history. Resources and lines of thinking related to embracing and using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> that I’ve already shared in this space include </span><a href="http://www.donnawitek.com/2015/01/sunrise-sunset-reflection-on-assessment.html" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">a piece on how the </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">relates to assessment</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (cross-posted </span><a href="http://acrlog.org/2015/01/27/sunrise-sunset-a-reflection-on-assessment-and-the-framework-for-information-literacy-for-higher-education/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">at ACRLog</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">) and </span><a href="http://www.donnawitek.com/2015/05/flexible-frames-for-pedagogical.html" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">my slides and notes from a presentation I gave in May 2015</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> about using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in our pedagogical practice. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">That same spring I was invited to an appointed seat on the ACRL </span><a href="http://acrl.ala.org/framework/?page_id=66" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy Advisory Board</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (FAB), which offered an opportunity to have my ongoing work on embracing and using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> reach a broader audience within the profession; I accepted this appointment, and am currently serving a 2-year term in this capacity. There are five volunteer members from different types of institutions, with Sharon Mader, ACRL Visiting Program Officer for Information Literacy, as our leader, making us a nimble group with diverse expertise in the area of information literacy instruction.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In light of the above context, I want to share some of the work of FAB, both accomplished and in process, in which I took/am taking a direct part. I will do this in two posts: the first is this one, and second will be published tomorrow. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So, what has FAB been doing?</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The ACRL Board put out </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12132" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">a second communication this week</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, in which they outline the next steps for training and professional development that are on the way for incorporating the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> into local practice. I want to share in more detail what we in FAB have been working on, focusing in this post on past and ongoing offerings. Tomorrow’s post will focus on what to expect from FAB and ACRL in the near future. Keep in mind as well that there are two other ACRL groups named in </span><a href="http://www.acrl.ala.org/acrlinsider/archives/12132" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">that second communication from the Board</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> whose </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> projects and initiatives complement ours, but won’t be addressed in detail here. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Listserv and Wordpress Website</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB’s 2-year term began in July 2015. Even before that, ACRL set up </span><a href="http://lists.ala.org/sympa/arc/acrlframe" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">the </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> listserv</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, as a space for practitioners to share ideas and support in their use of the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. As of this writing there are 1,623 subscribers.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB’s first order of business was to get into shape </span><a href="http://acrl.ala.org/framework/" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">the Wordpress website</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> that was created for disseminating information related to </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> professional development. It remains a work in progress, but we felt cleaning up the online space so we could focus the flow of helpful information about the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> was an important priority.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Spotlight on Scholarship</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As we did so, we began discussing useful and interesting ways to use that website to meet our group’s charge. I put forth the idea for a column / blog post series that would curate and describe the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> literature being published at an increasing rate. It was a simple way to use the site’s functionality, and it created the space for me to constructively engage and keep up with the literature. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And so, in October 2015 the </span><a href="http://acrl.ala.org/framework/?cat=17" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework Spotlight on Scholarship</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> launched. Originally a weekly series, after the new year it became biweekly; it is currently on summer hiatus, but not for want of articles to review--if you could see my Google doc where I have future Spotlight articles curated, you’d see what I mean! It’s on hiatus because I am on sabbatical at my library, but most of my work in FAB continues. The tagline for the Spotlight on Scholarship is:</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.</span></div>
<span style="font-family: "arial"; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: "arial"; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">At present I have reviewed 21 articles for the column. I am hoping the column returns in the second or third week of August 2016.</span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framing the Framework Webcast Series </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Through Sharon Mader’s attendance at information literacy conferences throughout fall 2015, she identified the opportunity to begin formal (profession-level) conversations with rhetoric, composition, and writing studies scholar-practitioners, around pedagogical documents like the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, the </span><a href="http://wpacouncil.org/files/framework-for-success-postsecondary-writing.pdf" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework for Success in Postsecondary Writing</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [pdf], and the </span><a href="http://wpacouncil.org/positions/outcomes.html" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">WPA Outcomes Statement for First-Year Composition</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, as well as the threshold concepts being proposed within and across both fields. These are connections that my research partner Teresa Grettano and I </span><a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/2011/papers/hanging_together.pdf" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">have been making, using, and building on since 2010</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [pdf], on an individual level; the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> was now creating the opportunity to make these connections more explicit at the broader level of our two fields. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In response to this identified opportunity, FAB planned, coordinated, and helped develop two ACRL e-Learning webcasts earlier this year under the umbrella title: </span><a href="http://www.ala.org/acrl/framingtheframework" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framing the Framework Series</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Focusing on the theory and practice of collaboration between librarians and writing faculty, Teresa and I served as panelists for the first offering in January 2016. </span><a href="http://www.slideshare.net/donnarosemary/creating-collaborations-through-connecting-national-writing-guidelines-to-the-framework-for-information-literacy-framework-for-success-in-postsecondary-writing" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Our presentation</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> focused on connections between the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and the Framework for Success. I coordinated and convened our panel for that first webcast, and our writing studies colleagues Barry Maid and Barbara D’Angelo joined us by presenting on the connections between the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework for Information Literacy</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and the WPA Outcomes Statement. In February 2016, a second webcast was presented in which collaborating librarian-writing instructor partners shared what this kind of collaboration using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> looks like in practice on their campuses. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There is a possibility FAB will develop more Framing the Framework webcasts in the future, but as soon as those presentations were complete we decided to shift our energies to prioritize offerings that would be freely available without a monetary cost to access.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework Adopted</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">FAB met for an in-person one-day retreat in December 2015, during which we compiled a comprehensive (16-page) “State of the Framework” report for the ACRL Board in time for their consideration at ALA Midwinter in January 2016. Using evidence from a variety of sources, we concluded the report with a recommendation that the Board act to fully adopt the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, changing its status from ‘filed’ to ‘adopted’. At their Midwinter 2016 meeting, </span><a href="http://www.acrl.ala.org/acrlinsider/archives/11232" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">the Board acted on this recommendation and moved to adopt the </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Framework</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as a formally endorsed document and approach to information literacy. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This important change in the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">’s status empowered FAB to move forward with development of more concrete supports for using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. In an effort to communicate to the profession the work we had done, and the work we had planned now that the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> was adopted, </span><a href="http://crln.acrl.org/content/77/2/58.full" style="text-decoration: none;" target="_blank"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">we published an update in </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">College & Research Libraries News</span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> in February 2016</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, in the “News from the Field” feature: see “Resources from the Framework for Information Literacy Advisory Board” section at that link (you will need to scroll some to find it). </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While admittedly buried in the online version of that publication, the timing of this update signalled an important shift in FAB’s approach to our work. The confusion and ambiguity caused by the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">’s ‘filed’ (yet not adopted) status was put to rest by the Board’s action. Our energies could now shift to more robust projects that will meet more long-term needs related to the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, including developing the following resources: the Sandbox repository for online educational resources related to the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">; a freely available online Toolkit for self-paced professional development in support of using the </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">; and a call for curriculum developers who will be responsible for creating a licensed </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Framework</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> “roadshow” for ACRL. (And yes, it’s still 5 volunteer ACRL member-leaders + 1 half-time ACRL VPO for Information Literacy working to bring these more complex projects to fruition!)</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">In <a href="http://www.donnawitek.com/2016/07/my-work-on-framework-advisory-board.html" target="_blank">my second post tomorrow</a> [edited 7/1/16 to add link], I will describe these in-progress initiatives, as well as collaborative initiatives with other ACRL groups, in some more detail.</span>Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-37706354356095385072016-06-07T16:38:00.001-04:002016-06-07T16:48:09.640-04:00Reading as MethodMy <a href="http://www.donnawitek.com/2015/09/sabbatical-2016-technology-identity.html" target="_blank">sabbatical project</a> has me doing a lot of things, including a lot of reading. As described in my proposal, the aim of the project is to engage in reading several different discourses and to put them in conversation--including but not limited to the discourses surrounding information literacy, critical pedagogies, ethics of technology, and Christian anthropology.<br />
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This morning saw me reflecting about this practice of reading, and its connection <b>as a method</b> to the way I engage, move through, and exist in the world. I asked myself the question:<br />
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<b>What is my method of being in the world? </b><br />
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I'm sure the answer to that question is actually a multiplicity of methods, but there is one in particular I want to free-write on in this post, and that is the method of reading the world (and all the things in it) as text(s).<br />
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What follows is an exercise in articulating what I mean.<br />
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***<br />
<br />
The book I was reading this morning is a text.<br />
The notebook I was scribbling my notes and quotes in, using color-coded pens, is a text.<br />
The project I am pursuing this summer is a text.<br />
The communities I am a part of, and with whom I am in dialogue, are texts.<br />
My individual and communal relationships with people in my personal and professional life are texts.<br />
My daughter is a (beautiful) text.<br />
My marriage is a text.<br />
My sabbatical experience is a text.<br />
My anxiety is a text.<br />
My faith (and the theology it's rooted in) is a text.<br />
The Christian liturgy is a text.<br />
The pain experienced daily by those I love and care about is a text.<br />
My own pain is a text<br />
My family is a text.<br />
My 'professional learning network' is a text.<br />
My 'digital footprint' is a text.<br />
This blog post is a text.<br />
The public personal-professional identity this post helps construct is a text.<br />
The Twitter interface is a text.<br />
#critlib (both the hashtag and the concept it signifies) is/are a text(s).<br />
Professional documents are texts.<br />
Library catalogs and databases are texts. And they make accessible (or not) texts.<br />
The books on our library shelves are texts, but so is the configuration of space in which those books are made available.<br />
Library space is a text.<br />
A garden is a text.<br />
Histories are texts.<br />
Data sets are texts.<br />
Bodies of work are texts.<br />
Bodies are texts.<br />
Thought processes are texts.<br />
Memories are texts.<br />
Lived experience is a text.<br />
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When all of these things (and more--the list could go on, of course) are understood as texts, it means they can be <b>read</b>. Reading in this sense is dynamic participation in meaning-making with and in relationship to texts.<br />
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Seeing the world as a text made up of infinite yet <i>particular</i> texts (and beautiful in their particularity) does not reify the world and its parts, but instead invites meaning-making out of and within the world (and its parts!), because it means I as a subject can read these texts and grow my own understanding from that reading act. And so can you.<br />
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***<br />
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As I was having these reflective thoughts earlier today, it led me to look up <i>textuality</i> in Wikipedia, in an effort to better remember ideas I learned about in the undergraduate literary criticism course that was part of my English and American Literature major. Here is a small excerpt that almost poetically gets at what I'm referring to in this post as <b>my method of being in the world</b>:<br />
<blockquote class="tr_bq">
Textuality is a practice. Through a text’s textuality, it makes itself mean, makes itself be, and makes itself come about in a particular way. Through its textuality, the text relinquishes its status as identity and affirms its condition as pure difference. In indifference, the text "dedefines" itself, etches itself in a texture or network of meaning which is not limited to the text itself. (<a href="https://en.wikipedia.org/wiki/Textuality#Aspects_of_textuality" target="_blank">Source</a>)</blockquote>
***<br />
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My thoughts on this are still developing--in the process of being written as a text, if you will. But this method connects my faith, my developing understanding of social justice, my information literacy and library work (including the pedagogies I aim to use in that work), and my engagement with technology. And these are all the things I have set out to read during my sabbatical.<br />
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I'm a week and a half into my sabbatical part two, which lasts twelve weeks in total. I'm looking forward to seeing where <b>reading as method</b> leads me in the coming months.<br />
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<div class="separator" style="clear: both; text-align: center;">
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-Sob8jYuwBsA/V1cus0lf-mI/AAAAAAAAuFY/E2dzu6fELkceNNmwNNISN8vZkqPoyFr5wCLcB/s1600/anna%2Bstringcraft.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://3.bp.blogspot.com/-Sob8jYuwBsA/V1cus0lf-mI/AAAAAAAAuFY/E2dzu6fELkceNNmwNNISN8vZkqPoyFr5wCLcB/s320/anna%2Bstringcraft.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is a picture of my daughter making something out of string.</td></tr>
</tbody></table>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-2983546976659695832015-12-15T21:07:00.002-05:002015-12-17T13:24:11.815-05:00Becoming #critlibTonight there will be a #critlib chat in which my colleague-friend <a href="http://kevinseeber.com/" target="_blank">Kevin</a> has <a href="http://critlib.org/feelings/" target="_blank">assigned a homework writing reflection</a>. I'm not sure if I will finish this in time for the chat, which starts in 30 minutes, but I decided to give it a go. I am brain fried due to a 9-hour day of (awesome) librarian collaboration today, so I'm not sure how much sense I will make.<br />
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Kevin proposed three questions as prompts for reflection, which some have chosen to use to frame their reflections. I am choosing to do the same. Let's see what I wind up typing in response to his questions.<br />
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<b>Why are you a critical librarian? Why do you identify with these ideas? Why do you participate in these chats?</b><br />
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I'm not sure that I am a critical librarian. But I want to be.<br />
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I believe it is important--no, essential--to approach work in libraries (or any kind of work, really) in a way that includes working to <i>see</i> the structures and systems in which we all--including and especially our students--aim to thrive (but often can't). These structures and systems can be technical and physical, but they can also be social and economic. We need to <i>see</i> these structures and systems, and then we need to <i>critique</i> and <i>try to make them better and more just</i>.<br />
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The thing is, I'm not sure how good I am at this. I need help seeing the structures and systems. I know it's because I am privileged within these structures and systems, which makes it hard for me to see them. I know all this. But I choose to try to see them anyway. Then I choose to try to develop the vocabulary and relationships with others necessary to critique them. And then I really, really want to make them better and more just.<br />
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But on my own I will never learn how to do these things, <b>things that I understand to be necessary to grow into a whole human being</b>. Because if my humanity is at the expense of the humanity of others, then it isn't humanity as I understand it.<br />
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So I identify with these ideas because to say the stakes are high is an understatement.<br />
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And I participate in these chats because, through listening to others who <i>live this critical work because they have to </i><i>(i.e., embody this critical work through their lived experiences)</i>, I learn more and better about how to <i>see</i>, <i>critique</i>, and <i>try to make better and more just</i>.<br />
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I need help with these things. I am a baby at them. I am not a critical librarian, but I am trying to become one. And the #critlib chats--and way more importantly, the incredible persons who constitute them--are helping me to do so.<br />
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In addition, the relationships I have developed as a result of my participation in the chats have grown invaluable to me as a person, let alone as a librarian in this profession. I am so grateful I get to do this incredibly important work in and through our relationships with each other. <br />
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I'm brain fried so I can't think of a summative way to end this post. So I will just end it here and click publish, not even sure what all I wrote here. You all are beyond lovely as persons in the world. Thank you for being. *sparkly heart emoji*<br />
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<b>Edited on 12/17/15 to add:</b> I consider the community of #critlib librarians to include way more librarians than those who participate in the chats. Some of the most critical, #critlib parts of my experience on Twitter do not include the hashtag, and happen outside the chats (and most often involve me listening, not tweeting). This was what I meant above by "the relationships I have developed as a result of my participation in the chats": the idea being, through the chats I started to <i>see</i> the systems and structures that oppress, and as a result of that seeing I have sought to connect with those who, through lived experience, make what I'm seeing <i>real</i> within my humanity--whether or not they ever tweet using the #critlib hashtag. Many of those connections have become relationships--both professional and personal--for which I am incredibly grateful, and because of which I am becoming more human. To be frank, usually the real critical work is happening outside the chats, which is not to say the chats aren't worthwhile, but that they serve a different purpose from "containing the bulk of the critical library work happening on and through Twitter". They don't. And I'm grateful this is so because it means one mode of participation does not hold the monopoly on what it means to do critical library work, on and through Twitter or otherwise.Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-28116932637538805882015-10-31T11:02:00.000-04:002016-07-12T11:08:41.912-04:00Metaliteracy at the Course Level: A look at “Revising for Metaliteracy” from the forthcoming Metaliteracy in Practice book [Metaliteracy.org]<i>This piece is cross-posted <a href="https://metaliteracy.org/2015/10/30/metaliteracy-at-the-course-level-a-look-at-revising-for-metaliteracy-from-the-forthcoming-metaliteracy-in-practice-book/" target="_blank">at Metaliteracy.org</a>. I co-wrote it with Teresa Grettano as a preview of our chapter, "Revising for Metaliteracy: Flexible Course Design to Support Social Media Pedagogy," appearing in the forthcoming book </i>Metaliteracy in Practice<i>. </i><br />
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What does a course designed intentionally for metaliteracy—as both a pedagogical method as well as a learning outcome—look like? How can a course’s goals, assignments, and schedule be deliberately composed and structured to develop metaliteracy in both students and instructors? And why might instructors choose to use social media in their courses, not despite but because of the complexities that accompany these technologies when they are invited into the learning community of the classroom?<br />
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This chapter offers answers to these questions by describing, analyzing, and reflecting on a 200-level Writing course called Rhetoric & Social Media, in which students “investigate rhetoric through and the rhetoric of social media.” This course was co-designed and co-taught by the authors—an information literacy librarian and a rhetoric/composition professor—for the first time at their institution in spring 2011. At its inception the course focused on the social media platform Facebook as both the primary object of analysis and vehicle for learning in the course. By 2013, it became clear to the authors that a course intentionally designed to develop both information literacy and rhetorical and critical practice in students on social media needed to address more platforms than Facebook, and needed to be flexible in how it did so. To this end, the authors significantly revised the course in time for the spring 2013 semester to include Twitter, Instagram, and Pinterest, in addition to Facebook, with a restructured course schedule and new learning exercises (i.e., assignments) developed to take advantage of this expansion in scope.
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This chapter shares with readers this revision process: what the revisions were, the authors’ pedagogical rationale for the revisions made, the outcomes of the revisions (i.e., how they played out in practice in the classroom), and the relationship between this revision process and the development of metaliteracy in all involved—students and instructors/authors alike. <a href="https://metaliteracy.org/2015/08/30/metaliteracy-in-practice-sneak-peak-3/" target="_blank">Like a companion chapter in this collection</a>, this chapter models a metaliterate approach to course design through its method of analyzing elements of the syllabus over time, in order to build an argument for what metaliteracy at the course-level looks like. It also makes connections between the goals of rhetorical theory and the goals of metaliteracy, connections that can be leveraged by information literacy educators to further integrate these domains within and across the curriculum.Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-41858733294757477032015-09-23T19:55:00.000-04:002016-09-20T21:31:48.926-04:00Sabbatical 2016: Technology, Identity, & PersonhoodIn my recent internet travels, I discovered that two years ago Barbara Fister shared publicly her <a href="https://barbarafister.wordpress.com/2013/03/09/sabbatical-dreams/" target="_blank">research proposal for a year-long sabbatical</a>. She was subsequently awarded the sabbatical, and during academic year 2014-2015 she immersed herself in her research inquiry and created <a href="http://barbarafister.com/bouillabaisse.html" target="_blank">a series of digital texts</a> that resulted from this work.<br />
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I was awarded tenure this year. I had hoped to write a reflection about what this means for me and my work as an academic librarian, and I still may (though it feels kind of overwhelming to try to capture in words all the complex feelings I have about this). But one very concrete thing it means is that I am eligible for a sabbatical during my first year as tenured library faculty, and that year has just started.</div>
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Library faculty at my institution are eligible for what is termed a "short-term sabbatical" in our Faculty Handbook, which means we may take sabbatical time during the "off seasons" on our campus: January, June, July, and August. The number of months (four) equal that of a single semester-long sabbatical, but they are broken up. I suspect the reasoning behind this when it was negotiated has to do with ensuring the library is properly staffed during the fall and spring academic semesters. I have a lot of thoughts, questions, and ideas about this, which I may pursue on my campus in my future as a tenured member of the library faculty. </div>
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<br /></div>
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But for now, being eligible at all for a sabbatical--during which I will be paid my full salary for pursuing in-depth research in my professional discipline--is a privilege I can barely wrap my tired, feeble mind around at this point. I'm sure I won't understand the significance until it is Monday, January 4, 2016, and I don't have to report to the office for my daily library duties, and instead get to crack the pages of bell hooks' <i>Teaching to Transgress</i> for the first time. </div>
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If you haven't guessed by now, my sabbatical was granted, and I will be taking it in January, June, July, and August of 2016. I am incredibly excited about the line of inquiry I plan to pursue during these months, as it brings together in conversation so many areas I have studied and begun to scratch the surface on during my six probationary years on the tenure track. </div>
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On a practical level, my main goal is to use this time to read, read, and read some more, with some writing in there as well, but most of the writing will serve my understanding and processing of the reading. There are some concrete things I hope to show for the experience, including scholarly contributions in appropriate publications, as well as some curricular development and mapping across my campus in the areas I'll be researching. </div>
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But mainly, I plan to read. I want to read all the longform things I haven't been able to fit into my daily 12-month, 40-hours-per-week work schedule. </div>
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I had an idea to possibly share my sabbatical application openly in some way, and coming across Barbara's post from two years ago has inspired me to do so here. </div>
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A few contextual notes: I had to apply for a sabbatical that would take place during academic year 2015-2016 in <b>September 2014</b>. This means I was casting out a year and three months to what I hoped would be a series of worthwhile research activities for the specific months of the sabbatical, which was not an easy feat. Also, I have expanded the publications I plan to target for any process-based writing that results from this research to include <i><a href="http://www.inthelibrarywiththeleadpipe.org/" target="_blank">In the Library with the Leadpipe</a></i>, <i><a href="http://www.hybridpedagogy.com/" target="_blank">Hybrid Pedagogy</a></i>, and the <i><a href="http://journalofdigitalhumanities.org/" target="_blank">Journal of Digital Humanities</a> </i>(or another appropriate DH publication for a particular idea I have in mind) [edited to also add the <i><a href="http://jitp.commons.gc.cuny.edu/" target="_blank">Journal of Interactive Technology & Pedagogy</a></i> who just put out a call for submissions I am eyeing...]. </div>
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So, without further ado, here are my own soon to be real "sabbatical dreams":</div>
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<div align="center" class="MsoNormalCxSpFirst" style="text-align: center;">
<b><span style="font-size: 14.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">Technology, Identity, & Personhood:<o:p></o:p></span></b></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
<span style="font-size: 11.0pt; line-height: 200%;">A critical inquiry into the relationship
between who we are <o:p></o:p></span></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
<span style="font-size: 11.0pt; line-height: 200%;">and the information tools we use to
learn, process, and communicate<o:p></o:p></span></div>
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<br /></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
<span style="font-size: 11.0pt; line-height: 200%;">Application for Short-Term Sabbatical
Leave<o:p></o:p></span></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
<span style="font-size: 11.0pt; line-height: 200%;">During Intersession 2016 and Summer
2016<o:p></o:p></span></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
<span style="font-size: 14.6667px;">(</span><a href="https://drive.google.com/file/d/0B5ctiHXuXDRbWlNIeE9iMThwWEU/view?usp=sharing" style="font-size: 14.6667px;" target="_blank">PDF version here</a><span style="font-size: 14.6667px;">)</span><br />
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<span style="font-family: inherit;"><span style="font-size: 11.0pt; line-height: 200%;"> </span><span style="font-size: 11pt; line-height: 200%;">September 15, 2014</span></span></div>
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<span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">Donna Witek, MA, MLIS<o:p></o:p></span></span></div>
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<span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">Associate Professor &<o:p></o:p></span></span></div>
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<span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">Public Services Librarian<o:p></o:p></span></span></div>
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<span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">Weinberg Memorial Library<o:p></o:p></span></span></div>
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<span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">The University of
Scranton<o:p></o:p></span></span></div>
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<span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">Scranton, PA 18510<o:p></o:p></span></span></div>
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<a href="mailto:donna.witek@scranton.edu"><span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;">donna.witek@scranton.edu</span></span></a><span style="font-size: 11.0pt; line-height: 115%;"><span style="font-family: inherit;"> ~ 1.570.941.4000</span><o:p></o:p></span></div>
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<b><span style="font-size: 11.0pt; line-height: 200%;">SUMMARY<o:p></o:p></span></b></div>
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<span style="font-size: 11.0pt; line-height: 200%;">I request a short-term, scholarly research sabbatical
leave, to be taken during Intersession 2016 and Summer 2016, to research the
intersections between the technologies we use to both interact with and create
knowledge and information, and our conceptions of self and embodied personhood
in the digital post-modern world. <o:p></o:p></span></div>
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<b><span style="font-size: 11.0pt; line-height: 200%;">BACKGROUND<o:p></o:p></span></b></div>
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<span style="font-size: 11.0pt; line-height: 200%;">Information literacy is currently defined by the
American Library Association (ALA) and the Association of College &
Research Libraries (ACRL) as “a set of abilities requiring individuals to
‘recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information,’” a definition first published in
1989 and developed further in 2000, just before the emergence of social media
on the Web. ACRL is currently revising its <i>Information
Literacy Competency Standards for Higher Education</i> into a <i>Framework for Information Literacy for
Higher Education</i> to address the technological developments that have
occurred these past fourteen years, moving beyond a skills-based understanding
of information literacy to an understanding that incorporates dispositional
attitudes and conceptual knowledge of the increasingly complex nature and
contexts of information in the digital age. <o:p></o:p></span></div>
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<span style="font-size: 11.0pt; line-height: 200%;">In the June 2014 draft of this new <i>Framework</i>, the ACRL Information Literacy
Competency Standards for Higher Education Task Force offers the following as an
updated definition of information literacy in our present context:<o:p></o:p></span></div>
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<span style="font-size: 11.0pt;"><br /></span></div>
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<span style="font-size: 11.0pt;">Information literacy is a
repertoire of understandings, practices, and dispositions focused on flexible
engagement with the information ecosystem, underpinned by critical
self-reflection. The repertoire involves finding, evaluating, interpreting,
managing, and using information to answer questions and develop new ones; and
creating new knowledge through ethical participation in communities of learning,
scholarship, and practice. (p. 2)</span><o:p></o:p></div>
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<span style="font-size: 11.0pt; line-height: 200%;">As
a faculty librarian whose instructional content area centers on information
literacy, it is my job to both engage and embody this definition of information
literacy in my work, in order to effectively develop it in our students through
my teaching and pedagogy. In particular, the definition’s focus on
“dispositions,” “critical self-reflection,” and “ethical participation in
communities of learning, scholarship, and practice,” opens the door to engaging
and understanding information literacy through new theoretical lenses, such as
critical, rhetorical, and social theory, as well as Christian anthropology and
ethics—particularly when information literacy is taught, learned, and practiced
in the Catholic, Jesuit educational context.<o:p></o:p></span></div>
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<span style="font-size: 11.0pt; line-height: 200%;"> I began this work of understanding
information literacy within this increasingly complex technological environment
several years before ACRL developed the updated definition shared above.
Through my work co-designing and co-teaching the course WRTG 224: Rhetoric
& Social Media with Dr. Teresa Grettano, student learning outcomes related
to information literacy and developed through the lenses of rhetorical and
identity theory, metaliteracy, and Jesuit pedagogy have been taught on our
campus since the first run of the course in Spring 2011. As the syllabus tells
the students, <o:p></o:p></span></div>
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<span style="font-size: 11.0pt;"><br /></span></div>
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<span style="font-size: 11.0pt;">We designed this course to
engage you “where you are at”—a goal of both Jesuit education and critical
pedagogy—by situating traditional instruction in rhetorical theory/practice and
information literacy within social networks—specifically on Facebook. The
benefit of our doing so is not only your enhanced engagement, but also an
opportunity for us to facilitate a critical engagement with the media you use
daily. . . . In essence, the course will investigate rhetoric <i>through</i> and the rhetoric <i>of</i> social media. Put simply, we will be
examining and practicing how you make meaning with information on Facebook.</span></div>
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<span style="font-size: 11.0pt; line-height: 200%;">The
course has been taught three times since its creation, and each time Teresa and
I update the content and assignments to address the changes in social media
that have occurred since the last iteration; for instance, for the third run of
the course, the platforms studied were expanded to include Twitter, Instagram,
and Pinterest, in addition to Facebook, inviting critical engagement with an
increasingly diverse set of participatory information tools which students use
on a daily basis. Teresa and I have published on our work (Witek &
Grettano, 2012; Witek & Grettano, 2014), and the course will be offered again
in Spring 2015 after another substantial revision to account for further
changes in both the theory and practice of rhetoric and information literacy on
social media.<o:p></o:p></span></div>
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<span style="font-size: 11.0pt; line-height: 200%;"> Amid the above instructional work
with Teresa, I completed my MA in Theology here at the University, and wrote my
thesis on worship and liturgy as they relate to knowledge and experience of God
(Witek, 2013). While at first a connection between this work and my work with
Teresa might not seem obvious, I found myself using the liturgical theology I
was engaging for my thesis as a tool to critique the digital contexts I was
studying and working in with Teresa and the students in Rhetoric & Social
Media. More specifically, the implications of an incarnational, embodied understanding
of what it means to know (and love) God—and by extension, what it means to be
in community and know (and love) others—when considered alongside theories of
constructed knowledge and identity as they play out in participatory and
virtual environments and spaces, are considerable and require further study. What
are the differences between identity (understood to be constructed) and
personhood (understood as the <i>Imago Dei</i>
in us)? How do these differences play out in our relationships with both the
technologies we interact with on a daily basis and those persons with whom we seek
to be in community, often facilitated by these technologies? How might
Christian anthropology offer a lens through which to both use ethically and
critique these technologies? And how can we use the answers to these questions
to inform our pedagogy?<o:p></o:p></span></div>
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<b><span style="font-size: 11.0pt; line-height: 200%;">REASONS OR NEED<o:p></o:p></span></b></div>
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<span style="font-size: 11.0pt; line-height: 200%;"> There are several needs for this
type of inquiry at this moment in time, and situated on our particular campus.
Issues of privacy, surveillance, and monetization of personal data are playing
out in both government legislation and in the national discourse surrounding
the Internet, including the “free” platforms we use on a daily basis to both
learn and communicate—platforms like the ones we study in Rhetoric & Social
Media which are, in fact, businesses that understand users and their data as
the product they sell to their actual customers: advertisers. It is critical
that our students develop the knowledge, skills, and dispositions, as well as
the moral and ethical compass necessary to both navigate this future (which has
already arrived) and thrive within it as men and women for [and with] others. <o:p></o:p></span></div>
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<span style="font-size: 11.0pt; line-height: 200%;">In 2013, a film titled <i>Her</i> was released in which a near future containing artificially
intelligent software is depicted. Ironically (and tellingly), the film is first
and foremost a love story, where the protagonist Theodore falls in love with
his computer’s (disembodied) operating system, named Samantha; the film’s
function as dystopian commentary is secondary to this relationship-based
romance. As fanciful as this premise sounds, the information systems we currently
interact with on a daily basis are learning our preferences with every click,
swipe, and keystroke we make—much as Samantha does for Theodore in the film—through
the use of powerful algorithms designed to offer us the personalized experience
those in power would have us believe we crave. And with wearable technology
like glasses and watches that are also mini-computers whose function is to
collect personal data about our very selves, in order to augment the way we
interact with the world around us, the question of how to both critically and
meaningfully thrive in this world as persons of dignity and worth is more
pressing than ever. Furthermore, such an inquiry will put in constructive
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<p class=MsoNormal style='line-height:normal'>
<span style='font-size:9.0pt;
mso-bidi-font-size:8.0pt'>This TIME cover appeared in my Twitter feed as I
wrote this application (Moore, 2014).<o:p></o:p></span></p>
</div>
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</v:group><![endif]--><!--[if !vml]--><!--[endif]--><span style="font-size: 11.0pt; line-height: 200%;">humanities and information literacy, a
conversation that will infuse and benefit multiple areas of the curriculum on
our campus and, through our transformed pedagogy, result in the formation of
our students into critical yet empathetic persons and professionals upon
leaving the University.<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="MsoNormalCxSpMiddle">
<b><span style="font-size: 11.0pt; line-height: 200%;">SPECIFIC ACTIVITIES<o:p></o:p></span></b></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-_kcXk02G2GI/VgM1kdTGcwI/AAAAAAAAqDw/Ex0L8kX3L7E/s1600/TIME%2Bcyborg%2Bcover.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://1.bp.blogspot.com/-_kcXk02G2GI/VgM1kdTGcwI/AAAAAAAAqDw/Ex0L8kX3L7E/s320/TIME%2Bcyborg%2Bcover.png" width="263" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div class="MsoNormal">
<span style="font-size: 9.0pt; mso-bidi-font-size: 8.0pt;">This TIME cover appeared in my Twitter feed </span></div>
<div class="MsoNormal">
<span style="font-size: 9.0pt; mso-bidi-font-size: 8.0pt;">as I
wrote this application (Moore, 2014).<o:p></o:p></span></div>
</td></tr>
</tbody></table>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt; line-height: 200%;"> I plan to participate in the
Ignatian Pedagogy Seminar on our campus the summer prior to the sabbatical
(Summer 2015 [<a href="http://www.donnawitek.com/2015/08/making-information-literacy-one-shot.html" target="_blank">my recently posted follow-up report</a>]), with an eye towards identifying ways that Ignatian pedagogy can
both critique and provide meaning to the use of technology in our classrooms
and in our lives. My primary activity during the proposed sabbatical will be to
immerse myself in the literature focused on information science, social media,
identity, personhood, ethics, and Christian anthropology, as well as the focused
study of critical, rhetorical, and social theory as they relate to both
technology and pedagogy. As I do so, I will map connections between these discourses,
identifying areas of overlap and complement, as well as any conflict between
modes of thinking and being articulated in them. In many ways, finding these
anticipated points of conflict and incompatibility is a primary goal of this
project, as these points will provide an opportunity to critique both the
technologies themselves and our relationship with them, while yet offering
(perhaps) a way forward for thinking, learning, and being, with dignity and
discernment, in the digital post-modern world we find ourselves in. <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: .5in;">
<span style="font-size: 11.0pt; line-height: 200%;">During and after this focused period of research, and
still within the period of the proposed sabbatical, I plan to develop learning
outcomes in three modes—cognitive (knowledge), behavioral (skills), and dispositional
(attitudes/habits)—related to my findings as I compare and synthesize this
material. These outcomes, while situated within the curricular goals of the
Weinberg Memorial Library (WML) Information Literacy Program, will have
resonance for other programs on campus, and so will serve as a resource for
further integrating information literacy into the campus-wide curriculum. To
this end, I will map these developed learning outcomes to the following
documents: the ACRL <i>Framework for
Information Literacy for Higher Education</i>, the WML Information Literacy
Program Assessment Plan, and institutional and program goals at the University.
Finally, I will begin the preliminary design of learning activities (i.e.,
assignments and assessments), through which these learning outcomes might be
developed in students both inside and outside the classroom, for intended use
by the WML Information Literacy Program in collaboration with other curricular
programs on campus.<o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<b><span style="font-size: 11.0pt; line-height: 200%;">OUTCOMES<o:p></o:p></span></b></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt; line-height: 200%;"> In addition to developing learning
outcomes related to my sabbatical research, as well as documents mapping these
outcomes to the ACRL <i>Framework for
Information Literacy for Higher Education</i>, the WML Information Literacy
Program Assessment Plan, the Institutional Learning Outcomes for the University,
and other relevant curricular programs on campus (i.e., General Education, <i>Eloquentia Perfecta</i>, etc.), I plan to
report on the process, findings, and classroom implementation of my sabbatical
research activity, targeting the following peer-reviewed venues: <i>Jesuit Higher Education: A Journal </i>;<i> SIMILE: Studies In Media & Information
Literacy Education </i>;<i> Composition
Forum </i>; <i>Journal of Technology,
Theology, & Religion </i>; and, <i>Zygon:
Journal of Religion and Science</i>.<o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<b><span style="font-size: 11.0pt; line-height: 200%;">REFERENCES<o:p></o:p></span></b></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt;">ACRL Information Literacy Competency Standards for Higher Education
Task Force. (2014). <i>Framework for
Information Literacy for Higher Education, Draft 2, June 2014</i>. ACRL. Retrieved
from: </span><a href="http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf" target="_blank"><span style="font-size: 11.0pt;">http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf</span></a><span style="font-size: 11.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<br /></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt;">American Library Association & Association of College and Research
Libraries. (2000). <i>Information Literacy
Competency Standards for Higher Education. </i>ALA and ACRL. Retrieved from: </span><a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf" target="_blank"><span style="font-size: 11.0pt;">http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf</span></a><span style="font-size: 11.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<br /></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt;">Moore, T. [TimMoore]. (2014, September 10). How #WearableTech is
changing your life - like it or not. @TIME pic.twitter.com/iwjxT8o8Ly [Tweet].
Retrieved from </span><a href="https://twitter.com/TimMoore/status/509803279870476288" target="_blank"><span style="font-size: 11.0pt;">https://twitter.com/TimMoore/status/509803279870476288</span></a><span style="font-size: 11.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<br /></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt;">Witek, D. (2013). “‘Now lay aside all earthly cares’: Knowledge of God
through Christian Worship.” MA thesis. The University of Scranton. Retrieved
from: </span><a href="http://digitalservices.scranton.edu/cdm/ref/collection/p15111coll1/id/941" target="_blank"><span style="font-size: 11.0pt;">http://digitalservices.scranton.edu/cdm/ref/collection/p15111coll1/id/941</span></a><span style="font-size: 11.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<br /></div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt;">Witek, D., & Grettano, T. (2012). “Information literacy on
Facebook: an analysis.” <i>Reference
Services Review</i>, <i>40</i>(2), 242-257.<o:p></o:p></span></div>
<div class="MsoNormalCxSpMiddle">
<br /></div>
<div align="center" class="MsoNormalCxSpMiddle" style="text-align: center;">
</div>
<div class="MsoNormalCxSpMiddle">
<span style="font-size: 11.0pt;">Witek, D., & Grettano, T. (2014). “Teaching metaliteracy: a new
paradigm in action.” <i>Reference Services
Review</i>, <i>42</i>(2), 188-208. <o:p></o:p></span></div>
<br />
<br /></div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-65314855262794739172015-08-21T10:41:00.001-04:002015-08-21T10:49:37.896-04:00Facebook is Broken<i>I posted the following as a Facebook 'status update' on August 19, 2015, edited a bit to add an image and links where applicable. It came after a 2-month hiatus I took from the website, and its purpose was to both explain the reason for the hiaitus and to describe my approach to Facebook moving forward. </i><br />
<i><br /></i>
<i>As readers of the blog will know, <a href="http://www.donnawitek.com/search/label/Facebook" target="_blank">Facebook</a> has been one of my primary objects of research study for six years, and yet I don't think I've blogged much about my personal approach to the site. The following characterizes much of my current position, perspective, and approach to Facebook as a user. </i><br />
<hr />
<br />
Facebook is broken, or, dispatches from the bank of the stream...<br />
<br />
Facebook is broken for me because my reasons for visiting this platform are no longer supported by the platform's functionality and the values built into its design.<br />
<br />
If I could set up my Facebook feed(s) so that I only see original photos and text-based status updates posted manually by the people I care about, Facebook would not be broken for me. Believe it or not, iterations ago these global filters existed on the main News Feed for all of us, as I’m sure many will remember.<br />
<br />
Of course they are long gone, because to provide those options cuts against Facebook’s relationship to its paying customers: advertisers.<br />
<br />
So, well over a year ago, as a 'hack' to take back a little control, I created 'friends lists' which served as 'channels' where I bypassed two frustrating behaviors of the News Feed: 1) visiting a list enables you to see ALL updates from those added to it (so, no algorithm determines what is worthy of being made visible), and, 2) there were filters for post types that could be applied globally to each list. Oh, and list feeds have no ads.<br />
<br />
This set-up worked for over a year for me. Until one day, the filters disappeared. Suddenly, my list feeds started featuring 'such and such [friend] is now friends with so and so [stranger]' and 'help this person level up in their game [BIG IMAGE FROM GAME]'.<br />
<br />
Then, politics happened--well, it's always happening, but the news cycle did a thing (a few things actually), and the result was more polarization among and between my multiple communities than the 'normal' amount I had grown to bear in my own way on this site and others like it.<br />
<br />
And not just polarization, but the visual rhetorical presentation of positions that seemed (please note ‘seemed’, not ‘did’; this is an important distinction) to resist the fact that every 'issue' in this messed up, broken world is complex. End stop.<br />
<br />
Put another way, I began to perceive, through and on Facebook-as-platform, positions on issues in our world presenting themselves as simple, self-evident, and obvious, when in reality they are anything but.<br />
<br />
This type of visual rhetorical presentation (writ large, taking many forms, and articulating diverse positions) became painful for me (physically, in my chest, at times)--it's the cognitive and affective dissonance of *knowing*, through lived experience, that something is far more complex than how you’re seeing it rhetorically presented before your eyes--making it hard for me to engage on Facebook and sites like it for a time.<br />
<br />
And then I began to realize, this platform--Facebook--is in fact built, designed, and programmed to eliminate complexity in the visual rhetorical presentation of shared information on this site.<br />
<br />
[NB: This observation complicates the heck out of <a href="http://www.slideshare.net/donnarosemary/i-found-it-on-facebook" target="_blank">all of the research</a> <a href="http://www.slideshare.net/donnarosemary/rethinking-information-literacy-classroom-evidence-for-incorporating-students-social-media-practices-into-our-professional-understanding" target="_blank">I’ve been doing for six years now</a> <a href="http://www.slideshare.net/donnarosemary/facebook-in-the-information-literacy-classroom-framework-and-strategies" target="_blank">with Teresa Grettano</a> <a href="https://www.academia.edu/7057843/Information_literacy_on_Facebook_an_analysis" target="_blank">about information literacy practices and behaviors</a> <a href="https://www.academia.edu/7623485/Teaching_metaliteracy_a_new_paradigm_in_action" target="_blank">on sites like Facebook</a> [Added editorial note: those are five different links btw.]. But that’s okay: 'complex' is clearly where it’s at for me, these days and always.]<br />
<br />
So, I just can't do it anymore, where 'it' means trying to get this tool I've studied as both a researcher and a user, since 2009 and 2005 respectively, to work the way I wish it did.<br />
<br />
I've decided not to leave Facebook entirely though, because the other thing I realized during my Facebook hiatus this summer is that I do still wish to share things about my home life, my family, and some things about work (though FYI: most of my work-related sharing is <a href="https://twitter.com/donnarosemary" target="_blank">on Twitter</a> these days), with the people I've chosen to connect with on here.<br />
<br />
I also use this account as a network node where I connect with those persons I want a way to be in contact with, whether they be new professional colleague-friends or other types of cool folks I meet and get to know through and in my days. I plan to continue to utilize the site in this manner.<br />
<br />
But, I'm giving myself permission to do something I've never done on here before: I am going to share what I want to share, with no plans to view everyone else's posts *in aggregate* (that is, via any feed-type options this site offers users--because, as I said, they are all broken for me, for one reason or another).<br />
<br />
Instead, I'll be keeping up with folks individually, deliberately, and mindfully, by visiting your profiles directly.<br />
<br />
Basically, I'm stepping out of the stream, but still want to camp out on the bank and do my own thing at my own camp, so to speak, and visit your camps directly from now on (house calls!), versus trying to have a meaningful meeting while caught up in the current.<br />
<br />
And I definitely welcome visits to my little section of the stream bank by folks who are interested in what is happening in my life. <3<br />
<br />
I wanted to share this news explicitly because I have never *not* been in the communal 'stream' before on here, except during my two explicit hiatuses, a year ago (for two weeks) and this summer.<br />
<br />
Oh, and a related PSA: Facebook messages are now the near worst way to get in touch with me--the worst way probably being via phone (I know, I know). I don’t use the Facebook message app and never will. So, I will do my best to catch up on any Facebook messages that have come in over the summer (when I have time), but all in all, you’re better off emailing me than messaging me on here anymore.<br />
<br />
So, now that I've shared my new approach to Facebook, starting tomorrow I plan to begin playing catch-up by posting about all the cool things that have happened over the summer since I took my Facebook hiatus at the end of June.<br />
<br />
What’s funny is, I know the Facebook News Feed algorithm isn’t going to favor my posts much, especially since I’m going to be sharing quite a few in quick succession over the next week or so. So consider this post an invitation to visit my profile from time to time to see what I’m up to. :)<br />
<br />
And, I'm looking forward to catching up with all of you, in a manner that also protects the peace I've found over here on the stream bank. <3<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a data-context="false" data-flickr-embed="true" data-footer="false" data-header="false" href="https://www.flickr.com/photos/keithius/5944590814/in/photolist-a4izK5-52YwAh-eaxhqg-o7FwU6-nqJvGR-aEHp3o-4SWTBR-poBGLs-6w7EVT-rigZ1t-ra6Qin-cZAToA-9GmntQ-aFAwKR-8mvuuw-61N4J7-dUKXEe-7AUxzE-myBD1q-4otv9s-9km8mQ-8DbU9r-9Ajfxs-4bqmk8-3pNdkn-6e5ybj-fLEfbb-67VyBH-ni6oD1-ncbhTN-vJt9JD-vgGwJi-p92e5X-hBVjTo-7pqpPk-ejNadX-hzMEQL-7hq1nM-7zQQsX-5xP2k9-WpXN5-6Kvnem-7BbHPq-diZmHP-8DHtMc-95Fm1v-4Kn1Yt-52wMFj-9trgex-8DLhbs" style="margin-left: auto; margin-right: auto;" title="rocky stream and mossy banks"><img alt="rocky stream and mossy banks" height="351" src="https://farm7.staticflickr.com/6147/5944590814_250ec6129c_z.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.flickr.com/photos/keithius/5944590814/" target="_blank">Image</a> by Flickr user <a href="https://www.flickr.com/photos/keithius/" target="_blank">keithius</a> via <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/legalcode" target="_blank">CC BY-NC-SA 2.0</a>* (<a href="https://creativecommons.org/licenses/by-nc-sa/2.0/" target="_blank">human readable version of license here</a>)</td></tr>
</tbody></table>
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Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-35803750984224641542015-08-18T16:09:00.000-04:002015-08-19T12:26:56.890-04:00Making the Information Literacy ‘One-Shot’ Ignatian<i><span style="font-family: inherit;">What follows is the culminating project I proposed as a result of my participation in the Ignatian Pedagogy Seminar on my campus on August 3-7, 2015, a transformative experience to say the least. It describes the ways in which I plan to incorporate what I learned during the seminar into my instructional activities. </span></i><br />
<hr />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">My
experience participating in the Ignatian Pedagogy Seminar this summer has set
the direction for the next phase of my broader research agenda into the
relationship between pedagogy, technology, and the humanity of learners. As a
first step in this process, I propose the following project as a culmination of
my participation in the seminar in summer 2015.</span><br />
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<span style="font-family: inherit;">My plan is
to use the 5-point Ignatian pedagogical paradigm (<i><a href="http://tinyurl.com/IPP2014" target="_blank">Ignatian Pedagogy—An Abridged Version</a> </i>[pdf] [IPP], 2014) as a framework
for infusing Ignatian vision and pedagogy into the primary type of instruction
I deliver as a faculty librarian: ‘one-shot’ information literacy instruction. ‘One-shot’
information literacy instruction refers to instruction by a librarian on
information literacy<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[1]</span></span><!--[endif]--></span>
topics, skills, and concepts to students in a course as a guest presentation
within the course schedule. The students only see the librarian in the
classroom context once throughout the semester, which makes developing a
relationship-based rapport with students a challenge. When done well, the
‘one-shot’ can be effective, but it requires that the librarian collaborate in
advance with the course instructor on learning outcomes for the information
literacy instruction session, assignment design for the research-based
assignment(s) within the course, and assessment of student learning as a result
of the session. There must be visible<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[2]</span></span><!--[endif]--></span>
mutual respect between the librarian and the course instructor for the
‘one-shot’ to work, but even when collaboration based on this respect occurs,
pedagogical choices by the librarian are limited in scope to what can be
accomplished in either 50 or 75 minutes.<o:p></o:p></span></div>
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<span style="font-family: inherit;">In the
5-point Ignatian pedagogical paradigm, the first and last points—<i>context</i> and <i>evaluation</i>—are more difficult to apply concretely and pedagogically
within the ‘one-shot’ model of instruction, though a few things can be said
about each in relation to information literacy instruction that aims to be
infused with Ignatian methods and vision. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><i>Context</i>, in which the teacher seeks to
“understand the world of the student” (IPP, 2014, p.4) including the context in
which learning occurs, is something on the one hand librarians are always
doing: we both select and use the same research tools our students will be
using to accomplish their research, and we can develop empathy for novice
researchers based on that shared experience. Making this shared experience
explicit within instruction is one strategy for making information literacy
instruction more Ignatian. On the other hand, we often lack knowledge of the <i>course</i> context within which the
information literacy instruction will take place: we are not their primary
instructors, and we exist outside of the dynamics, rapport, and content
knowledge they are developing through and in the course. A simple way to begin
to address this is to reach out to the course instructor in advance and request
a copy of the syllabus and course schedule, so the librarian can see how their
information literacy instruction will fit within the bigger picture of the
course as a whole.<o:p></o:p></span></div>
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<span style="font-family: inherit;"><i>Evaluation</i>, which is the final point of the
paradigm, refers to teachers evaluating the progress of students toward their
learning goals. This is especially challenging for a librarian delivering
‘one-shot’ instruction because we do not typically have access to the student
work that demonstrates that progress has been achieved. That being said, there
are simple ways the librarian can provide timely and formative student feedback
even within the ‘one-shot’ framework of instruction, including building into
the session an activity that results in some form of student work—even if it is
process-based and ‘unfinished’—which the librarian can review and respond to in
the weeks following the session. This kind of feedback loop requires
collaboration with the course instructor to facilitate getting the feedback to
the students in a timely manner, but is worthwhile in that it would enable the
librarian to complete the 5-point Ignatian paradigm in an explicit manner with
students so they see the value of all five points and have an opportunity to
grow in response to instructor feedback. <o:p></o:p></span></div>
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<span style="font-family: inherit;">The middle
three points of the paradigm—<i>experience</i>,
<i>reflection</i>, and <i>action</i>—offer compelling analogs to the research process, which information
literacy instruction aims to develop awareness of in students, and are the
points I plan to incorporate into my ‘one-shot’ instruction most explicitly in
Fall 2015 and beyond. I see this playing out in the following manner:</span></div>
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<br />
<ul>
<li><span style="font-family: inherit;"><i>Experience</i>: Students need to experience, in a
hands-on/applied manner (i.e., <i>direct</i>
<i>experience</i> (IPP, 2014, p.5)), what it
is like to ‘do research’, even before I’ve taught them anything, since the
research process as I teach it is recursive and <i>always happening</i>, whether they are doing academic course work or
running a quick Google search to find the hours for their favorite coffee shop.</span></li>
<li><span style="font-family: inherit;"><i>Reflection</i>: Students need to reflect on what
they already know, through the research experiences they’ve already had
(including those prompted by their instructors), in order to determine if their
approach needs revision in order to achieve their goal for the research. <i>Reflection</i> in this context will benefit
from facilitation by the teacher (in this case, the librarian), who has already
internalized the outcomes students are developing through the activity—we might
call this ‘<i>reflection</i> with a purpose’.</span></li>
<li><span style="font-family: inherit;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-size: 7pt; font-stretch: normal;"> </span></span><i>Action</i>: Through structured reflection,
students can create a revised research strategy in order to better meet their
identified need, which they can then ‘test’ by putting it into <i>action</i>. The research strategy the
librarian hopes students will develop as a result of information literacy
instruction is <i>not</i> the one deployed
during the initial <i>experience</i> phase,
but the one developed and implemented at this, the <i>action</i> phase. In this way the <i>experience</i>
phase serves as a safe space for students to try something, have it ‘fail’, and
revise based on what is observed as a result of it not working as expected.</span></li>
</ul>
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<span style="font-family: inherit;">It is also
worth noting that this process is always recursive (<i>repetitio</i>): the <i>experience</i>-<i>reflection</i>-<i>action</i> cycle can and should occur many
times throughout the research process, with each cycle resulting in a more focused
and effective research strategy for the topic or question the student is researching.</span></div>
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<span style="font-family: inherit;">Practically
speaking, I will try out the following concrete strategies to accomplish making
the above pedagogical goals explicit for students:</span></div>
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<br />
<ul>
<li><span style="font-family: inherit;">Collaborate
in advance with the course instructor, via email and in person if needed. This
includes requesting a copy of the course syllabus, as well as any
research-based assignment prompts students will be working from at the time of the
information literacy instruction. These materials will assist me with the <i>context</i> point in the paradigm.</span></li>
<li><span style="font-family: inherit;">Develop
a ‘flipped’ classroom activity, in collaboration with the course instructor,
designed to give students an initial research <i>experience</i> from which our classroom session will draw. This initial
activity would need to be assigned as homework by the course instructor during the
class meeting prior to their information literacy instruction with me.</span></li>
<li><span style="font-family: inherit;">During
the ‘one-shot’ information literacy session, devote time to a structured <i>reflection</i> activity in which students
reflect on what worked and what didn’t during their initial <i>experience</i> activity (see bullet point
above). This could be either oral or written (or both).</span></li>
<li><span style="font-family: inherit;">During
the second half of the ‘one-shot’ information literacy session, develop and
guide students through a template for developing a revised research strategy
they can put into <i>action</i>, based on
the ideas discovered communally in the <i>reflection</i>
activity. </span></li>
<li><span style="font-family: inherit;"><i>Evaluation</i> could take one of two forms:
either the <i>reflection</i> or <i>action</i> activities may have a written
component which I could collect and evaluate in the weeks following the
session, or a collaborative assessment of students’ final work for the
research-based assignment(s) could be arranged with the course instructor. </span></li>
</ul>
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<span style="font-family: inherit;">Finally,
in order to make the above points of the Ignatian pedagogical paradigm explicit
for the students, I propose to develop a short, one-page handout that outlines
the 5-point Ignatian pedagogical paradigm <i>and
how each point relates to the research process</i>. I am undecided as to
whether I would distribute this handout in advance of my instruction (through
the ‘flipped’ classroom/<i>experience</i>
activity), or at the end of my instruction session with the students, retroactively
revealing the connections between the activities we just accomplished together
and the Ignatian aspect of their education here at the university. When and how
I share the handout will likely depend on how complex and time-consuming the
activities wind up being, and the needs of each particular course.</span></div>
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<span style="font-family: inherit;">I teach
many ‘one-shot’ information literacy instruction sessions, in courses ranging
from T/RS 121: Introduction to the Bible to WRTG 107: Composition (First-Year
Writing). Upper-level and disciplinary courses I sometimes deliver ‘one-shot’
instruction to are in departments as diverse as English & Theatre,
Theology/Religious Studies, Sociology/Criminal Justice, and Women’s Studies. My
goal will be to challenge myself to deploy as many of the above strategies in
as many of my ‘one-shots’ as possible, understanding that not every instruction
context is suitable for every strategy outlined above. <o:p></o:p></span></div>
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<span style="font-family: inherit;">I am
excited about this challenge, as I believe it will make my ‘one-shot’
instruction more effective, transferrable (skills- and dispositions-wise), and
fulfilling for all involved: myself (the librarian), the course instructor, and
of course the students. <o:p></o:p></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><a href="https://en.wikipedia.org/wiki/Ad_maiorem_Dei_gloriam" target="_blank">AMDG</a>.</span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a data-flickr-embed="true" href="https://www.flickr.com/photos/theologhia/15171490699/in/photolist-p7DRBR-rKTqEd-qSNVDZ-6wjShb-5SCor8-r4zAd3-nk1eif-4Hnd35-jKmbrA-jbbDKa-6wfFfF-o4u8P-o4tNo-o4tvV-6wfGm4-ra7MCt-rabnAd-rabnyE-rabny9-qSNVSV-qSGQWL-rabnrW-qdfPxY-pAvF34-oo1tvH-oo23F8-oCtdC5-oo1taT-oEtiMC-oEv1pa-oo1fLf-oo22Qv-oo1Bho-oo1ivc-4rEBc2-4rEBhM-4rJFT1-4rEBfP-4rJFQy-4rJFNW-4rJFPA-eNMWjx-7adZjF-6wgR1x-6cY5jZ-5AEwvU-5ADMWC-6wgRKF-n5gS4-uCXmqZ" style="margin-left: auto; margin-right: auto;" title="Ad Majorem Dei Gloriam"><img alt="Ad Majorem Dei Gloriam" height="266" src="https://farm4.staticflickr.com/3841/15171490699_424c1d7b06_k.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.flickr.com/photos/theologhia/15171490699/" target="_blank">Image</a> by Flickr user <a href="https://www.flickr.com/photos/theologhia/" target="_blank">theologhia</a> via <br />
<a href="https://creativecommons.org/licenses/by-nc/2.0/legalcode" target="_blank">CC BY-NC 2.0</a> (human readable summary <a href="https://creativecommons.org/licenses/by-nc/2.0/" target="_blank">here</a>)</td></tr>
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<span style="font-family: inherit;"><b>References</b><o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;"><i>Framework for Information Literacy
for Higher Education</i>.
2015. Association of College and Research Libraries. <a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">http://www.ala.org/acrl/standards/ilframework</a>. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><i>Ignatian Pedagogy—An Abridged
Version</i>. 2014.
Jesuit Institute. <a href="http://tinyurl.com/IPP2014" target="_blank">http://tinyurl.com/IPP2014</a> [pdf].</span></div>
<div>
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<div class="MsoFootnoteText">
<span style="font-family: inherit;"><span class="MsoFootnoteReference"><span style="font-size: 11.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 11pt;">[1]</span></span><!--[endif]--></span></span><span style="font-size: 11.0pt;"> “Information
literacy is the set of integrated abilities encompassing the reflective
discovery of information, the understanding of how information is produced and
valued, and the use of information in creating new knowledge and participating
ethically in communities of learning” (<i><a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">Framework for Information Literacy for Higher Education</a></i>).<o:p></o:p></span></span></div>
</div>
<div id="ftn2">
<div class="MsoFootnoteText">
<span style="font-family: inherit;"><span class="MsoFootnoteReference"><span style="font-size: 11.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 11pt;">[2]</span></span><!--[endif]--></span></span><span style="font-size: 11.0pt;"> To students.</span></span><span style="font-size: 12.0pt;"><o:p></o:p></span></div>
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Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-25061521745131100632015-07-30T12:00:00.000-04:002016-07-12T11:01:10.906-04:00Zinemaking My Burnout [Librarian Burnout]<span style="font-family: inherit;"><i>This piece was orginally written for and </i><a href="https://librarianburnout.com/2015/07/29/zinemaking-my-burnout-guest-post-by-donna-witek/" target="_blank"><i>is cross-posted at </i>Librarian Burnout</a><i>. Special thanks to </i><a href="https://twitter.com/mariataccardi" style="font-style: italic;" target="_blank">Maria Accardi</a><i> for encouraging me to write this! And thank you also to </i><a href="https://twitter.com/kellymce" style="font-style: italic;" target="_blank">Kelly McElroy</a><i> and </i><a href="https://twitter.com/barnlib" style="font-style: italic;" target="_blank">Jenna Freedman</a><i>, two of my zine librarian pals, for your encouragement and guidance in both creating and making available </i><a href="http://www.donnawitek.com/p/outside-lines.html" style="font-style: italic;" target="_blank">my first zine</a><i>. </i></span><br />
<i><span style="font-family: inherit;"><br /></span></i>
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<hr />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">Under </span><a href="https://libraryinstructionburnout.wordpress.com/" style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;" target="_blank">this blog’s</a><span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"> title is a tagline and an invitation: “what we talk about when we talk about burnout”. </span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">So, let’s talk.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">I’m burnt out on assessment. </span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">Many who read this particular blog will likely see that statement and say, “Oh yes, indeed, been there (and maybe still am).” This helps me, because believe it or not, I am not in the mood to use words to analyze why I’m burnt out on assessment. Most of it feels too self-evident for me to do that productively. </span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">But even for the parts that aren’t self-evident, writing words about why assessment, as it is structurally and institutionally handed down to librarians like me (which may not be the ‘ideal’ of what assessment could be, but is still my present reality)...writing words about this isn’t going to help me right now, because at the end of all those potential words, I still need to do assessment.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">Words can be powerful. The act of naming things helps us understand them better. And by understanding them, we may* have the capability of doing something about them (i.e., reflection into action).</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">But the words I have inside me, in reference to assessment, are a mess that I’m not ready to shape into something fit for public consumption.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">So I made a zine instead.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">This is the part I’m excited to talk about in this post about what we talk about when we talk about burnout. (Try saying that three times fast!)</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">I took a thing I feel, in ways that are pretty big and overwhelming, and I turned it into a tangible thing that tells a small part of the story of what’s happening inside me in reference to assessment. </span><span style="font-family: inherit; font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">And it helped</span><span style="font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">.</span><br />
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">There are of course words in my zine--including what can only be described as bad (but satisfying!) poetry, written by yours truly. So words certainly helped me along here. But zinemaking also involved cutting with scissors, writing things out in pen, drawing pictures with highlighters, and shaping the space that falls between the boundaries of </span><a href="http://www.rookiemag.com/2012/05/how-to-make-a-zine/" style="font-family: inherit; line-height: 1.38; text-decoration: none;" target="_blank"><span style="color: #1155cc; font-size: 14.6666666666667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">the zine template I chose to use</span></a><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> to tell the story I need it to tell.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">The specific aspect of assessment I'm burnt out on right now is rubrics--writing them, teaching with them, and scoring them.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">So I turned my burnout about rubrics into a zine.</span><br />
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">This process challenged me to shape my burnout into something others can see and engage with, and my feelings about this one part of assessment have now been named, not through a detailed text-based analysis, but </span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">through</span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">in</span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> a zine. Which I made out of my burnout.</span><br />
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">It’s the best act of self care I’ve done this summer (with a close second going to </span><a href="http://www.amazon.com/gp/product/0486781399" style="font-family: inherit; line-height: 1.38; text-decoration: none;" target="_blank"><span style="color: #1155cc; font-size: 14.6666666666667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">taking</span></a><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.amazon.com/gp/product/1574219596" style="font-family: inherit; line-height: 1.38; text-decoration: none;" target="_blank"><span style="color: #1155cc; font-size: 14.6666666666667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">up</span></a><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="http://www.amazon.com/gp/product/0486480356" style="font-family: inherit; line-height: 1.38; text-decoration: none;" target="_blank"><span style="color: #1155cc; font-size: 14.6666666666667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">coloring</span></a><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">). And Maria has encouraged me to share it with all of you.</span><br />
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">My zine is called </span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Outside the Lines</span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">, and </span><a href="http://www.donnawitek.com/p/outside-lines.html" style="font-family: inherit; line-height: 1.38; text-decoration: none;" target="_blank"><span style="color: #1155cc; font-size: 14.6666666666667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">over in my little corner of the internet you can access it, trade for it, or buy it at cost</span></a><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">. Here’s the tagline I wrote for it:</span><br />
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<span style="font-family: inherit; font-size: 14.6666666666667px; font-style: italic; line-height: 1.38; white-space: pre-wrap;">A zine about the liminal spots on the page where learning / understanding / living / loving / making / doing / being must sprawl outside the lines in order to actually happen.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">And here’s a sneak peak at the cover (scanned in color for digital viewing):</span><br />
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<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-nvAm99J8wBs/VbJ__fslZOI/AAAAAAAAn38/WNk58A19M_8/s1600/OtLzine%2B1.1%2BRubrics%2B01%257E2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" height="320" src="https://4.bp.blogspot.com/-nvAm99J8wBs/VbJ__fslZOI/AAAAAAAAn38/WNk58A19M_8/s320/OtLzine%2B1.1%2BRubrics%2B01%257E2.jpg" width="207" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span id="docs-internal-guid-4cd4f73d-c143-acd4-ae05-1764f494d83a"><span style="font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Using that red highlighter was sooooo satisfying.</span></span></span></td></tr>
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<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">There are so many things in my life, both professional and personal, to which this idea--this tension between order and sprawl--applies. Rubrics are the topic of volume 1, issue 1. I’m hoping to create a new issue twice a year on a different topic each time.</span></span><br />
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">I want to make zinemaking a part of my praxis as an academic instruction librarian (to bring this back around to the project of this blog). I learned this summer that taking my burnout, and turning it into something material that tells at least a small part of the story going on inside me, helps me see it clearer, understand it better, and shifts my feelings toward it from </span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">burneverythingdownrightnowrageragerage</span><span style="color: black; font-family: inherit; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">, to “hey, look at this rad thing I made out of that crappy feeling”.</span><br />
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">It’s hard to explain why this shift matters, but it does. It makes it so I can face fall semester, during which I know I will have to write, teach with, or score at least one new rubric. It also makes it so I can go through fall semester keeping an eye out for other things about which I have that ragey feeling, so I can target those things as topics for future zines, transforming my feelings about them into something satisfying and tangible to share with others.</span><br />
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<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">It’s like I have a new twice-a-year therapist, made out of paper, post-its, pens, scissors, glue, and highlighters. So even when I can’t write out in detailed language what my burnout is like, I’ll now be able to talk about my burnout through the regular act of zinemaking.</span><br />
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<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">And knowing this makes facing my next task involving (effing) rubrics palatable. </span></div>
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<span style="font-family: inherit; font-size: x-small; line-height: 1.38; white-space: pre-wrap;">*I say “may” because, even if analysis leads to deeper understanding about a problem, and even if that in turn leads to ideas for how to change the situation to make it better, so often there are structural barriers in place that make putting these ideas into action impossible or close to it. </span></div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-12357881715910967502015-07-14T16:08:00.000-04:002015-07-15T16:35:26.112-04:00Recognition for "Teaching metaliteracy" and SoTLPosting a brief update to share a few exciting things that have happened in the past few months.<br />
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First, my article "Teaching metaliteracy: a new paradigm in action," authored with my co-everything and dear friend Teresa Grettano, and published in 2014 in <i>Reference Services Review</i> 42.2, has been recognized for two different awards and honors.</div>
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<li>ALA's Library Instruction Round Table (LIRT) has named it as one of its <a href="http://www.ala.org/lirt/top-twenty" target="_blank">Top Twenty 2014 Library Instruction and Information Literacy Articles</a>. Their <a href="http://www.ala.org/lirt/sites/ala.org.lirt/files/content/archive/2015jun.pdf" target="_blank">June 2015 newsletter</a> [pdf] features our article on page 13, including an article summary written by their selection committee which does a fantastic job articulating our goals and findings, as well as their significance. Teresa wrote up <a href="https://sites.scranton.edu/englishandtheatre/2015/06/17/dr-grettano-and-library-prof-witek-named-lirt-top-20-for-2014/" target="_blank">a piece describing this recognition</a> for her department blog. </li>
<li>The article has also been recognized by the journal's editorial team as an <a href="http://www.emeraldgrouppublishing.com/authors/literati/awards.htm?year=2015&journal=rsr" target="_blank">Outstanding Paper</a> in the <a href="http://www.emeraldgrouppublishing.com/authors/literati/index.htm" target="_blank">2015 Emerald Literati Network Awards for Excellence</a>. More information about how the Outstanding Papers are chosen can be found <a href="http://www.emeraldgrouppublishing.com/authors/literati/categories.htm" target="_blank">here</a> and <a href="http://www.emeraldgrouppublishing.com/authors/literati/choosing.htm" target="_blank">here</a>. As a result of this recognition, Emerald (the publisher) has made the final publication version of the article available <b>free for one year</b> on their website, <a href="http://www.emeraldinsight.com/doi/full/10.1108/RSR-07-2013-0035" target="_blank"><b>accessible at this link</b></a>. Teresa wrote up <a href="https://sites.scranton.edu/englishandtheatre/2015/07/04/outstanding-paper-award-for-dr-grettano-and-prof-witek/" target="_blank">a piece for her department blog</a> about this recognition as well. </li>
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In addition to the final publication version, linked above and freely available for one year, our post-print version of the article <a href="https://www.academia.edu/7623485/Teaching_metaliteracy_a_new_paradigm_in_action" target="_blank">can also be accessed freely and openly at this link</a>.<b>*</b></div>
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This was the article Teresa and I wrote after the first run of our co-designed and co-taught course, Rhetoric & Social Media. In it we describe the effects of social media use on students' information behaviors, attitudes, and practices, including that: 1) information now comes to users; 2) information recall and attribution are now social; 3) evaluation is now social; and, 4) information is now open. </div>
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This article also develops further in the literature the relationship between information literacy and metaliteracy, by presenting our findings through the lens of Mackey and Jacobson's <a href="http://crl.acrl.org/content/72/1/62.full.pdf+html" target="_blank">emergent metaliteracy framework</a>. </div>
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In addition to the above recognition for our article, Teresa and I were both awarded by our Provost Faculty Enhancement Awards for Excellence in the Scholarship of Teaching and Learning this past Spring 2015. </div>
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The citation that accompanied both of our awards described our work in our Rhetoric & Social Media course, which has now ran four times since we first created it, as well as our "Teaching metaliteracy" article, as evidence of our excellent work in the Scholarship of Teaching and Learning (<a href="https://en.wikipedia.org/wiki/Scholarship_of_Teaching_and_Learning" target="_blank">SoTL</a>). More information about the Provost's Faculty Enhancement Awards can be found <a href="http://www.scranton.edu/academics/provost/faculty-development.shtml" target="_blank">at this link</a> (scroll down to item III.), and the list of 2015 winners in all categories (not just SoTL) <a href="http://www.scranton.edu/academics/provost/profiles/award-winners1/2015/index1.shtml" target="_blank">are viewable here</a>.</div>
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These SoTL awards were a complete surprise to both of us: we didn't even know we were nominated. And, we found out while in Portland, OR for ACRL 2015, where we were co-facilitating a workshop about writing and information literacy collaboration--so, in other words, doing the very work abroad we were being recognized for back home. All of our colleagues who attended the awards dinner heard our names announced and texted us the news, which was a surreal experience to say the least. </div>
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And, believe it or not, this recognition comes with a $1500 award to be put toward any activity or equipment that will directly contribute to my continued professional success (!!!). I plan to use it to buy an iPad, which I will use to begin experimenting with doing my research-reading digitally (including highlights and annotations). </div>
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All in all, it's been a very rewarding (~rimshot~) past few months that have made me feel fortunate and blessed that I get to do the work I do, with the people I get to do it with. </div>
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And the above awards and recognitions are all the more valuable to me because they are evidence of the power and awesomeness of collaborative partnerships like the one I share with Teresa. #partnas4lyfe </div>
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Phew, onward and upward!<br />
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<b>*</b><span style="font-size: xx-small;">Edited 7/15/15 to add a note to say: Please excuse errors in the final publication version of "Teaching metaliteracy" introduced by Emerald's copyeditors in the final stage of the publication process. Teresa and I were not given the option to review proofs before the article went to print, and attempts to have the final publication version corrected have not been successful. For this reason, while the Emerald version is the better version to cite, it may be that our <a href="https://www.academia.edu/7623485/Teaching_metaliteracy_a_new_paradigm_in_action" target="_blank">author-archived post-print version</a> is easier to read. </span></div>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-37379189499605189182015-05-29T17:25:00.000-04:002015-05-29T19:00:00.763-04:00Flexible Frames for Pedagogical Practice: Using the Framework for Information Literacy for Higher Education<i>This is an experiment in sharing my work, and in effect the contents of my brain, in a manner that is "unfinished" (please be kind!). What follows are my slides and speaking notes for a presentation I gave yesterday at the Lehigh Valley Chapter of the Pennsylvania Library Association's 2015 Spring Conference. The presentation is called </i>Flexible Frames for Pedagogical Practice: Using the <i>Framework for Information Literacy for Higher Education</i>.<i> </i><br />
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<i>The first thing below is the embedded <a href="http://www.slideshare.net/donnarosemary/flexible-frames-for-pedagogical-practice" target="_blank">Slideshare of my slidedeck</a>, which is useful because all of the citation links on the slides themselves are clickable within the Slideshare version. Below that are the static slide images, each followed by my notes for that slide. Obviously I did not read these notes verbatim, but they contain the information I intended to share over each slide; generally speaking, text that does not have a linked citation within or after it are ideas that are my own. <b>Text in bold</b> were points I wanted to be sure to include and emphasize in my verbal presentation.</i><br />
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<i>I don't have time to prose-ify these, so I am sharing them in their raw form in the hope that they may be of use to others. </i><i>To this end, I am licensing the content in this blog post CC BY-NC 4.0 (Attribution-NonCommercial: <a href="http://creativecommons.org/licenses/by-nc/4.0/legalcode" target="_blank">full license</a>; <a href="http://creativecommons.org/licenses/by-nc/4.0/" target="_blank">human-readable summary</a>).</i><br />
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<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/Nzr2s7uRuYN8tr" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe><br />
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<strong> <a href="https://www.slideshare.net/donnarosemary/flexible-frames-for-pedagogical-practice" target="_blank" title="Flexible Frames for Pedagogical Practice: Using the Framework for Information Literacy for Higher Education">Flexible Frames for Pedagogical Practice: Using the Framework for Information Literacy for Higher Education</a> </strong> from <strong><a href="https://www.slideshare.net/donnarosemary" target="_blank">Donna Witek</a></strong> </div>
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Point out Twitter handle.<br />
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Point out hashtag.<br />
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Ask how many people have read <a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">the Framework</a>.</div>
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Ask how many people have begun to use the Framework (however they define “use”).</div>
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[Explain rationale for content of presentation today.]</div>
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For today’s presentation, I am using the term “theory” loosely. </div>
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<a href="http://en.wikipedia.org/wiki/Theory" target="_blank">Wikipedia describes theory as</a>:</div>
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<li>“a contemplative and rational type of abstract or generalizable thinking, or the results of such thinking”</li>
<li>“generalized explanations of how nature works”</li>
<li>“an explanatory framework for some observation”</li>
<li>“a thoughtful and rational explanation of the general nature of things”</li>
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Today I am using it to mean the theoretical background information about learning / information / information literacy learning that will better enable the practitioner to achieve the goals of information literacy instruction (as well as to define what those goals are/should be).</div>
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Engagement with theory leads to praxis.</div>
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<a href="http://en.wikipedia.org/wiki/Praxis_%28process%29" target="_blank">Wikipedia describes praxis as</a>:</div>
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<li>“the process by which a theory, lesson, or skill is enacted, embodied, or realized”</li>
<li>“the act of engaging, applying, exercising, realizing, or practicing ideas”</li>
<li>“a form of critical thinking [that] comprises the combination of reflection and action”</li>
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“Practice” vs. “praxis”: practice is doing without thinking/learning before and reflecting after; while praxis necessitates the practitioner engaging new ideas, putting them into practice, and then reflecting on how it went in order to know and do it (the practice) more deeply and effectively the next time. </div>
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<li>Here we are referring to our INSTRUCTIONAL PRACTICE/PRAXIS.</li>
<li>Many of us have been doing praxis for years, so this is not to minimize the information literacy instructional practice of our communities prior to the Framework; however, <b>for the first time the Framework requires we move from practice to praxis</b>. </li>
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PRESENTATION OVERVIEW </div>
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<li>Theory Crash Course</li>
<li>Praxis with the Framework</li>
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<li>An Excursus on Learning Outcomes + a practical example from my own praxis</li>
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<li>Activity in which we can hopefully put these approaches into practice/praxis as a group</li>
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What are the major theoretical approaches to the Framework?</div>
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<li>Threshold Concept Theory (“TC theory”)</li>
<li>Understanding by Design (UbD, “backward design”)</li>
<li>Metaliteracy</li>
<li>Critical Information Literacy (“crit IL”, #critlib)</li>
</ul>
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These are the four most prevalent: there could be others though!</div>
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These were/are intentionally invoked by practitioners before/during/after the Framework’s development.</div>
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<b>This diversity is a GOOD thing</b>: you don’t need to buy into any one of them completely to still thoughtfully USE the Framework in your praxis. </div>
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<ul>
<li>Example: I don’t fully buy into TC theory, though I do find aspects of it useful as a way to understand and communicate information literacy concepts and learning to both students and colleagues.</li>
</ul>
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Jan Meyer and Ray Land (<a href="http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf" target="_blank">2003</a>) first introduce this approach and term through research about learning in the discipline of economics. </div>
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Korey Brunetti, Amy Hofer, & Lori Townsend bring this approach to information literacy through their ongoing research (<a href="http://www.ilthresholdconcepts.com/" target="_blank">2015</a>), first published in <i>portal: Libraries and the Academy</i> in <a href="http://pdxscholar.library.pdx.edu/ulib_fac/57/" target="_blank">2011</a>.</div>
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“Threshold concepts are the core ideas and processes that define the ways of thinking and practicing for a discipline, but are so ingrained that they often go unspoken or unrecognized by practitioners” (<a href="http://pdxscholar.library.pdx.edu/ulib_fac/57/" target="_blank">Townsend, Brunetti, & Hofer, 2011</a>).</div>
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Characteristics (<a href="http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf" target="_blank">Meyer & Land, 2003</a>): transformative (shift in perspective), integrative (separate ideas into unifying whole), irreversible (cannot be un-learned), troublesome (counterintuitive and thus often where students get stuck), and bounded (may help define the boundary of a knowledge domain or discipline)</div>
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Imagery and phrases often associated with TC theory: thresholds, liminality, stuck places, “ah ha” or “lightbulb” moments</div>
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KEY POINTS: </div>
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<ul>
<li>TC theory situates IL within the disciplines.</li>
<li>And yet, <b>“TCs for IL” are in fact meta-TCs</b> because they are being defined FOR IL (which is a meta-discipline/community of practice), which means they are shared across disciplines, and yet they LOOK DIFFERENT in practice for each discipline. </li>
</ul>
</div>
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Examples of IL practitioners embracing TC theory in their approach to using the Framework:</div>
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<ul>
<li>Sara Miller (<a href="http://fod.msu.edu/events/program-information-literacy-disciplines-rethinking-approaches-student-engagement-information" target="_blank">2015</a>): Faculty development workshop at Michigan State University; first half: faculty recognizing TCs for IL in their own disciplines (i.e., as meta-TCs).</li>
<li>Xan Goodman, Samantha Godbey, & Sue Wainscott (<a href="http://guides.library.unlv.edu/content.php?pid=655776&sid=5432054" target="_blank">2015</a>): ACRL 2015 workshop + LibGuide; approach to library instruction design incorporating TCs and UbD (more in a moment on latter) targeting students’ “stuck places”.</li>
</ul>
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Grant Wiggins [who just passed away suddenly on Tuesday] and Jay McTighe (<a href="http://www.ascd.org/publications/books/103055.aspx" target="_blank">2005</a>) first coin Understanding by Design in 1998, which is not limited to IL and in fact at first focused on K-12 education. </div>
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UbD answers the question: “How do we make it more likely—by our design—that more students really understand what they are asked to learn?” (<a href="http://www.ascd.org/publications/books/103055.aspx" target="_blank">Wiggins & McTighe, 2005</a>) = BACKWARD DESIGN:</div>
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<ul>
<li>Begin with the desired results (learning outcomes)</li>
<li>Identify the evidence needed to determine the results have been achieved (assessments)</li>
<li>Design learning experiences through which that evidence will be produced and the needed knowledge and skills will be developed (pedagogy)</li>
</ul>
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This should sound familiar to those in the room who have experience with IL assessment. </div>
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Imagery and phrases often associated with UbD: backward design, spiral curriculum, big ideas and enduring understandings</div>
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<ul>
<li>Spiral image (<a href="http://www.ascd.org/publications/books/103055.aspx" target="_blank">Wiggins & McTighe, 2005</a>) for both student work (designing curricula so concepts are revisited with deeper engagement each time appropriate to development), and instructional designer work (teachers assess the results of their designs and revisit/revise their approach based on evidence of learning that has occurred). </li>
<li>“Big ideas are the building material of understandings. They can be thought of as the meaningful patterns that enable one to connect the dots of otherwise fragmented knowledge” (<a href="http://www.ascd.org/publications/books/103055.aspx" target="_blank">Wiggins & McTighe, 2005</a>).</li>
<li>Enduring understandings are “the specific inferences, based on big ideas, that have lasting value beyond the classroom” and “are central to a discipline and are transferable to new situations” (<a href="http://www.ascd.org/publications/books/103055.aspx" target="_blank">Wiggins & McTighe, 2005</a>). </li>
<ul>
<li>Sound familiar??? Similar (though not identical) to TCs! And, lifelong learning!</li>
</ul>
</ul>
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KEY POINTS: </div>
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<ul>
<li>Developing IL understanding through “big ideas” about information / disciplines / research processes / etc.</li>
<li><b>And yet, my concern: dispositional learning not intentionally baked into UbD</b> = “enduring understandings” come close because transferable, but not the same as the development in learners of values / attitudes / dispositions toward the learning process. </li>
</ul>
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Examples of IL practitioners embracing UbD in their approach to using the Framework:</div>
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<ul>
<li>Nicole Pagowsky (<a href="http://pumpedlibrarian.blogspot.ca/2014/12/acrlilrevisions-next-steps.html" target="_blank">2014</a>): blog post sharing development of “Big Questions” across the frames through which to develop program-level SLOs at the University of Arizona.</li>
<li>Eveline Houtman (<a href="http://acrlog.org/2015/03/16/teaching-with-big-ideas-how-a-late-addition-to-the-acrl-framework-might-make-us-rethink-threshold-concepts/" target="_blank">2015</a>): ACRLog blog post describing shift in Framework to include UbD explicitly, and what this means in practice (highly recommended). </li>
</ul>
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Tom Mackey and Trudi Jacobson introduce the term metaliteracy to the library profession in their <a href="http://crl.acrl.org/content/72/1/62.full.pdf+html" target="_blank">2011</a> <i>College & Research Libraries</i> article, “Reframing Information Literacy as a Metaliteracy.” </div>
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Later they develop the idea further in their book <i>Metaliteracy: Reinventing Information Literacy to Empower Learners</i> (<a href="http://www.alastore.ala.org/detail.aspx?ID=10897" target="_blank">2014a</a>) and more deeply incorporate metacognition as a key component to information literacy learning.</div>
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See also Metaliteracy Learning Objectives (<a href="http://metaliteracy.org/learning-objectives/" target="_blank">2014b</a>) at Metaliteracy.org (featured in the first public draft of the Framework before being fully integrated in later drafts).</div>
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Metaliteracy “expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, participate, produce, and share)” (<a href="http://www.alastore.ala.org/detail.aspx?ID=10897" target="_blank">Mackey & Jacobson, 2014a</a>) </div>
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Because of this expansion in scope, the metacognitive learning domain becomes essential to the development of information literacy that is transferable: <b>metacognitive awareness of one’s own learning process enables the learner to learn more and better in each new context</b>. </div>
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ADAPTATION is essential because <b>information systems are dynamic and ever-changing, and so should be learners’ processes within and across those systems</b>.</div>
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Imagery and phrases often associated with metaliteracy: non-linear decentered matrix of behaviors, literacy about one’s own literacy, participatory environments including social media, “producers and creators not [just] consumers”</div>
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KEY POINTS: </div>
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<ul>
<li>IL as metacognitive practice in networked environments</li>
<li>Implications for pedagogy: invitation to design learning experiences using participatory technologies (social media, etc.); metacognitive reflection as learning activity</li>
<li>Information literacy as the foundation for all other literacy types (digital, trans-, cyber, mobile, data, etc.)—thus, metaliteracy is not a NEW literacy but a reconceptualization of IL (but, your mileage may vary).</li>
</ul>
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Examples of IL practitioners embracing metaliteracy in their approach to IL / using the Framework:</div>
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<ul>
<li>Donna Witek and Teresa Grettano (<a href="https://www.academia.edu/7623485/Teaching_metaliteracy_a_new_paradigm_in_action" target="_blank">2014</a>): Although example in article does not explicitly use the Framework (because it pre-dates it), it’s a useful, detailed example of what Mackey and Jacobson’s ideas look like in practice in the classroom.</li>
<li>Alison Thomas and Alex Hodges (<a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2015/Thomas_Hodges.pdf" target="_blank">2015</a>): ACRL 2015 paper sharing metaliteracy modules in a FYW program, developed under the Standards because also predating the Framework; but, assessment and reflection on the modules are presented in the paper in light of the Framework.</li>
</ul>
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James Elmborg introduces critical information literacy as an explicit approach/lens for library instructional practice in <a href="http://www.sciencedirect.com/science/article/pii/S0099133305001898" target="_blank">2006</a> (<i>Journal of Academic Librarianship</i>). Maria Accardi, Emily Drabinski, and Alana Kumbier add to the growing crit IL literature through their <a href="http://libraryjuicepress.com/critlibinstruct.php" target="_blank">2010</a> edited collection <i>Critical Library Instruction: Theories and Methods</i>. </div>
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Elmborg describes critical IL as “more than a set of acquired skills” but “comprehension of an entire system of thought and the ways that information flows in that system” as well as “<b>the capacity to critically evaluate the system itself</b>” (<a href="http://www.sciencedirect.com/science/article/pii/S0099133305001898" target="_blank">Elmborg, 2006</a>).</div>
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Crit IL manifests in the Framework (<a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">2015</a>) particularly in the frames: </div>
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<ul>
<li>Authority is constructed and contextual: “novice learners come to respect the expertise that authority represents while remaining skeptical of both the systems that have elevated that authority and the information created by it”</li>
<li>Information has value: learners are “inclined to examine their own information privilege” </li>
<li>Scholarship as conversation: “recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage” </li>
</ul>
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…but is detectable in the others as well.</div>
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Imagery and phrases often associated with critical information literacy: myth of neutrality; power structures underpinning information; information privilege</div>
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<li>[also: feminist pedagogy, critical race theory, theories of gender and sexuality – critical theory and critical pedagogy – a long and vast scholarly conversation leads up to Elmborg introducing this critical approach to our field of information literacy: I’m still learning myself!]</li>
</ul>
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KEY POINTS: </div>
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<ul>
<li>IL to develop critical consciousness</li>
<li>Although crit IL is embedded throughout the content of the Framework concepts, it is perhaps the most challenging “outcome-type” to assess—doesn’t mean it isn’t a worthwhile pursuit, in tandem with the more concrete approaches already described. </li>
</ul>
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Examples of IL practitioners embracing crit IL in their approach to using the Framework:</div>
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<ul>
<li>Nicole Pagowsky (<a href="http://pumpedlibrarian.blogspot.ca/2014/12/acrlilrevisions-next-steps.html" target="_blank">2014</a>): same example as before, but the University of Arizona’s “Big Questions” are embedded with crit IL concerns.</li>
<li>Lauren Wallis (<a href="https://laurenwallis.wordpress.com/2015/02/05/a-dear-john-letter-to-the-standards/" target="_blank">2015</a>): blog post reflecting on one practitioner’s feelings of liberation as a result of the Framework; later posts on her blog dig into critical theory/pedagogy and library instruction (including the Framework) more deeply (see <a href="https://laurenwallis.wordpress.com/tag/information-literacy/" target="_blank">her posts tagged "information literacy"</a> for other examples).</li>
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IL Instruction Supported by the Framework OVERVIEW:</div>
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<ul>
<li>Standards to Framework: the actual differences between the two approaches to IL</li>
<li>Excursus on learning outcomes: what they are including their scope, with a practical example from me from Spring 2015 (including how theory informed praxis for me in the example)</li>
<li>Implications for practice/praxis</li>
</ul>
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Then the activity!!</div>
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Summarize slide.<br />
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Citation links: IL Standards (<a href="http://www.ala.org/acrl/standards/informationliteracycompetency" target="_blank">2000</a>) and Framework for IL (<a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">2015</a>)</div>
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Summarize slide.<br />
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Citation links: IL Standards (<a href="http://www.ala.org/acrl/standards/informationliteracycompetency" target="_blank">2000</a>) and Framework for IL (<a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">2015</a>)</div>
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Here I offer a conceptual framework (har har) for approaching and writing learning outcomes.</div>
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Summarize slide.</div>
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Domains: as you go down the list they get harder to assess, BUT, that doesn’t mean you shouldn’t develop outcomes in the dispositional and metacognitive domains! <b>Consider aiming for a variety—maybe have a concrete behavioral/skills-based outcome but also a dispositional outcome; assess the former concretely (quantitatively?), and the latter qualitatively or <gasp> not at all</b>. </div>
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<ul>
<li><b>NOT ALL OUTCOMES OF OUR INSTRUCTION ARE NOR SHOULD BE ASSESSABLE</b> (blasphemy, I know)</li>
<li><b>Transformational learning means we plant seeds now, which may not take root and grow until YEARS later</b>. (ala TCs – grasping of these complex concepts is near impossible to assess, <b>so instead you assess measurable learning outcomes that lead the learner a bit closer to the threshold of understanding</b>)</li>
</ul>
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Same goes for levels/context: as you go down the list they are harder to assess because their scope broadens.</div>
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<li>Some of us will have robust campus-wide assessment practices where course, program, and institution level learning outcomes make sense. </li>
<li>Others of us may need to focus on classroom (e.g., one-shot) level learning outcomes, which is a fantastic place to start transforming our practice/praxis. (It’s certainly where I’ve begun, as you’ll see in a moment.)</li>
</ul>
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Chris Sweet (<a href="http://www.slideshare.net/christopherasweet/writing-and-refining-information-literacy-learning-outcomes-3966165" target="_blank">2010</a>) offers concrete “how to” strategies for actually constructing learning outcomes—see LOEX 2010 slidedeck at link.</div>
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Let’s see what this looks like in practice…</div>
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Summarize slide (left side) for context of example.</div>
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CLASSROOM-LEVEL EXAMPLE:</div>
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By the end of this information literacy instruction session, students will:</div>
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<li>Brainstorm research questions, search terms, and information types/formats related to their research topics (behavioral/skills)</li>
<ul>
<li>Mapped to Framework... </li>
<li>FRAMES: </li>
<ul>
<li>Research as Inquiry </li>
<li>Searching as Strategic Exploration</li>
<li>Information Creation as a Process</li>
</ul>
</ul>
<li>Identify search tools that match their information need(s) (behavioral/skills)</li>
<ul>
<li>Mapped to Framework...</li>
<li>FRAMES: </li>
<ul>
<li>Searching as Strategic Exploration</li>
</ul>
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<li>Practice searching for and locating possible information sources for their research projects (behavioral/skills)</li>
<ul>
<li>Mapped to Framework... </li>
<li>FRAMES: </li>
<ul>
<li>Searching as Strategic Exploration</li>
</ul>
</ul>
<li>Use the search process as an opportunity to strategically explore their research topics and questions (dispositional/values/attitude)</li>
<ul>
<li>Mapped to Framework...</li>
<li>FRAMES: </li>
<ul>
<li>Research as Inquiry</li>
<li>Searching as Strategic Exploration</li>
<li>Scholarship as Conversation</li>
</ul>
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These can in turn be mapped to IL Program Learning Outcomes, and Institutional Learning Outcomes. </div>
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MAP EVERYTHING TO EVERYTHING!</div>
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Theory to Praxis:</div>
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TC Theory: This is a one-shot, so although I touch on one proposed TC for IL in the last learning outcome, <b>at MOST I expect students to simply practice what this feels like, not yet grasp the concept in its totality</b>. This will be a building block for later in their curricular work when hopefully this idea finally “clicks” and they “get it”.</div>
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UbD: <b>One-shots are fertile ground for UbD</b>. I developed these very skills-based, measurable outcomes, and designed an activity (Google spreadsheet activity, borrowed from Shannon Simpson’s <a href="http://crln.acrl.org/content/73/9/528.full" target="_blank">2012</a> <i>C&RL News</i> article) that would generate the evidence that most of these outcomes have been met. </div>
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Metaliteracy: The pedagogical choice to do the Google spreadsheet activity is influenced by metaliteracy (toggling between dynamic, collaborative online spaces and search systems). <b>Metaliteracy not always about explicit learning outcomes, can also be about pedagogy</b> (how you accomplish those outcomes with students).</div>
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Critical Information Literacy: One-shots are a difficult context in which to incorporate elements of this approach, but, this too can be more easily woven in via pedagogy versus explicit “content” or outcomes: dynamic, live spreadsheet activity allows students to have a voice during the session without necessarily having to raise their hands to speak. <b>By having a voice in the conversation of the IL session, they become aware of their own agency = not a stated outcome of the session, but an outcome nonetheless!</b></div>
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COURSE/PROGRAM-LEVEL EXAMPLE:</div>
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By the end of this unit, students will:</div>
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<ul>
<li>Generate appropriate writing topics and research questions</li>
<li>Develop effective search strategies for gathering information</li>
<li>Gather and evaluate information in terms of both relevance and reliability</li>
</ul>
</div>
<div>
These SLOs are both course-level (WRTG 107) and program-level (FYW Program) and map back to my classroom-level SLOs.</div>
<div>
<br /></div>
<div>
CURRICULAR INTEGRATION (explain collaboration that went into developing these FYW SLOs: two librarians – I'm one of them – were invited to be on the FYW Committee that developed these program-level SLOs for our FYW Program, to make sure IL was embedded in these outcomes fully and appropriately; also, the outcomes included here are only three of twelve total SLOs for our FYW Program)</div>
<div>
<br /></div>
<div>
These can in turn be mapped to IL Program Learning Outcomes, and Institutional Learning Outcomes. </div>
<div>
<br /></div>
<div>
And more importantly, can also be mapped to the Framework for IL!!</div>
<div>
<br /></div>
<div>
MAP EVERYTHING TO EVERYTHING!</div>
</div>
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
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<div>
<br /></div>
<div>
Implications for Practice/Praxis:</div>
<div>
<div>
<br /></div>
<div>
We are now writing our own outcomes.</div>
<div>
<ul>
<li>No more copying and pasting from the Standards – this work of developing IL learning outcomes will transform our teaching and our students’ learning. <b>It will make us more intentional instructors</b>. </li>
</ul>
</div>
<div>
Collaboration with faculty across disciplines is essential.</div>
<div>
<ul>
<li>The curricular integration I mentioned a moment ago is not possible without collaborating with faculty across disciplines. </li>
<li>First-Year Writing/Composition a fantastic place to start because we share goals and language.</li>
</ul>
</div>
<div>
Invitation to embrace “slow learning” (<a href="https://youtu.be/Bdl9alP4Xkc" target="_blank">Mader, 2015</a>), in ourselves and our students.</div>
<div>
<ul>
<li><b>The first step is to READ the Framework</b>, thoughtfully and intentionally, either alone or with a community of IL instructors at your institution or in your region.</li>
<li>Use the Framework to:</li>
<ul>
<li>REINTERPRET the IL work you are already doing (<b>your “old” outcomes are likely mappable to the Framework without changing a thing, and doing so will cause you to understand those outcomes in a new light</b>)</li>
<li>TRANSFORM your IL work moving forward (<b>through reading the Framework, you will be inspired to consider “new” outcomes you have never taught to, especially in the dispositional and metacognitive domains</b>—GO FOR IT!)</li>
</ul>
</ul>
</div>
</div>
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<br /></div>
<div>
The Frames (if needed), from the Framework for IL (<a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">2015</a>):</div>
<div>
<div>
<br /></div>
<div>
Authority is Constructed and Contextual</div>
<div>
<ul>
<li>Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.</li>
</ul>
</div>
<div>
Information Creation as a Process</div>
<div>
<ul>
<li>Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.</li>
</ul>
</div>
<div>
Information Has Value</div>
<div>
<ul>
<li>Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.</li>
</ul>
</div>
<div>
Research as Inquiry</div>
<div>
<ul>
<li>Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.</li>
</ul>
</div>
<div>
Scholarship as Conversation</div>
<div>
<ul>
<li>Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.</li>
</ul>
</div>
<div>
Searching as Strategic Exploration</div>
<div>
<ul>
<li>Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
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</div>
</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtw0npT1mryldHtG6JMmUeMzqdq2S-np1mgXQg3QOa8F47HJei736hWpKwhWh73zr6oTMN3DG1kMVvctt0PckMdvDA9Ot7ZhhSi3x7wouBHQgO6bK9B1qFwy9A-B8EvS4CWG2M5Y8I7BlX/s1600/Slide19.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtw0npT1mryldHtG6JMmUeMzqdq2S-np1mgXQg3QOa8F47HJei736hWpKwhWh73zr6oTMN3DG1kMVvctt0PckMdvDA9Ot7ZhhSi3x7wouBHQgO6bK9B1qFwy9A-B8EvS4CWG2M5Y8I7BlX/s640/Slide19.JPG" width="640" /></a></div>
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References (clickable):<br />
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Accardi,
Maria T., Emily Drabinski, and
Alana Kumbier,
eds. (2010). <span style="font-style: italic;"><a href="http://libraryjuicepress.com/critlibinstruct.php" target="_blank">Critical Library Instruction: Theories and Methods</a></span>. Duluth,
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<span style="font-family: Verdana, sans-serif;">Brunetti,
Korey, Amy R. Hofer, and Lori Townsend. (2015). <span style="font-style: italic;"><a href="http://www.ilthresholdconcepts.com/" target="_blank">Threshold Concepts & Information Literacy</a></span>.</span></div>
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James. (2006). “<a href="http://www.sciencedirect.com/science/article/pii/S0099133305001898" target="_blank">Critical Information Literacy: Implications for Instructional Practice</a>.” <span style="font-style: italic;">Journal
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<span style="font-family: Verdana, sans-serif;"><a href="http://www.ala.org/acrl/standards/ilframework" target="_blank">Framework for Information Literacy for Higher Education</a>. (2015). Association of
College and Research Libraries. </span></div>
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<span style="font-family: Verdana, sans-serif;">Goodman,
Xan, Samantha Godbey, and Sue Wainscott.
(2015). <span style="font-style: italic;"><a href="http://guides.library.unlv.edu/content.php?pid=655776&sid=5432054" target="_blank">Crossing the Threshold with Threshold Concepts: Redesigning a Library Instruction Plan</a></span>.
ACRL 2015.</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Houtman,
Eveline. (2015). “<a href="http://acrlog.org/2015/03/16/teaching-with-big-ideas-how-a-late-addition-to-the-acrl-framework-might-make-us-rethink-threshold-concepts/" target="_blank">Teaching with Big Ideas: How a Late Addition to the ACRL Framework Might Make Us Rethink Threshold Concepts</a>.” <span style="font-style: italic;">ACRLog</span>.</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;"><a href="http://www.ala.org/acrl/standards/informationliteracycompetency" target="_blank">Information Literacy Competency Standards for Higher Education</a>. (2000).
Association of
College & Research Libraries. </span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Mackey,
Thomas P., and Trudi E. Jacobson. (2014a). <a href="http://www.alastore.ala.org/detail.aspx?ID=10897" target="_blank"><i>Metaliteracy: Reinventing Information Literacy to Empower Learners</i></a>. Chicago: ALA Neal-Schuman.
</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">---.
(2014b). “<a href="http://metaliteracy.org/learning-objectives/" target="_blank">Learning Objectives</a>.” <span style="font-style: italic;">Metaliteracy</span>.
Metaliteracy.org.</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">---. (2011).
“<a href="http://crl.acrl.org/content/72/1/62.full.pdf+html" target="_blank">Reframing Information Literacy as a Metaliteracy</a>.” <span style="font-style: italic;">College
& Research Libraries</span> 72.1: 62-78.</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Mader,
Sharon. (2015). <a href="https://youtu.be/Bdl9alP4Xkc" target="_blank"><span style="font-style: italic;">Putting the </span><span style="font-style: italic;">Framework </span><span style="font-style: italic;">for </span><span style="font-style: italic;">Information Literacy </span><span style="font-style: italic;">into </span><span style="font-style: italic;">Action</span><span style="font-style: italic;">: </span><span style="font-style: italic;">Next Steps</span></a>. [webinar recording] ACRL
Presents.</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Meyer,
Jan, and Ray
Land.
(2003). <a href="http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf" target="_blank"><i>Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines</i></a><span style="font-style: italic;">.
</span>Occasional
Report 4. ETL Project, Universities of Edinburgh, Coventry and Durham.</span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Miller,
Sara. (2015). <a href="http://fod.msu.edu/events/program-information-literacy-disciplines-rethinking-approaches-student-engagement-information" target="_blank"><i>Information Literacy in the Disciplines: Rethinking Approaches to Student Engagement with Information Sources</i></a><span style="font-style: italic;">.
</span>Office
of Faculty and Organizational Development, Michigan State University. </span></div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
</div>
<div style="direction: ltr; line-height: 110%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Pagowsky,
Nicole. (2014). “<a href="http://pumpedlibrarian.blogspot.ca/2014/12/acrlilrevisions-next-steps.html" target="_blank">#acrlilrevisions Next Steps</a>.” <span style="font-style: italic;">Nicole
</span><span style="font-style: italic;">Pagowsky</span>.</span></div>
<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Sweet,
Chris. (2010). <a href="http://www.slideshare.net/christopherasweet/writing-and-refining-information-literacy-learning-outcomes-3966165" target="_blank"><i>Writing and Refining Information Literacy Learning Outcomes</i></a><span style="font-style: italic;">.
</span>LOEX
2010<span style="font-style: italic;">.</span></span></div>
<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Thomas,
Alison B., and Alex
R. Hodges.
(2015). “<a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2015/Thomas_Hodges.pdf" target="_blank">Build Sustainable Collaboration: Developing and Assessing Metaliteracy Across Information Ecosystems</a>.”
ACRL 2015 contributed paper.</span></div>
<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Townsend,
Lori, Korey Brunetti, and
Amy R. Hofer. (2011). “<a href="http://pdxscholar.library.pdx.edu/ulib_fac/57/" target="_blank">Threshold Concepts and Information Literacy</a>.” <span style="font-style: italic;">portal:
Libraries and the Academy</span> 11.3: 853-869.</span></div>
<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Wallis,
Lauren.
(2015). “<a href="https://laurenwallis.wordpress.com/2015/02/05/a-dear-john-letter-to-the-standards/" target="_blank">A Dear John Letter to the Standards</a>.” <span style="font-style: italic;">Do-It-Yourself
Library Instruction</span>.</span></div>
<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Wiggins,
Grant, and Jay McTighe.
(2005). <span style="font-style: italic;"><a href="http://www.ascd.org/publications/books/103055.aspx" target="_blank">Understanding by Design</a></span>. 2nd
Ed.
Alexandria, VA: Association
for Supervision and Curriculum Development.</span></div>
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</div>
<div style="direction: ltr; line-height: 90%; margin-bottom: 0pt; margin-left: 0in; margin-top: 18pt; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Verdana, sans-serif;">Witek,
Donna, and Teresa Grettano. (2014).
“<a href="https://www.academia.edu/7623485/Teaching_metaliteracy_a_new_paradigm_in_action" target="_blank">Teaching metaliteracy: a new paradigm in action</a>.” <span style="font-style: italic;">Reference
Services Review</span> 42.2: 188-208. <span style="font-size: 16pt; font-style: italic;"> </span></span></div>
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">***</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">At the end of the presentation, this happened:</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
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"I was so unhappy about the Framework before today. After your presentation, I'm not anymore; instead I'm curious." <a href="https://twitter.com/hashtag/acrlframework?src=hash">#acrlframework</a> <a href="https://twitter.com/hashtag/lvpala?src=hash">#lvpala</a></div>
— Donna Witek (@donnarosemary) <a href="https://twitter.com/donnarosemary/status/604032874220785664">May 28, 2015</a></blockquote>
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<blockquote class="twitter-tweet" lang="en">
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<a href="https://twitter.com/hashtag/lt?src=hash">#lt</a> Feedback an <a href="https://twitter.com/hashtag/lvpala?src=hash">#lvpala</a> attendee gave me after my presentation today; or, the best possible feedback I could have gotten. :) <a href="https://twitter.com/hashtag/acrlframework?src=hash">#acrlframework</a></div>
— Donna Witek (@donnarosemary) <a href="https://twitter.com/donnarosemary/status/604033340543475713">May 28, 2015</a><span style="text-align: left;"> </span></blockquote>
<div style="text-align: left;">
Thank you, again, to the LVPaLA 2015 Spring Conference Committee for inviting me to give this talk!</div>
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Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-23222640540564388182015-03-02T15:15:00.000-05:002015-03-12T20:53:42.311-04:00Love Amid IdeasDammit. This was not the post I planned to write today.<br />
<br />
Yesterday evening, Fr. Matthew Baker, an Orthodox Christian <a href="https://fordham.academia.edu/BakerMatthew" target="_blank">scholar</a>, <a href="http://boston.goarch.org/news/metropolis_news/1302/1411.html" target="_blank">priest</a>, <a href="http://myocn.net/fr-matthew-baker-leaves-behind-wife-six-children-can-help/" target="_blank">husband and father</a>, died tragically in a car accident on his way home from one of the vespers services that happens each Sunday of Great Lent in our tradition.<br />
<br />
I knew him: not well on a personal level, though I count as friends <a href="http://blogs.ancientfaith.com/roadsfromemmaus/2015/03/02/we-need-more-spiritual-brothers-losing-fr-matthew-baker/" target="_blank">many</a>, <a href="http://myocn.net/life-fr-matthew-baker-triumph-orthodoxy/" target="_blank">many</a> who did.<br />
<br />
I am grieving, for many reasons, one of which has compelled me to reflect with public words.<br />
<br />
Fr. Matthew represented something rare in the academy. He was first and foremost a person of faith, yet with an intellect that was incredibly vast and complex. During his studies, he attended and/or lived at four Orthodox seminaries in our country, <a href="http://stots.edu/news_150301_1.html" target="_blank">one of which</a> is my husband's alma mater and present employer.<br />
<br />
Fr. Matthew was also very close to completing his PhD in theology at Fordham University. A look at <a href="https://fordham.academia.edu/BakerMatthew" target="_blank">his Academia.edu profile</a> will illustrate how prolific Fr. Matthew's scholarship is. He was becoming--or perhaps already had become--the foremost scholar on the subject of <a href="http://www.princeton.edu/~florov/" target="_blank">Fr. Georges Florovsky</a>'s life, work, and theology. I used a small, yet significant essay of Florovsky's as source material in <a href="http://digitalservices.scranton.edu/cdm/ref/collection/p15111coll1/id/941" target="_blank">my Master's thesis</a> on the relationship between knowledge and Christian worship. Though I have not delved deeply into the greater works of Florovsky, I am acutely aware of the contribution Fr. Matthew's work has made, is making, and will continue to make in the academic discourse on contemporary Orthodox Christian theology. The American Church, as well as the academy, has lost a light in Fr. Matthew.<br />
<br />
There are many reasons I am grieving right now at his death, even though I did not know him well personally; I am grateful, however, for the small handful of multi-person conversations I shared with him on a few occasions.<br />
<br />
The reason I wanted to touch briefly on here, because it is absolutely relevant to the project of this blog, is the loss in Fr. Matthew of a scholar who was capable of rigorous engagement in the public fora of ideas, while yet remaining authentic to the person he was, made in the image and likeness of God...and even further, that in and through his engagement with the diversity of ideas one encounters in any area of the academy--perhaps even especially one that sounds (though is not) as homogeneous as contemporary Orthodox Christian theology--he always, always, maintained his ability and desire to understand the ideas he encountered as coming from persons also made in the image and likeness of God and worthy of love--so even when he disagreed with the ideas themselves, he loved and respected the persons from which they came, which was made clear in his words, attitude, and actions toward them even amid the rigorous engagement that was his hallmark.<br />
<br />
This is something I aspire to in my work with both colleagues and students, and in my life as a whole. And I grieve the loss of a role model in this very complicated, often challenging endeavor.<br />
<br />
Dammit.<br />
<br />
My work is in many ways different from the scholarly work Fr. Matthew was doing leading up to his untimely death. My terminal degrees are at the Master's level; he was very close to completing his PhD. My primary discipline is library and information science; his was theology.<br />
<br />
Interestingly, I just realized we do share something significant that I had not thought of until now: both of our institutional affiliations are Jesuit universities. This may only seem significant to those readers who have either studied or worked at a Jesuit institution, but <a href="http://www.scranton.edu/alumni/journal/issues/2015/spring/commons/features/What-they-had-to-say.shtml" target="_blank">it is indeed significant</a>. That link leads to a piece in the alumni journal at my institution, where I both work as a faculty librarian and <a href="http://www.donnawitek.com/2014/05/commencement.html" target="_blank">completed my MA in Theology</a> not two years ago. I am quoted in that piece, which was published today, as saying the following:<br />
<blockquote class="tr_bq">
Jesuit higher education is an incredibly special thing, because it synthesizes exciting and rigorous intellectual endeavor with the better version of ourselves, formed to love and serve God and others.</blockquote>
Though the Orthodox Christian faith is distinct from the Roman Catholic faith that is part of the institutional mission and identity at both Scranton and Fordham, the Jesuit focus on intellectual engagement whose goal is to transform participants into men and women for others to the Glory of God means that Orthodox Christian scholarly folk like Fr. Matthew and myself (and a significant number of other scholars in our shared circle of colleague-friends) are invited to bring our whole, Orthodox Christian selves to the intellectual table in these communities. Even when what we have to say is very different from what has been said until now.<br />
<br />
Fr. Matthew understood both the value of this welcome, and the responsibility it entails. I already recognize the value, and can only hope I grow into the responsibility through my work moving forward.<br />
<blockquote class="tr_bq">
Finally, brethren, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence, if there is anything worthy of praise, think about these things. (<a href="https://www.biblegateway.com/passage/?search=Philippians+4%3A8&version=RSV" target="_blank">Philippians 4:8, RSV</a>)</blockquote>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgNOKQnGuTHpGwDzZtHSbVba_LfDU6bVIo3U8piiDGBid6InOMhFAtgOLy4LpNxvKeolh_PR8OsnMmbOqOdzFBy39qXjx6DCLGfM7FRZWdztHJWbQmKcsjBnHsA4Y_fLFGfI5kYU8TdQcI/s1600/fr+matthew+baker.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgNOKQnGuTHpGwDzZtHSbVba_LfDU6bVIo3U8piiDGBid6InOMhFAtgOLy4LpNxvKeolh_PR8OsnMmbOqOdzFBy39qXjx6DCLGfM7FRZWdztHJWbQmKcsjBnHsA4Y_fLFGfI5kYU8TdQcI/s1600/fr+matthew+baker.jpg" height="320" width="212" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">(c) Princeton Theological Seminary (<a href="https://www.facebook.com/florovsky/photos/a.314359928622216.77192.136475493077328/314364015288474/?type=3&theater" target="_blank">source</a>) </td></tr>
</tbody></table>
<br />
Memory Eternal, Fr. Matthew.<br />
<br />
<i>Fr. Matthew leaves behind his widow, Katherine, and six children. His children were in the car with him when the accident occurred, and witnessed their father's violent death, though they were not seriously physically injured themselves. <a href="http://www.gofundme.com/nizf2g" target="_blank">A fundraising campaign has been set up</a> to help support the Baker family at this unimaginably heartbreaking time in their life. Please consider giving if you can.</i><br />
<i><br /></i>
Another picture of Fr. Matthew, teaching his seminar course at Hellenic College:<br />
<br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-3WLDf1b_brw/VQI0rOwTEnI/AAAAAAAAkSM/4FI96GXh0kc/s1600/fr%2Bmatthew%2Bteaching.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-3WLDf1b_brw/VQI0rOwTEnI/AAAAAAAAkSM/4FI96GXh0kc/s1600/fr%2Bmatthew%2Bteaching.jpg" height="213" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.gofundme.com/nizf2g" target="_blank">Source</a> (Update #11)</td></tr>
</tbody></table>
Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0tag:blogger.com,1999:blog-5766774917374706444.post-40968751564118871002015-02-05T21:52:00.000-05:002015-02-06T16:32:25.639-05:00Making the Framework Accessible<b><i>Update #2: Happy day! <a href="http://www.acrl.ala.org/acrlinsider/archives/9828" target="_blank">ACRL has just announced</a> that a final, copyedited version of the </i>Framework<i> will be made available on the ACRL website soon! Very grateful to have this communicated clearly to the membership. In the meantime, I plan to keep <a href="https://sites.google.com/site/acrlframework/" target="_blank">my website-version of the </a></i><a href="https://sites.google.com/site/acrlframework/" target="_blank">Framework</a><i> live and available as a resource to anyone who wishes to use it (myself included). I will likely change the welcome message after the official ACRL version becomes available. But in the meantime, I hope it is helpful!</i></b><br />
<i><br /></i>
<i>Update #1: I have made some minor edits to this reflection, with special attention to the footnotes at the end, in order to clarify some aspects of my position.</i><br />
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This week, the <a href="http://www.acrl.ala.org/acrlinsider/archives/9814" target="_blank">ACRL Board of Directors moved to 'file' the <i>Framework for Information Literacy for Higher Education</i></a> as a guiding document for information literacy practitioners. This action follows <a href="http://acrl.ala.org/ilstandards/" target="_blank">an almost two-year process</a> in which the <i>Framework</i> was developed by a <a href="http://www.ala.org/acrl/aboutacrl/directoryofleadership/taskforces/acr-tfilcshe" target="_blank">task force</a> charged with revising the <i><a href="http://www.ala.org/acrl/standards/informationliteracycompetency" target="_blank">Information Literacy Competency Standards for Higher Education</a>. </i>This revision process, which resulted in the <i>Framework</i>, invited members of the profession to publicly comment on the <i>Framework</i> drafts; the task force painstakingly incorporated this public feedback into each iteration of the document, resulting in the version that was 'filed' by the Board on February 2, 2015.<br />
<br />
Anyone following this blog in the past two years is aware of my ongoing interest in the development of the <i>Framework</i>--I've spilled a <i>lot</i> of ink (or, computer text) on this blog and elsewhere in hopes that it would help make the <i>Framework</i> into a guiding document for information literacy instruction I could use and be inspired by. The final version offered by the task force, which was submitted for review to two more ACRL committees prior to reaching the Board, is a document I am excited about, and which I fully support. I even had the opportunity to vote to approve this document, as a member of one of the two aforementioned ACRL committees--the Information Literacy Standards Committee. I was very excited going into January, knowing that the Board would receive the <i>Framework</i> for consideration at ALA Midwinter at the end of that month.<br />
<br />
January turned into a very complicated month for the <i>Framework</i>, with a public debate in the profession that pit the <i>Framework</i> against the <i>Standards</i>--a confusing (and exhausting) debate to follow considering the documents' premises and presuppositions about student learning are so different. I'd prefer not to recount the play-by-play of this debate here, but a look at <a href="http://acrlog.org/author/acrlguest/" target="_blank">the guest posts on <i>ACRLog</i></a> throughout the month of January will provide a cross-section of many of the perspectives that were voiced throughout. <a href="http://acrlog.org/2015/01/27/sunrise-sunset-a-reflection-on-assessment-and-the-framework-for-information-literacy-for-higher-education/" target="_blank">I even authored one of them</a>, which was also <a href="http://www.donnawitek.com/2015/01/sunrise-sunset-reflection-on-assessment.html" target="_blank">cross-posted here on my own blog</a>. To say I care about the <i>Framework</i>'s outcome would be an understatement.<br />
<br />
Amid all of this, I still felt fairly confident in the likely outcome for the <i>Framework</i> after Midwinter, when the Board considered the document and <a href="http://www.acrl.ala.org/acrlinsider/archives/9720" target="_blank">deliberated in public meetings, including an open mic session for members of the profession to offer comment</a>. I was less certain of the fate of the <i>Standards</i>, even though I advocated for the announcement of a sunset date for them in a letter to the Board the week leading into Midwinter.<br />
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As the <a href="http://www.acrl.ala.org/acrlinsider/archives/9814" target="_blank">official announcement from the Board indicates</a>, my two instincts were basically on point. The Board has expressed support for the <i>Framework</i> and chosen to 'file' it in order to allow it to be dynamically built upon by the profession. It has also decided to defer the question of sunsetting the <i>Standards</i> until a later date, as a result of the lively debate surrounding the question of the value of standards juxtaposed with the value of a framework.<br />
<br />
All of this is well and good, and appears to be a "win" for all practitioners. The Board is encouraging us to use the <i>Framework</i> in practice, and to share out our findings and practices as we do so.<br />
<br />
But my question is this: <b>How are we to use the <i>Framework</i> when the (apparent) final form in which it has been 'filed' and thus made available to us is <a href="http://acrl.ala.org/ilstandards/wp-content/uploads/2015/01/Framework-MW15-Board-Docs.pdf" target="_blank">a complex pdf file</a> (pdf), replete with extraneous documents having to do with the review process?* </b><br />
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<blockquote class="twitter-tweet" data-conversation="none" lang="en">
<a href="https://twitter.com/winelibrarian">@winelibrarian</a> <a href="https://twitter.com/ThePinakes">@ThePinakes</a> My 1 hope was that the board would give us the Framework. It's a complex way forward, but that hope came thru.<br />
— Donna Witek (@donnarosemary) <a href="https://twitter.com/donnarosemary/status/563106907863678976">February 4, 2015</a></blockquote>
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The most important outcome to me was for ACRL to give us the <i>Framework</i> (<a href="https://laurenwallis.wordpress.com/2015/02/05/a-dear-john-letter-to-the-standards/" target="_blank">standards be damned</a> #keepinitreal), so I can both use it and refer to it in local practice. The Board's announcement seems to say that this is what they have done.<br />
<br />
But, it's unclear if the act of 'filing' the document is going to result in the document being accessible enough to use--though I welcome finding out in the future I was wrong on this.** I need a version I can see clearly, one which has been copyedited so I can proudly share it with those outside of my field, and which I can easily refer to in the professional development I will be participating in as we implement the <i>Framework</i> both locally and as a profession.<br />
<br />
For an example of what I mean: I'm giving three conference presentations in the next three months about the <i>Framework</i>, and a fourth in which I plan to refer to the <i>Framework </i>to those <i>outside of our field</i> in the neighboring discipline of rhetoric and composition--and I'm not the only one. The form in which the final <i>Framework</i> has been given to us at this time will not meet my needs in order to implement it and share out the results, as the Board wishes us to do.<br />
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And so, I built a version that does:<br />
<br />
<b><a href="https://sites.google.com/site/acrlframework/home" target="_blank">Framework for Information Literacy for Higher Education #acrlframework</a>***</b><br />
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From my Welcome message (links omitted):<br />
<br />
<i>The purpose of this website is to facilitate access to the ACRL Framework for Information Literacy for Higher Education, which was 'filed' by the ACRL Board of Directors on February 2, 2015 as one of ACRL's guiding documents for information literacy practitioners. </i><br />
<i><br /></i>
<i>As editor of this website, the tasks I performed in order to make this document accessible to librarians who wish to use it include: extracting the text of the Framework from the final version 'filed' by the Board (pdf); reformatting the text to make it as simply laid out as possible while retaining the integrity of its original form; copyediting the text; and, building this website with the goal of connecting the various elements of the document (i.e., introduction, frames, and appendices) in a dynamic way representative of the Framework's structure and form. <b>I have not changed any of the Framework's content in migrating it to this website.</b></i><br />
<i><br /></i>
<i>In addition, I offer the copyedited text as one continuous document, for those who would prefer to have a version of the text they can download, manipulate, and build upon for local purposes.</i><br />
<i><br /></i>
<i>The ACRL Board has given information literacy practitioners the Framework to use in practice, in hopes that we will share with our colleagues across the profession its impact on student learning. In order to do this, we need an accessible version of the Framework to engage with and refer to in our work. My hope is that this site will enable that engagement. </i><br />
<i><br /></i>
<i>I welcome suggestions, corrections, and feedback for the work offered here. I hope it is helpful.</i><br />
<i><br /></i>
<i>--Donna Witek, Associate Professor & Public Services Librarian, The University of Scranton (donna dot witek at scranton dot edu)</i><br />
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I'm excited to have the <i>Framework</i>, and so grateful to work for a library dean who is 100% supportive of our using the <i>Framework</i> in our institutional context to guide and support information literacy instructional practice.<br />
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But I needed a version I could actually <i>use</i>, which I in turn offer to my colleagues in the profession who are interested in: 1) implementing the <i>Framework</i>, 2) sharing the <i>Framework</i>, or 3) simply <i>reading</i> the <i>Framework</i> through a reading process that makes sense to you, in order to better understand it.<br />
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It's time to make the <i>Framework</i> accessible. I'm game if you are.<br />
<br />
---<br />
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*I hold out hope that my inference here turns out to be incorrect, and that ACRL does in fact plan to give the final version of the <i>Framework</i> the TLC it deserves--copyediting; creating both an HTML web-hosted version and a well-designed pdf pamphlet for the purposes of reading, processing, and sharing; and offering it a home on the ACRL website alongside the other standards and guidelines for the profession.<br />
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[Edited to add: And just to clarify: The revision task force's role was to develop the <i>Framework</i>'s substance, not to copyedit it and make it logistically/physically accessible, so this critique has nothing to do with them. My understanding is that this work would typically fall to ACRL's staff after a document has been adopted. The move by the Board to 'file' the <i>Framework</i> as it was delivered to them through the review process makes it unclear if this work will be done for the <i>Framework</i>, especially considering it is meant to be a 'living document'. My sincere hope is that it will be, though, as it will be much more convenient and appropriate to cite the the <i>Framework</i> if it is housed on the ACRL website, than it will be to cite the version that was 'filed', or even the version made available on the website I created.]<br />
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But even if this does happen sometime in the future, I felt a gut need to create a version I could start using <i>today</i>, now that the revision task force's work is complete. It is very hard to hack and build upon a document which is hard to access.<br />
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**This sentence was heavily edited to better communicate my concerns.<br />
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***This website represents my first foray into Google sites. Be kind!Donna Witekhttp://www.blogger.com/profile/09609991179829134157noreply@blogger.com0