Early sessions featured the different ways to define and frame information literacy, including the ZSR Library Information Literacy Learning Outcomes and the ACRL Framework for Information Literacy in Higher Education. These presentations focused on bridging the gap between “skils-based” information literacy instruction and more conceptual approaches that acknowledge information as socially situated and contextual. In keeping with that theme, we also discussed newer models for teaching students source evaluation, including lateral reading and the SIFT method, which address the contextual nature of the sources we find online in ways that older models missed.
The faculty participants particularly enjoyed the sessions on teaching information literacy amidst the ongoing trends of mis- and dis-information and algorithm-based technologies. Roz and Hu’s session on “systems of information,” which highlights the cycle of creators, distributors, and consumers of misinformation was complimented frequently in the faculty feedback on the workshop. Overall, faculty feedback on the workshop was positive, with one faculty member commenting, “I wish everyone would attend this working… to understand just how multi-faceted academic literacies are, and how each of us, as disciplinary experts, needs to be at least somewhat responsible for teaching these concepts and practices.”
This workshop involved collaboration across the library and various campus offices. Several librarians pitched in the lead sessions and attended 1-to-1 meetings with faculty, including Joy, Elizabeth, Kathy, Kaeley, and Denice. Aramark came through big with coffee and a *seriously delicious* lunch buffet every day. Kristen in the ZSR Dean’s Office and Barbara M. in the Provost’s Office helped keep the money flowing where it needed to go. And finally, we couldn’t have done this workshop without generous support from the Provost’s Office Fund for Academic Innovation and the Z. Smith Reynolds Library Dean’s Innovation Grant.