reframing the standards
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Presented by Candice Benjes-Small and Rebecca Miller at The Innovative Library Classroom 2014 conference at Radford UniversityTRANSCRIPT
+Reframing the Standards
A call for a new approach to defining proficiencies for instruction librarians
Candice Benjes-Small, Radford University
Rebecca K. Miller,Virginia Tech
The Innovative Library Classroom Conference
May 13, 2014
How do you describe a “good teacher”?
ACRL Standards for Proficiencies for Instruction Librarians and Coordinators
2004 charge:
To develop a list of proficiencies required of instruction librarians and other librarians who contribute to instructional services and programs at their institutions, focusing on broad areas of proficiency rather than a comprehensive list of skills
http://www.ala.org/acrl/standards/profstandards
12 Major Proficiency Categories
1. Administrative skills2. Assessment and
evaluation skills3. Communication skills4. Curriculum
knowledge5. Information literacy
integration skills6. Instructional design
skills
7. Leadership skills8. Planning skills9. Presentation skills10. Promotion skills11. Subject expertise12. Teaching skills
Proficiencies
Each category contains core skills for instruction librarians and many categories contain additional skills for instruction coordinators. The standards define 41 core proficiencies for instruction librarians and 28 additional proficiencies for instruction coordinators.
Do you currently use the Standards for Proficiencies? How?
If you don’t use the Standards, what do you use to think about skills and proficiencies on this level? Consider:
Training (professional development, continuing education)EvaluatingProfessional identity
Discussion
What do you like about the Standards?
What do you find challenging about the Standards?
Discussion
IS Proficiencies Review Task Force
Summer, 2013
Chaired by Sara Harrington, Head of Arts & Archives, Ohio University Libraries
Five librarians tasked with reviewing the current document and writing recommendations
Recommendation report submitted for Midwinter
Frustrations and Problems
Laundry list approach
Artificial separation of skills
Seemed to be focused on granular level, not ‘big picture’
“A good teacher cannot be described in terms of isolated abilities or a long list of items…”
Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
Teaching Competencies
“Teaching competencies are defined as an integrated set of personal characteristics, knowledge, skills and attitudes that are needed for effective performance in various teaching contexts.”
Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
More on Teaching Competencies
“Teaching competencies are integrated and should be viewed as a whole repertoire a teacher has at his or her disposal. The teaching context is important; that is, teaching competencies must be viewed in the light of the various contexts in which teaching takes place.”
Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
Common Elements in Frameworks
Content knowledge
Didactic competencies
Organizational competencies
Scientific competencies
Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
Domains (Tigelaar et al. study)Person as a teacher
Expert on content knowledge
Facilitator of learning processesDeveloperCounselorEvaluator
Organizer
Scholar/lifelong learner
Examples: Domains Items
Person as a teacher● Is skilled at communicating● Has a positive attitude towards students● Exhibits respect for all students
Scholar/lifelong learner● Is capable of reflecting on his/her performance● Is capable of drawing conclusions from reflection● Is open to innovations
Molenaar, et al. (2009). A framework of teaching competencies across the medical education continuum, Medical Teacher.
Continuum (Molenaar et al. study)
Domains (Molenaar et al. study)
Development
Organization
Execution
Coaching
Assessment
Evaluation
Could we pursue a more holistic vision of library instruction?
Could we use a framework approach? What would that look like?
Re-imagining the Standards
What roles does an instruction librarian or coordinator play?
What competencies does an instruction librarian/coordinator need to succeed in those roles?
Instruction Librarian Roles
Now what?
Task force submitted report to ACRL
Impact of Draft Framework for Information Literacy?
1. What was your biggest takeaway from this discussion?
2. What would you like to know more about in terms of instruction proficiencies, competencies, and frameworks?
3. Any other thoughts or comments?
Quick Assessment
Questions or Comments?
Candice Benjes-SmallRadford [email protected]
Rebecca K. MillerVirginia [email protected]@rebeccakmiller
Image CreditsSlide 2, 6, 7, 18, 19, and 21: http://openclipart.org/people/J_Alves/blackboard.svg