Reframing the Standards
- 1. + 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
- 2. How do you describe a “good teacher”?
- 3. 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
- 4. 12 Major Proficiency Categories 1. Administrative skills 2. Assessment and evaluation skills 3. Communication skills 4. Curriculum knowledge 5. Information literacy integration skills 6. Instructional design skills 7. Leadership skills 8. Planning skills 9. Presentation skills 10. Promotion skills 11. Subject expertise 12. Teaching skills
- 5. 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.
- 6. 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) Evaluating Professional identity Discussion
- 7. What do you like about the Standards? What do you find challenging about the Standards? Discussion
- 8. 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
- 9. Frustrations and Problems Laundry list approach Artificial separation of skills Seemed to be focused on granular level, not ‘big picture’
- 10. “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
- 11. 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
- 12. 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
- 13. 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
- 14. Domains (Tigelaar et al. study) Person as a teacher Expert on content knowledge Facilitator of learning processes Developer Counselor Evaluator Organizer Scholar/lifelong learner
- 15. 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
- 16. Molenaar, et al. (2009). A framework of teaching competencies across the medical education continuum, Medical Teacher. Continuum (Molenaar et al. study)
- 17. Domains (Molenaar et al. study) Development Organization Execution Coaching Assessment Evaluation
- 18. 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
- 19. 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
- 20. Now what? Task force submitted report to ACRL Impact of Draft Framework for Information Literacy?
- 21. 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
- 22. Questions or Comments? Candice Benjes-Small Radford University cbsmall@radford.edu Rebecca K. Miller Virginia Tech millerrk@vt.edu @rebeccakmiller
- 23. Image Credits Slide 2, 6, 7, 18, 19, and 21: http://openclipart.org/people/J_Alves/blackboard.svg
Editor's Notes
- #9: Caveat: task force is finished. I’m continuing the conversation but this does not have any kind of official reporting function
- #12: Integrated- YES! And context- are you stuck in a sage on the stage model? Or maybe you’re an awesome lecturer. teaching strategies need to match your intention.
- #16: Used a Delphi method to see which were most important to experts
- #19: (Note: we were discussing this before the Draft Framework for IL came out. None of us knew that task force was coming to similar decisions! So prescient.