Using Standards - Developing Workshops | Association of College & Research Libraries (ACRL)

The Standards provide us with a wealth of opportunities to develop workshops for various audiences.

Workshops for teaching the Standards themelves are one aspect.

Workshops that use the Standards to forward a topic are another.

Developing workshops to teach the Standards

Target audience: librarians, faculty and administrators

1. Have participants list characteristics of an ideal graduate. As they review these characteristics, align them to the learning outcomes of the Standards

2. Small Group Discussion: Have participants review the Standards/performance indicators/learning outcomes and then use these worksheets to identify current practices that are examples of several of the learning outcomes. Take a look at some examples of worksheet discussions.

3. Small Group Discussion: Have participants review various scenarios and use the Standards to address them. Take a look at some examples of scenario discussions.

4. Use one of these PowerPoint presentations (link will open in PowerPoint)

Information Literacy Competency Standards and Student Learning Outcomes
Originally developed by Patricia Iannuzzi (UC Berkeley) this presentation entitled defines information literacy, provides a brief overview of the Standards and introduced the use of the Standards for assessement.

Information Literacy and Higher Education
The Rochester Regional Library Council, with a LSTA grant, developed several presentations available on their website. This one is particularly suited for a general higher education audience as it defines the concepts of information literacy, its benefits and techniques for teaching it.

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Developing workshops that use the Standards

**Workshops and Standards**
Idea for Workshop	Standards / Outcomes
To introduce new resources in the library, especially electronic databases Target audience: all	Standard Two: 1c. Investigates the scope, content and organization of information retrieval systems. 2c. Selects controlled vocabulary specific to the discipline or information retrieval source. Standard One: 2b Recognizes that information can be organized into disciplines that influence the way information is accessed.
To present and discuss methods for eliminating plagiarism Target audience: all	Standard Five: 2f. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. 3a. Selects an appropriate documentation style and uses it consistently to cite sources. Standard Three 1b. Restates textual concepts in his/her own words and selects data accurately. 1c. Identifies verbatim material that can be then appropriately quoted.
To explore methods for integrating technology into the classroom Target audience: faculty, future teachers	Standard Four: 2b. reflects on past successes, failures, and alternative strategies. 3a. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience. 3b. Uses a range of information technology applications in creating the product or performance.
To design effective assignments Target audience: faculty, future teachers	This one is tough; in fact to develop an effective assignment you must first start with the goals of the assignment. These may include: Standard One: 1f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information. Standard Three 3a. Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence. 3b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information.
Learning to effectively search the Internet Target audience: all	Standard One: 1d. defines or modifies the information need to achieve a manageable focus. 2c. Identifies the value and differences of potential resources in a variety of formats, 2d. Identifies the purpose and audience of potential resources. Standard Two: 2d. Constructs a search strategy using appropriate commands for the information retrieval system selected.
To create methods for teaching students to evaluate web sites. Target audience: Faculty, future teachers	Standard Three: 2c. Recognizes prejudice, deception, or manipulation. 2b. recognizes the cultural, physical, or other context within which the information as created and understands the impact of context on interpreting the information. 4e. Determines probably accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions.