Diving Deep: Reflective Questions for Identifying Tacit Disciplinary Information Literacy Knowledge Practices, Dispositions, and Values through the ACRL Framework for Information Literacy

Expanding Our Reach: Implementing Instructor Development Programming

“…To support the development of their plans, participants learn about each of the six information literacy threshold concepts, and then follow a process of backward design (Wiggins & McTighe, 2005) to identify information literacy learning outcomes for a course or instruction session, determine how they will assess these outcomes, and then develop strategies and activities they can use to help students meet the identified learning outcomes. Participants are also introduced to the Decoding the Disciplines model, and use a modified version of the model, based on the work of Miller (2018), that is intended to help them identify "hidden" knowledge that they have related to scholarship and research practices in their discipline, that may be contributing to student learning bottlenecks. Other pedagogical strategies highlighted include TILT and a few of the activities described in Small Teaching: Everyday Lessons from the Science of Learning (Lang, 2016).…”

Theory into practice:: Challenges and implications for information literacy teaching

“…Librarians’ knowledge, resting in the procedural rather than based on a deep understanding of theoretical underpinnings, should be a concern to the profession (Crowley, 2017; Dienes and Perner, 1999) as “[d]ependency on context and embodiment makes implicit knowledge almost impossible to convey to others…and renders explicit knowledge superior with respect to…teaching” (Schilhab, 2007: 236). In addition, understanding tacit knowledge is important for critiquing practices: “tacit practices and assumptions in order to position disciplinary norms and structures, which can potentially contribute to oppression or exclusion, as sites for critical examination” (Miller, 2018: 412). Due to the many different contexts in which librarians work, the ability to access and convey the theories that inform our practices, is critical to the development of librarianship in the 21st century (Carlin, 2009; Myburgh and Tammaro, 2013).…”

Teaching information literacy: Developing an online course for faculty

“…As part of this, learners are introduced to the Decoding the Disciplines model. 8 Participants also respond to a series of questions, based on those developed by Sara D. Miller, 9 which are intended to help them identify their own tacit disciplinary knowledge in the context of the Framework, and to highlight the ways in which this hidden knowledge may contribute to information literacy learning bottlenecks. In the fifth module, participants review examples of Framework-based assignments, and then outline their own assignment or activity.…”