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首页> 外文期刊>The Journal of Academic Librarianship >Updating learning outcomes and engaging library faculty with the ACRL Framework
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Updating learning outcomes and engaging library faculty with the ACRL Framework

机译：使用ACRL框架更新学习成果和吸引图书馆学院

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The arrival of the ACRL Framework and the removal of the ACRL Standards posed a new challenge to the user education coordinators at William Paterson University: how can the ACRL Framework be implemented and buy-in acquired from other library faculty? Not all librarians who teach are information literacy librarians; many never fully interacted with the Framework or knew about threshold concepts. Simply informing the other library faculty about the ACRL Framework was ineffective. They were not using it and still were unfamiliar with it months after incorporation by the ACRL Board. A strategy was devised to solve this problem by engaging the library faculty with the Framework while revising the preexisting general learning outcomes for information literacy instruction. Incorporating principles of reflective practices and the Scholarship of Teaching and Learning (SoTL), user education librarians hosted a teaching circle designed to get librarians reading, talking, and discussing the ACRL Framework. With faculty feedback in hand, the existing outcomes were then revised and updated to include elements of all six frames.
机译：ACRL框架的到来和ACRL标准的取消对威廉·帕特森大学的用户教育协调员提出了新的挑战：如何实施ACRL框架并从其他图书馆教员那里购买？并非所有教书的图书管理员都是信息素养图书管理员；许多人从未与框架充分互动，也不知道阈值概念。简单地将ACRL框架告知其他图书馆教员是无效的。他们没有使用它，而且在ACRL董事会成立数月后仍然不熟悉它。为了解决这个问题，我们设计了一个策略，让图书馆教员参与到该框架中来，同时修改先前存在的信息素养教学的一般学习成果。结合反思实践原则和教学学术（SoTL），用户教育图书馆员主持了一个教学圈，旨在让图书馆员阅读、谈论和讨论ACRL框架。在教师的反馈下，现有成果随后进行了修订和更新，纳入了所有六个框架的要素。

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