May 18, 2022 Meeting of Teaching and Learning Task Force

1. Digital Learning Object Use Survey
2. Review and finalize definition of Instruction
   1. https://uofi.app.box.com/file/947887599782?s=qth1jhhrlikn8atjbpoo7k0dlkssuds8
3. Select initial projects from prior options
   1. Defining Core Competencies
   2. Developing outreach strategies for campus instructors
   3. Build and assessment/impact plan for FY23
   4. Identify areas for cross-training, professional development, and collaboration on class design
4. Other

1. Digital Learning Object Use Survey

Discussion Points

• Texas State conducted a recent survey on User Experience
• Survey inventories digital learning objects
• Evie has permission to share the survey with the TLTF:

https://txstate.co1.qualtrics.com/jfe/form/SV_brz1WekFZZTc4ES

• The TLTF expressed support for conducting a similar survey at UIUC

Action Items

• Evie will reconstruct and adapt the survey for local use and share survey draft with TLTF

2. Review and finalize definition of Instruction
   1. https://uofi.app.box.com/file/947887599782?s=qth1jhhrlikn8atjbpoo7k0dlkssuds8

Discussion Points

• The role and relationship of information literacy to the definition of library instruction
• Scope of definition in relation to disciplines and functional units such as archives and special collections.
• Existing potential resource documents for definitions and frameworks for instruction, user education, educational roles, outcomes, assessments, etc.
  • Standards for Libraries in Higher Education https://www.ala.org/acrl/standards/standardslibraries #3
  • Vision for Information Literacy Services and Instruction

https://www.library.illinois.edu/staff/infolit/fiveyearvision/

• Degree of alignment of real-world instruction with ACRL and other information literacy frameworks.
  • Aspects of ACRL framework are contentious; may not be inclusive
  • Definition that is not tied to any single framework
  • Instruction that is responsive to needs of requestor and disciplinary context
• Development of a broad definition of Library Instruction that will inform identification of core competencies and associated development programming and assessments

“…provision of instruction…in collaboration with…in response to…and informed by…”

Suggested language from the Vision for Information Literacy Services and Instruction  document:

“Librarians collaborate with campus faculty and staff to develop instruction that is responsive to teaching and learning needs and furthers the development of student information literacy.  The programs are characterized by assessment of student learning outcomes and systematic program evaluation and particular attention is paid to identifying unserved and underserved groups.”

Other suggested language:

“Library instruction consists of teaching patrons how to access and/or utilize library and other resources (information, cultural, etc.) in order to bring to fruition, the pedagogical and curricular aspirations (word choice?) of the department or department(s) to which the library instructor provides the instruction.”

            “…informed by professional standards”

Summary

Develop a definition of library instruction that is learner focused, considers frameworks and standards that can be applied broadly, and ties into a wide representation of expertise and other professional practices. Focus should be on library instructors, collaborations with campus instructors, and consideration of campus learning outcomes. How should information literacy position within the definition?

Action Items

• Lisa Hinchliffe will revise draft of definition.
• Lisa will share with “first readers” Matt and Chris and revise as needed.
• At least one week prior to the next meeting on June 22^nd, the draft will be shared with the Task Force for input and discussion.

3. Select initial projects from prior options
   1. Defining Core Competencies
   2. Developing outreach strategies for campus instructors
   3. Build and assessment/impact plan for FY23
   4. Identify areas for cross-training, professional development, and collaboration on class design

 

Discussion Points

• Where to start?
  • Support for a. as a logical jumping off point
  • B was also suggested as a priority
• First project will be the group as a whole; sub-teams will be identified for subsequent tasks and projects.
• Instead of “core competencies”, consider other language such as proficiencies or roles & strengths.
• Consider levels of those who provide instruction – librarians, staff, grad students, etc. and respective contributions and expertise
• For core competencies, we need to identify existing documentation that can inform our own work.
• This foundational work to identify competencies was linked to the task force charge for year 1to
  • define “the universe of activities covered by Library instruction to be addressed by the group’s efforts.”
  • Identify “needs for professional development program”
• By the end of summer we should
  • have a working set of competencies
  • create sub-teams to address expected outputs from year 1

 

Action Items

• Investigate what is happening in peer institutions
  • Create box folder for “Competencies” – David
  • Over the next two weeks, everyone will conduct background research to identify existing documentation and add links and/or documents to the box folder.
• Synthesize and summarize “Competencies” resource documents to gain a clear picture of what other institutions have developed
  • David, Peg and Kristen
• Begin to create a UIUC centric core competencies document incorporating appropriate concepts and content from “Competencies” resource collection
• Begin to identify strategies for assessing the impact of the building project on provision of teaching and learning services for undergraduate students during the fall 2022 semester
  • Belinda will take the lead
  • Agenda item for July meeting

4. Other

            Upcoming Meetings

            June 22, 2022 at 2:0

July 20, 2022 at 2:00