Location
Breakout room 1
Start Date
10-8-2018 11:20 AM
End Date
10-8-2018 12:10 PM
Description
Critical approaches to information literacy instruction have developed over the past decades in parallel with service learning that emphasizes social justice and efforts to reclaim assessment of student learning in higher education as an “ethical, value-concerned social practice” (p. 5, Wall, Hursh, & Rodgers, 2014). While arising from similar critiques and concerns within higher education, these complimentary forces have not often intersected. This presentation will share how bringing together social justice pedagogy, information literacy, and critical assessment approaches can elevate all three practices. The presenter will share a successful collaboration between a librarian and a faculty member in a sociology course at Santa Clara University to integrate information literacy, social justice approaches to service, and ultimately assess student learning. This presentation will share strategies to: 1) improve students’ critical thinking related to community data; 2) use information literacy to prompt deeper reflection on social justice and service learning; and, 3) test approaches to assessing the critical thinking, social justice, and higher-order thinking elements of the Framework for Information Literacy in Higher Education.
Short bio of the presenter(s)
Nicole Branch is Associate University Librarian for Learning and Engagement at Santa Clara University in Santa Clara, California. In this role, Nicole leads the divisions of Research & Outreach, Access & Delivery Services, and Instruction & Assessment. In her time at Santa Clara, Nicole has also served as the Head of Instruction and Assessment as well as Assessment Coordinator and Instruction Librarian. Prior to joining the Santa Clara University Library Nicole served as Librarian for Research and Digitization at Holy Names University in Oakland, California. Nicole’s current research interest includes critical information literacy and assessment drawing on transformative methodologies.
Nicole was a member of the inaugural cohort of Loyola Marymount University’s Institute for Research Design in Librarianship and a Diversity Scholar of the ARL Initiative to Recruit a Diverse Workforce (IDRW). She holds an MLIS from San Jose State University and a BA in anthropology with a minor in African American studies from the University of Massachusetts, Amherst. At San Jose State University, Nicole served on two research teams and investigated library space design and information literacy assessment.
Critical Convergence: Social Justice Pedagogy, Information Literacy, and Value-Focused Assessment of Service Learning
Breakout room 1
Critical approaches to information literacy instruction have developed over the past decades in parallel with service learning that emphasizes social justice and efforts to reclaim assessment of student learning in higher education as an “ethical, value-concerned social practice” (p. 5, Wall, Hursh, & Rodgers, 2014). While arising from similar critiques and concerns within higher education, these complimentary forces have not often intersected. This presentation will share how bringing together social justice pedagogy, information literacy, and critical assessment approaches can elevate all three practices. The presenter will share a successful collaboration between a librarian and a faculty member in a sociology course at Santa Clara University to integrate information literacy, social justice approaches to service, and ultimately assess student learning. This presentation will share strategies to: 1) improve students’ critical thinking related to community data; 2) use information literacy to prompt deeper reflection on social justice and service learning; and, 3) test approaches to assessing the critical thinking, social justice, and higher-order thinking elements of the Framework for Information Literacy in Higher Education.