Analyzing the Knowledge Practices of the ACRL Framework (Part V)

Like the “Research as Inquiry” frame, the “Scholarship as Conversation” does a better job of making knowledge visible.

However, one thing I have noticed is that there’s quite a bit of overlap between various Knowledge Practices across the frames. Mapping those out to make connections, along with describing the practices as knowing in action (not just as individual cognitive skills, but as actions within a community of practice) will help streamline the instructional process, making it easier to integrate strategies for these KPs into students’ everyday academic practices.

My ultimate goal for the framework would be to make it a useful tool for classroom instructors, so that they may look at the KPs and immediately recognize how they fit into their own teaching and learning goals, and then plan activities throughout the course that seamlessly integrate and support the KPs (of course, bringing in librarian expertise and advice when needed).

Scholarship as Conversation
Knowledge Practice IL Facet Knowing in Action Instructional Strategies
Cite the contributing work of others in their own information production;

(very similar to Give credit to the original ideas of others through proper attribution and citation; Information Has Value)

Communication This is knowing in action, and should be evident in students’ research output (e.g., projects, papers) To really become an expert in this KP (and this is an important one in both the academic and “real” world), students need ongoing and consistent feedback related to citing works.  The embedded librarian plays a vital role in fostering this KP.
Contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session; Ways of Thinking; Communication This is knowing in action. Students should be provided with ample opportunity to participate in this KP. The library can serve as a resource for matching up students with appropriate opportunities.
Identify barriers to entering scholarly conversation via various venues; Problem Solving;

Communication

Identify potential barriers to entering scholarly conversation through participation in various scholarly venues. Explore possible solutions to overcoming identified barriers. Exposure to various venues is key. Again, the library can serve as a resource for matching up students with such venues, and encouraging them to participate.
Critically evaluate contributions made by others in participatory information environments; Ways of Thinking; Problem Solving This is knowing in action. Two words: peer reviewJ
Identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge; Ways of Thinking;

Problem Solving; Communication

This is knowing in action, and should develop naturally through upper- and graduate-level coursework. Students should be exposed to the major contributions within a discipline through course-required readings, and resulting discussions.
Summarize the changes in scholarly perspective over time on a particular topic within a specific discipline; Ways of Thinking;

Communication

This is knowing in action, and should be evident in specific types of students’ research output, such as literature reviews. Again, students should be exposed to this KP through course-required readings, discussions, and assignments.
Recognize that a given scholarly work may not represent the only or even the majority perspective on the issue. Ways of Thinking;

Communication

Identify and acknowledge the spectrum of scholarly perspective on a topic through debate, discussion, and/or research output. For students, this KP represents an important transition in reasoning development, so should be introduced within the early stages of IL instruction. Informally, the library can further support this KP by providing access to diverse ideas through library programs and displays.
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