ACRL Framework Assignments for Music Information Literacy

Chapman UniversityChapman University Digital Commons Library Presentations, Posters, and Videos Leatherby Libraries 9-21-2018 ACRL Framework Assignments for Music Information Literacy Ta

Chapman University

Chapman University Digital Commons

Library Presentations, Posters, and Videos Leatherby Libraries

9-21-2018

ACRL Framework Assignments for Music

Information Literacy

Taylor Greene

Chapman University, tgreene@chapman.edu

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Recommended Citation

Greene, T (2018) ACRL framework assignments for music information literacy Presentation at the MLA California Chapter

Meeting, San Diego, CA.

ACRL Framework Assignments for Music Information Literacy

○ A format agnostic approach that places heavy emphasis on

producing and sharing information in participatory digital

environments (Mackey & Jabobsen, 2014).

◉6 Frames…

Th e 6 Fr am es

◉Authority Is Constructed and Contextual

◉Information Creation as a Process

◉Information Has Value

◉Research as Inquiry

◉Scholarship as Conversation

◉Searching as Strategic Exploration

M usi c I n f or m at i on Li t er acy at Ch apm an Un i ver si t y

◉ Music Information Literacy Course

○ A required, sophomore level, zero-credit course

○ Includes homework assignments

◉Hall-Musco Conservatory

○ Mostly performance based, small BA program with thesis

Ch al l en ges

◉ How to incorporate the big-picture ideas of the

Framework while still covering practical skills and knowledge?

◉ How to engage with Framework when no research project

◉ How to make concepts stick for second-year

students, especially performers

Ex i st i n g Li t er at ur e

◉Conor, Erin “Engaging Students in Disciplinary Practices: Music Information Literacy and the ACRL Framework for Information Literacy in Higher

Education.” Notes , no 1 (20 16 ): 9–21.

◉——— “Re fram ing the Fram e work: Situate d Inform ation Lite racy in the

Mu s ic Cla s s ro o m ” Fontes Artis Musicae 6 4, no 4 (Oc to b e r 20 17): 346 –54.

◉Scott, Rache l Elizab e th “Accom m od ating Faculty Re q ue sts and Staying Tru e to Yo u r Pe d a g o g ic a l Id e a ls in the One -Sho t Info rm a tio n Lite ra c y

Se s s io n.” Communications in Information Literacy 10 , no 2 (J a nu a ry 1, 20 16 ): 132–42.

◉Snyd e r, Laura, Laurie J Sam p se l, and Le sle y Farm e r “The ACRL

Fra m e w o rk: A Ne w Pa ra d ig m fo r Mu s ic Info rm a tio n Lite ra c y, in the Co nte xt

o f Pe rfo rm a nc e a nd Co m p o s itio n.” In Ideas, Strategies, and Scenarios in

Se rie s 10 Mid d le to n, W I: Mu s ic Lib ra ry As s o c ia tio n, 20 18

M y St r at egy

◉ Look for Framework overlap in existing curriculum

◉ Identify frames that could be better

incorporated into course

Fr am ew or k Assi gn m en t s an d Act i vi t i es i n M usi c

In fo r m a t io n Lit e r a cy

◉ Music Library Scavenger Hunt activity

◉ Database searching assignment

◉ Copyright/ Citations assignment

◉ Plagiarism quiz

◉ Blogs/ Dissertations/ ILL activity

◉ Primary Sources assignment

M usi c Li br ar y Scaven ger H un t act i vi t y

Sear ch i n g as St r at egi c Ex p lo r a t io n

Searching for information is often nonl inear a nd

it erat ive,

re q u iring the e va lu a tio n o f a range of

inform at ion sources

a nd the m e nta l fle xib ility to p u rs u e al t ernat e avenues a s ne w und e rs ta nd ing d e ve lo p s

(ACRL Fra m e wo rk fo r Info rm a tio n

Lite ra c y fo r Hig he r Ed u c a tio n, 20 15)

Dat abase sear ch i n g assi gn m en t

Copyr i gh t / Ci t at i on s Assi gn m en t

(ACRL Fra m e wo rk fo r Info rm a tio n

Lite ra c y fo r Hig he r Ed u c a tio n, 20 15)

Bl ogs/ Di sser t at i on s/ I LL act i vi t y

Aut h or i t y i s Con st r uct ed an d Con t ex t ual

Information resources reflect their creators’ expert ise

and credibil it y, a nd a re evaluat ed based on t he

inform at ion need a nd the c o nte xt in whic h the

info rm a tio n w ill b e u s e d

Au tho rity is c o ns tru c te d in tha t va rio u s c o m m u nitie s m a y

re c o g nize dif f erent t ypes of aut horit y

It is c o nte xtu a l in tha t the info rm a tio n ne e d m a y he lp to

d e te rm ine the l evel of aut horit y required

(ACRL Fra m e wo rk fo r Info rm a tio n

Lite ra c y fo r Hig he r Ed u c a tio n, 20 15)

I n f or m at i on Cr e a t io n a s a Pr o ce s s

Information in any form at is p ro d u c e d to c o nve y a

m e s s a g e a nd is s ha re d via a s e le c te d del ivery m et hod

The it erat ive processes o f re s e a rc hing , c re a ting ,

re vis ing , a nd d is s e m ina ting info rm a tio n vary, a nd the

re s u lting p ro d u c t re fle c ts the s e d iffe re nc e s

(ACRL Fra m e w o rk fo r Info rm a tio n Lite ra c y fo r

Hig he r Ed u c a tio n, 20 15)

Sch ol ar sh i p as Con ver sat i on

Communities of scholars, researchers, or professionals engage in sust ained discourse

w ith ne w ins ig hts a nd d is c o ve rie s occurring over t im e

a s a re s u lt o f varied perspect ives and int erpret at ions.(ACRL Fra m e w o rk fo r Info rm a tio n

Lite ra c y fo r Hig he r Ed u c a tio n, 20 15)

Pl an s/ I deas f or f ut ur e act i vi t i es

◉ Score comparison in-class activities

○ Different editions (Schirmer vs Henle)

○ Print scores vs IMSLP