Day 2 (PaLA)
Day 2: How can the Framework help ground our instructional practices through both theory and context?
Day 2 focuses on how the Framework can help strengthen our teaching and learning through reflection on and awareness of our unique instructional contexts and the possibilities and constraints these contexts present. Additionally, we will pay particular focus on how having knowledge, skills and values around inclusive and accessible design can enhance our instructional practice.
Readings for Day 2
Read 2 of the following readings
- Rapchak, M. (2019). That which cannot be named: the absence of race in the Framework for Information Literacy for Higher Education. Journal of Radical Librarianship, 5, 173-196.
- Head, A., Bull, A & McMillan, M. (2019). Asking the right questions: Bridging gaps between information literacy assessment approaches. Against the Grain, 31(4).
- Arellano Douglas, V. (2020). Moving from critical assessment to assessment as care. Communications in Information Literacy, 14(1), 46-65.
Agenda
9:00 – 9:10 – Day 1 Recap. Opening Q & A
9:10 – 9:30 – Setting the Stage for Day 2
9:30 – 10:05 – Instructional Context
10:05 – 10:15 – Break
10:15 – 10:50 – Review of UbD Stage 1
10:50 – 11:55 – Instructional Design with the Frames in Mind – UbD Stage 2
11:55 – 12:00 – Day 2 Wrap-Up
Materials
The workshop materials are available on Google Drive. If you have any trouble accessing the materials, please contact the facilitators
- Day 2 Slide Deck
- Workbook
- Workshop Jamboards / Polls
- Day 2 Exit Survey
- Day 2 Homework folder
Materials mentioned in workshop
Teaching with Access and Inclusion
Please contact the facilitators Lindsay (matt0341@umn.edu) and/or Brittney (bjohnso1@stedwards.edu) with any questions.
