Category Archives: Adventures in Teaching with the ACRL Information Literacy Framework

New Construction: Epilogue

Posted on December 2, 2018 by L. M. Bernhardt

Long, long ago, I started a little series here on the ol’ blog about using the ACRL Information Literacy Framework to design my Fall 2018 Introduction to Philosophy syllabus. The course was built with the Information Creation as Process frame … Continue reading →

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New Construction, Part II: Framing It In

Posted on September 7, 2018 by L. M. Bernhardt

In the previous post in this series, I laid out a blueprint for my Introduction to Philosophy course, using the Information Creation as a Process frame to structure my objectives and the general approach I might take to assessing how … Continue reading →

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New Construction, Part I: Blueprint

Posted on August 11, 2018 by L. M. Bernhardt

Last week, I laid out my plan and the basic details for an Introduction to Philosophy course that I’m building using the ACRL Information Literacy Framework. This week, I’m going to sketch a sort of blueprint for that course-building process, … Continue reading →

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New Construction: Preface

Posted on August 4, 2018 by L. M. Bernhardt

A few months back, I wrote a short series of blog posts about building a model for an intermediate-to-advanced topics course in philosophy using the ACRL’s Information Literacy Framework and figuring out how I might scale it for one-shot library … Continue reading →

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Adventures in Teaching with the ACRL Information Literacy Framework: The Best Laid Plans

Posted on June 9, 2018 by L. M. Bernhardt

As we reach the end of my little bloggy mini-series, it’s time to have a look at how my clever plans for teaching within the frame of Scholarship as Conversation sometimes gang agley. Caveat Lector Of course, my little assessment … Continue reading →

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Adventures in Teaching with the ACRL Information Literacy Framework: Setting Up The (One) Shot

Posted on June 2, 2018 by L. M. Bernhardt

In last week’s post in this series, I talked about my PHIL 230 (Studies in Philosophy) course model for an intermediate topics class in philosophy, which I built by using the Scholarship as Conversation frame to generate my outcomes and … Continue reading →

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Adventures in Teaching with the ACRL Information Literacy Framework: I Love It When A Plan Comes Together

Posted on May 27, 2018 by L. M. Bernhardt

In last week’s installment, I walked through the basic thought process that led to my intermediate/advanced PHIL 230 (Studies in Philosophy) course model. This week, I’m going to take a closer look at an outline of the syllabus for the … Continue reading →

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The Labor of Citation

Posted on May 21, 2018 by L. M. Bernhardt

[Reblogged here from my original post on LinkedIn] One of my current projects for the Buena Vista University Honors program is the assembly of an archive of completed student Honors projects. For a variety of reasons, this simply hadn’t been … Continue reading →

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Adventures in Teaching with the ACRL Information Literacy Framework: Designing Backwards, In Heels

Posted on May 19, 2018 by L. M. Bernhardt

Last week here on the ol’ blog, I presented a preface to a series of posts about designing and teaching intermediate and advanced philosophy courses using the ACRL’s Information Literacy Framework. In this week’s installment in the series, I’m going … Continue reading →

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Adventures in Teaching with the ACRL’s Information Literacy Framework: Preface

Posted on May 12, 2018 by L. M. Bernhardt

Oh, the lengths to which one goes…   Once upon a time in my life as a philosophy-prof-on-the-way-to-librarianship, I decided that I was going to commit to using the ACRL’s Information Literacy Framework in my philosophy class designs. I created … Continue reading →

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