The DLF Digital Library Pedagogy group invites all interested digital pedagogy practitioners to contribute to a literacy and competency centered #DLFteach Toolkit, an online, open resource focused on lesson plans and concrete instructional strategies. We welcome contributors from academic and other educational institutions, including public and special libraries, in any setting, role, and career stage.
The DLF Digital Library Pedagogy group (aka #DLFteach) is a grassroots community of practice within the larger Digital Library Federation that is open to anyone interested in learning about or collaborating on digital library pedagogy.
Toolkit Volume 3 will emphasize the teaching of literacies and competencies foundational for digital scholarship and digital humanities work and/or literacies and competencies acquired through the act of engaging in such work.
By “literacies” we mean visual literacy, digital literacy, data literacy, and information literacy, etc. By “competencies” we mean foundational digital skills that provide both a practical and critical understanding of digital technologies (See Bryn Mawr's Digital Competencies for more information).
Example lessons include:
A semester long digital exhibit project that has students creating metadata for visual materials related to the topic of their course. In addition to a librarian-led session on the mechanics of the platform, students learn about critical approaches to metadata and must include a reflective analysis on the potential for bias in their choice of descriptive keywords and subject terms. The project engages with information literacy frames like "Authority is Constructed and Contextual" as well as visual literacy competencies like "acquires and organizes images and source information."
A project training session in which team members (faculty, staff, and students) design a data model that can address the project's research questions. The exercise works for multiple audiences and establishes a foundation in data literacy for all participants. Concepts like tidy data, data types, and query languages are introduced.
A blog post assignment that asks students to verbally interpret a privacy statement of an online company or institution to another student. Students must include an audio file of their conversation with a peer (and fill out a consent form). This assignment has students engaging with multiple digital competencies: managing a digital identity, privacy, and security; collaborative communication; and digital writing and publishing.
“Lesson plans” are activities, basic exercises, assignments, project instruction, and the like that are used in situations ranging from one-off library sessions to multi-day workshops to semester-long courses. Lesson plans can be designed for synchronous or asynchronous/remote instruction.
The works we seek to include will be creative and critical in nature. Ideally, they will push the boundaries of traditional approaches and frameworks. For instance, we are interested in lessons that highlight the intersections of literacies from different frameworks, not just alignment with the ACRL Framework for Information Literacy.
Areas of critical importance include:
Transferable skills. How are the literacy skills gained transferable beyond that particular lesson? How might your lesson promote digital citizenship in an age of misinformation?
Attention to "implementation fidelity." How have you improved your lesson in response to assessment?
Accessibility and the digital divide. How is accessibility baked into your lesson? How do we teach technology based lessons when not everyone has equal access?
Our aim is to provide practitioners with lessons that can be adapted for a variety of curricular contexts and instructional roles. We highly encourage submissions that demonstrate collaborations between library staff in different roles or with instructors outside the library.
Proposals are due by
September 1st, 2021 October 4th, 2021 and should be limited to 250 words. When writing your proposals, please consider the toolkit template.
Proposals should include:
A description of your lesson
A statement on the literacies involved in your lesson
Note any collaborators (collaboration with other instructional partners is encouraged!)