1. APPLYING THE ACRL INFO LITERACY FRAMEWORK IN SIDEWAYS CLASSROOMS AND STUDIOS

2. ACRL’s Competency Standards for Information Literacy have been replaced by a new approach: The Framework for Information Literacy for Higher Education

3. WHAT IS THE INFO LITERACY FRAMEWORK? The Framework consists of six interconnected threshold concepts within the realm information literacy Each concept is iterative; students will need a lot of practice before meeting each threshold These concepts replace the traditional set of standards and outcomes; librarians felt as though we were teaching our students a skill set

4. “Authority is Constructed and Contextual Information Creation as a Process Research as Inquiry Information Has Value Searching as Strategic Exploration Scholarship as Conversation

5. MUSIC HISTORY SURVEY: TOTAL REVAMP

6. MUSIC HISTORY SURVEY 3 one-hour sessions taught by librarian Purpose is to help them complete Annotated Bibliography Projects “Recent Research on [Topic]” 10 sources to include: 1 Grove entry 2-3 books (post-2000) 2-3 journal articles (post-2000) 1 quality score 1 quality recording 1 dissertation (post-2000)

7. Session 1: The research process Starting with Grove How to find books in online catalog Session 2: Finding journal articles Finding dissertations Formatting Turabian style citations Session 3: Sound recordings and Scores; lab work time

8. CONCEPTS THEY’RE PRACTICING… Scholarship is a conversation Information creation as process Research as inquiry Searching is strategic Authority is constructed

9. TWEAKING: SCHOLARSHIP AS CONVO Have students find 2 articles and discern major differences Encourage a level of engagement that prevents checklist mentality This serves double duty for their annotations

10. INFORMATION AS PROCESS Get away from the checklist mentality by creating an activity on formats Assign pairs of students music queries; each must indicate what format is most suitable Students assign each other queries, must recommend the appropriate format, and create an imaginary title Build in discussion of how process is related to an item’s use

11. AUTHORITY Have students resist the urge to grab the first recording they find Ask students to find 2 recordings instead of 1 Require students to choose one, and disclose why they chose one over the other The reasons serve double duty for their annotations

12. ASSESSMENT Have students create and maintain research journals They outline their problems, strategies, successes, etc Journals will be in google docs, so I can have access and intervene in time to assist students Journals will provide data I can access to conduct assessment both semesterly and multi-yearly

13. ACTIVITY: DISCURSIVE FOOTNOTES & CITATIONS

14. Setting: senior seminar (15 students) Concepts: Information has Value, Scholarship as Conversation, Authority is Constructed and Contextual Info has value: they’re citing the authors and editors; giving attribution Authority: constructing their footnotes requires confidence in knowing who the authorities are Scholarship as convo: footnotes often indicate where the conversations are, or summarize what they are, or indicate where they can be learned about (for more info…)

15. ACTIVITY DESIGN Students receive 2 handouts: Grove entry for Slonimsky, and Slonimsky’s self entry in Bakers A google doc is projected. The doc contains the Grove entry. In real time, working in pairs, students insert their own discursive footnotes based on the Bakers excerpt

18. PART 2: REFLECTION ON THEIR RESEARCH Students identify where in their papers an authority establishing footnote could assist Students write a footnote that lists 3 sources for the reader; 3 sources must be contextualized Invite the professor who can help walk around the room Have students paste their work into the google doc to serve for assessment purposes

19. OPERA/ORCHESTRA LIT & SOUND RECORDINGS

20. ACTIVITY Librarian gathers lots of sound recordings of the same works—different formats, decades, recording processes Sort them into piles for students to pair up/work in small groups Students first sort their recordings focusing on Authority; they determine the stand-outs They share them with the class and must give their criteria/reasoning Invite recording engineer for presentation on sound editing/mixing

21. PERFORMANCE PRACTICE & RECITAL PREP PROJECT

22. RECITAL PREP PROJECT: RESEARCH JOURNALS What score have you chosen? Was it the only one available, or did you have other options? Do you feel confident in the quality of your edition? Why, or why not? In the early stages of read-through and practice, what markings did you have to make? any photocopying or page-turning? What recording have you chosen to listen to, if any? How did you decide on this particular recording? Did you listen while looking at the score? If so, did you find yourself making in markings, or hearing something you didn’t see in the score? After a few weeks of practice: Have you had to research any terms? Accidentals? Other aspects of the score? (Asking your professor counts as research). Did you conduct background information on the piece and its composer, to contextualize it? Where did you turn to find this information? (no judgment!)

23. THANK YOU! QUESTIONS?