Scaffolding Self-direction with the ACRL Framework: A Reflection-Based Approach

Abstract

This case study reports on the information literacy component of a pilot first-yearexperience course, U1X, at Concordia University. Based on the ACRL Framework for Information Literacy for Higher Education, the information literacy component of U1X was designed to encourage self-direction.
 Through exploring the university’s larger research mission, the module aimed to shift the emphasis from “how to do research correctly” to viewing research as a personal endeavour in which the researcher cultivates the skills necessary to make a meaningful contribution. It encouraged students to reflect on what they could contribute and the skills they would need to do so.
 The design of this module aligned with the U1X syllabus, which included as learning outcomes that students gain an understanding “of the University’s research mission at its highest level” and “of the relationship between research and citizenship.” The module took a similarly “big picture” approach, while also looking at students’ personal development through reflection. This paper will explore the challenges and opportunities of this approach.