Critical thinking framework for any discipline

Seizing the Initiative Through Creative Thinking Versus Reacting to the Enemy local copyby Grothe, SAMS paper, Leadership must be committed to learning, underwrite experimentation, and create an environment that generates creative thought and innovation.

Critical thinking framework for any discipline

The recently adopted ACRL Framework for Information Literacy for Higher Education has generated much critique and discussion, including many important reflections on the nature of information literacy and librarianship itself.

This article provides a brief consideration of some of these responses and as well a critique of the Framework from the perspective of critical information literacy. It argues that although the Framework demonstrably opens up possibilities for an information literacy instruction that encourages students to question the power structures and relations that shape information production and consumption, it nonetheless rests on a theoretical foundation at odds with that goal.

It urges librarians to embrace the Framework yet also resist it, in the tradition of critical librarians who have practiced resistance to the instrumentalization of the library for neoliberal ends.

The Task Force charged with creating the Framework began its work in March and released the first draft for public scrutiny in February of the following year. But a successful launch and general adoption are by no means assured, as the resistance to plans to scrap the existing Standards has been and may continue to be strong.

It should have been expected that the lively debates among librarians have included searching, systematic, and thoroughgoing critiques of both the fundamental assumptions and the theory underlying the Framework and even its reason for existing at all.

In this article I will review and compare some of the critiques of the Framework voiced thus far. I will also offer a critique of my own that attempts to read the Framework from the perspective of critical information literacy and critical librarianship.

Librarians who identify with these labels, generally speaking, seek to anchor information literacy practice and librarianship as a whole to a commitment to both principles of social justice and a systematic critique of the power relations within which our field operates.

They help you focus on what is really important as opposed to getting stuck in what you think you are supposed to be teaching. Instead of just teaching a lesson about doing ethnographic research I taught a lesson about inquiry and asking increasingly sophisticated questions.

Examples such as these which seem to be multiplying daily demonstrate the pedagogical value and potential of the Framework. In fact, despite the reservations that I will outline below, the Framework does not contradict or undermine the possibility of a critical information literacy instruction or critical pedagogy, but may very well encourage it, which is a vital point that librarians should remember.

Many librarians who are committed to critical librarianship seem to share this view since they see the Framework as more liberating pedagogically than it is constricting. These critiques have been diverse, ranging from stunned incomprehension to almost utopian celebration.

One subset of responses to the Framework has made suggestions for improvement or requested clarification. These criticisms generally accept the Framework on its own terms and are concerned with its practicality, implementation, adaptability, and accessibility.

People ask how the Frames or the threshold concepts upon which they are based will work in practice, what challenges will be posed by adopting the Framework, how different it will be from the Standards in this respect, and how librarians, faculty, and administrators will be convinced to replace explicit Standards with a set of guidelines that are less prescriptive.

Librarians, as members of the academic community, must be prepared to engage with the scholarship and research of our peers if we wish them to engage with ours.

And the most serious evidence of such engagement is to find specifically library-related applications of theoretical approaches from such fields as education, psychology and anthropology.

To embrace theory from other disciplines will inevitably require us to learn to adapt concepts and language from those fields. In other words, it will require the introduction of novel concepts and ideas, reflected in new vocabulary.

But rather than be afraid of such importations, we should engage them to test their foundations as well as their usefulness.

Another set of critiques has dissected the theoretical approach of the Framework, and while not complaining so much about jargon, still finds it flawed, often fatally so. These critiques have been thorough. They tend to focus on the theory of threshold concepts and its application in the frames themselves and subject it to interrogation and detailed analysis.

Lane Wilkinson a former member of the Task Force has provided perhaps the most exhaustive analysis and deconstruction of threshold concept theory and its application to information literacy in the Framework.

He set out to demolish much of the theory and language of the Framework in several detailed blog posts over the summer of There is less attention given to considerations of the ways that political, social, economic, and cultural power structures and relations are reflected by or are challenged by this approach to information literacy although his discussion does not entirely exclude these concerns.

Threshold concept theory, both as it was originally formulated and as it is applied in the Framework, can be seen as a reification of privileged knowledge that is historically and culturally contingent.

Threshold concepts were elaborated specifically to better enable students to master the difficult specialized fields of knowledge that define the various academic and professional disciplines.

But they may end up functioning as the means to merely reinforce disciplinary boundaries and institutional hierarchies.In ethics, value denotes the degree of importance of some thing or action, with the aim of determining what actions are best to do or what way is best to live (normative ethics), or to describe the significance of different makes an action valuable may in turn depend on the ethic values of the objects it increases, decreases or alters.

An object with "ethic value. Core Set of Critical Thinker's Guides.

Critical thinking framework for any discipline

The guides in this set will provide any reader with the core concepts and mental tools essential to a robust, ethical framework of critical thinking. Why Employability Skills? Successful careers are built on solid personal and interpersonal skills. Defining, measuring, and building these skills— even naming them— can be challenging.

Problem Solving Critical Thinking Reasoning Decision Making Planning

Below is an interesting critical thinking framework I came across through Teachthought. This framework is taken from a journal article written by Robert Duron, Barbara Limbach, and Wendy Waugh and published in International Journal of Teaching and Learning in Higher strength of this.

R. J. Niewoehner United States Naval Academy, USA ABSTRACT Richard Paul's critical thinking model was adapted to the challenge of engineering education, and published in July as a guide to Engineering Reasoning.

Critical thinking framework for any discipline

21st Century Skills Early Learning Framework The 21st Century Skills Early Learning Framework and Guide offer a practical tool for practitioners and advocates to integrate 21st century skills into early learning.

Critical thinking framework for any discipline by Sharon Tully - Issuu