When challenged with migrating to LibGuides 2.0, we sought to implement an easily accessible tool that would be useful to our students. With the recent launching of Framework threshold concepts by ACRL, we saw the opportunity to combine LibGuides migration with Framework introduction to improve our existing instructional design practices. In order to attain buy-in by our library faculty, we chose to create a Professional Learning Community (PLC), allowing us to take agency for our own professional development/learning. PLCs function as a collaborative effort to improve student learning through action research and job-embedded learning (DuFour, et al., 2006). Recognizing that we were approaching a cultural shift in our instructional practices, we proposed scaffolding various aspects of the problems rather than dealing with them in isolation, monitoring the adoption of change or level of concern experienced by each librarian. Through frequent meetings that included structured reading and interactive discussions, our faculty were able to establish norms, build trust within the group, foster collective ownership over instructional design practices, revolutionize our student learning outcomes, create effective and more navigatable LibGuides, and develop a shared philosophy of teaching, learning, and assessment. Creating the PLC has changed how we talk about instructional design and how we have integrated the Framework into our instructional practice.
Bishop, Natalie and Dennis, Pamela, "Transforming Instructional Design: Using Professional Learning Communities (PLCs) to invoke change and to incorporate the Framework into instructional practice" (2016). Dover Library Faculty Professional Development Activities. Paper 6.