Framing: a course introduction
| Published date | 14 May 2018 |
| Date | 14 May 2018 |
| DOI | https://doi.org/10.1108/ILS-03-2018-0017 |
| Pages | 313-316 |
| Author | Ann E. Williams |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
Framing: a course introduction
Ann E. Williams
Department of Communication, Georgia State University, Atlanta, Georgia, USA
Abstract
Purpose –This paper aimsto unite framing theory with instructional practicethrough the introduction of a
novel instructionalactivity.
Design/methodology/approach –This study is designedto showcase how framing theory can be used
to inform educationalpractice.
Findings –In keeping with framing theory and effects,the exercise serves to strengthen and reinforce the
investment of students. The feedback collected via the framing activity provides a means forprofessors to
modify or re-framecourse content to best meet students’needs.
Research limitations/implications –Framing theory can beused as an effective means of developing
instructional resources. Linking theory to practice within instructional design demonstrates the applied
significanceof framing theory, particularly within educational contexts.
Practical implications –By utilizing this activity on the first day of class, instructors can address
institutional challenges posed by fluctuating enrollment. In addition, the information gathered from the
activity will help instructors to cultivate a learningenvironment from students’own wealth of experiences,
interestsand goals.
Originality/value –This paper introducesan innovative instructional activitydesigned to be used on the
first day of a course. Theprimary objective of this technique is to guidestudents into establishing a personal
connectionto a course while providing a vehicleto tailor course content to students’interestsand expectations.
This approach,which is not limited to a specific discipline,is a unique and effective meansof uniting framing
theorywith instructional practicein order to develop a frameworkfor a meaningful and memorablecourse.
Keywords Higher education, Framing, Theory-driven pedagogy, Framing theory, Framing instruction,
Information andlearning science
Paper type Viewpoint
Introduction
Professorsare often challenged with whatto do on the first day of a new course (Burden and
Byrd, 2007).Students may expect to receive thecourse syllabus or to engage in “ice breaking”
activities; however, dissemination of the course syllabus and student introductions have
limited value when rosters change after the first meeting. All too often, and particularly at
large research institutions, registration and enrollment changes do occur, and they can
disrupt the flowof a course if not properly addressed (Mauksch,1986). To help address these
challenges, this paper offers a first day experience that can be used to help aid in
strengthening the course syllabus. The purpose of this article is two-fold: the first aim is
theoretical–to unite framing theory withinstructional practice;the second aim is applied–to
introduce a novelinstructional activitydesigned to be utilized on the firstday of a course. By
employing framing theory in a writingassessment, course refinementand the establishment
of a participatoryclassroom environmentcan be cultivated on thefirst day of class.
Framing
Framing theory has accrued a massive amount of attention across a range of disciplines,
including sociology, psychology, economics, political science and communication (for a range of
perspectives, see Donohue et al.,2011;Goffman,1974;Reese et al.,2001),and while the theory has
Framing:
a course
introduction
313
Received20 March 2018
Accepted20 March 2018
Informationand Learning Science
Vol.119 No. 5/6, 2018
pp. 313-316
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-03-2018-0017
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