scholarly journals CREATE: Adapting the Framework to Studio Art disciplines

2017 ◽  
Vol 78 (10) ◽  
pp. 554 ◽  
Author(s):  
Amanda Meeks ◽  
Larissa Garcia ◽  
Ashley Peterson ◽  
Alyssa Vincent
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Studio Art ◽  
Library Instruction ◽  
Artistic Practice ◽  
Knowledge Practices ◽  
Subject Specialist

Because of its emphasis on knowledge practices and dispositions over prescriptive skills, the ACRL “Framework for Information Literacy for Higher Education” resonates with subject specialist librarians who may have found it difficult to apply the ACRL “Information Literacy Competency Standards for Higher Education” to their particular programs. For example, the research and corresponding library instruction that supports Studio Art coursework and artistic practice often looks very different from the methods used to conduct scholarship in other disciplines.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals Transforming theory into practice: Creating student-centered instructional activities rooted in the Framework

2021 ◽  
Vol 82 (3) ◽  
pp. 114
Author(s):  
Meghan Kowalski ◽  
Catherine Meals ◽  
Faith Rusk
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Literacy ◽  
District Of Columbia ◽  
Learning Activities ◽  
Library Instruction ◽  
Student Centered ◽  
Instructional Activities ◽  
Reference Librarians ◽  
The University

During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.

scholarly journals Book Review: Not Just Where to Click: Teaching Students How to Think about Information

2015 ◽  
Vol 55 (2) ◽  
pp. 171
Author(s):  
Pamela Louderback
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Assessment Instruments ◽  
Knowledge Practices ◽  
Literacy Standards

Fifteen years ago, information literacy standards brought information literacy into higher education conversations and advanced the library field. ACRL’s current revision of Framework for Information Literacy for Higher Education provides further direction for contextualizing and integrating information literacy into the curriculum and offers a deeper understanding of the knowledge practices and dispositions that an information-literate student should develop. With this in mind, Not Just Where to Click provides recommendations to help librarians develop appropriate resources, practices, and assessment instruments for information literacy.

scholarly journals Framing and Painting the Library

2021 ◽  
pp. 237-245
Author(s):  
Elizabeth Young Miller
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Lessons Learned ◽  
Complete Picture ◽  
Library Services ◽  
Curriculum Mapping ◽  
Degree Programs ◽  
Library Instruction ◽  
Existing Frames ◽  
Current Curriculum

Moravian’s seminary liaison librarian utilizes existing frames and standards to map to the seminary’s curriculum and existing services in order to paint a complete picture of all the library offers. Using lessons learned from mapping the curriculum of the MATS program to the Framework for Information Literacy for Higher Education, the current curriculum mapping iteration has expanded to focus on courses required across degree programs. The curriculum mapping across degree programs not only provides ideas on how to scaffold library instruction, but it also serves as a stepping stone for mapping instruction and library services to the ATS and Middle States standards.  Aligning the library’s projects, resources, and services to standards that matter to seminary administration and faculty can generate awareness of the important role the library serves.

scholarly journals Book Review: The Fun of Motivation: Crossing the Threshold Concepts

2020 ◽  
Vol 59 (2) ◽  
pp. 135
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Library Instruction ◽  
Threshold Concepts ◽  
Information Research ◽  
New Curricula ◽  
New Framework ◽  
Student Instructor

When ACRL officially adopted the Framework for Information Literacy for Higher Education in 2016, fun was not a word many librarians would associate with this new Framework, as it required new ways of incorporating information literacy concepts and skills into library instruction sessions. Instead of strict standards, the Framework interconnects ideas and concepts about information, research, and scholarship that will allow the student, instructor, and librarian greater flexibility in developing new curricula.

scholarly journals Loaded questions: The Framework for Information Literacy through a DEI lens

2020 ◽  
Vol 81 (8) ◽  
pp. 382
Author(s):  
Karin Heffernan
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Strategic Plan ◽  
Threshold Concepts ◽  
Knowledge Practices ◽  
Diverse Individual

Just after our university published its Diversity, Equity & Inclusion (DEI) Strategic Plan, I found myself driving home from the “Engaging with the ACRL Framework” Roadshow. My head was full of converting knowledge practices into learning outcomes when the frames began to emerge through a DEI lens, and threshold concepts became questions. The very asking of a question inherently invites diverse, individual perspectives. Published before current higher education DEI efforts, the Framework prompts us to ask questions and pursue answers, especially from unheard or systemically silenced voices. It encourages us to challenge elitism, racism, sexism, ableism, and biases within the entire information ecosystem.

scholarly journals Applying the Framework as a reflective tool: A teacher learner perspective

2018 ◽  
Vol 79 (8) ◽  
pp. 416
Author(s):  
Ethan Pullman
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information Literacy ◽  
Threshold Concepts ◽  
Self Reflection ◽  
Knowledge Practices ◽  
Learner Perspective ◽  
Troublesome Knowledge

If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3

scholarly journals Book Review: The One-Shot Library Instruction Survival Guide, 2nd ed.

2017 ◽  
Vol 56 (4) ◽  
pp. 297
Author(s):  
Magen Bednar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Information Literacy Skills ◽  
The One ◽  
Teaching Information

Many instruction librarians face the challenge of teaching information literacy skills successfully and engagingly during one-shot library instruction sessions. In their new edition of The One-Shot Library Instruction Survival Guide, Heidi Buchanan and Beth A. McDonough offer guidance on incorporating ACRL’s Framework for Information Literacy for Higher Education (adopted in 2016) into one-shot library instruction sessions.

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