The Association of College and Research Libraries (ACRL) released in February 2015 the Framework for Information Literacy for Higher Education. This framework expands on the standards (detailed in the box below), and "grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas." (ACRL)
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:
ACRL, librarians, and faculty are continually working together to better understand how to apply the Framework to higher education curriculum. For updates, community feedback, and a shared "toolbox" of assignments, assessments, and curriculum examples, please visit the Framework for Information Literacy for Higher Education Wordpress site.
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
In a six-part conversation series focused on ACRL's new framework for information literacy, we discussed one threshold concept per month. Materials for each session are available here.
Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
In a six-part conversation series focused on ACRL's new framework for information literacy, we discussed one threshold concept per month. Materials for each session are available here.
Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
In a six-part conversation series focused on ACRL's new framework for information literacy, we discussed one threshold concept per month. Materials for each session are available here.
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
In a six-part conversation series focused on ACRL's new framework for information literacy, we discussed one threshold concept per month. Materials for each session are available here.
Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
In a six-part conversation series focused on ACRL's new framework for information literacy, we discussed one threshold concept per month. Materials for each session are available here.
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
In a six-part conversation series focused on ACRL's new framework for information literacy, we discussed one threshold concept per month. Materials for each session are available here.