First Thoughts on Implementing the Framework for Information Literacy

Jacobson, Trudi; Gibson, Craig

doi:10.15760/comminfolit.2015.9.2.187

Cited by 25 publications

(19 citation statements)

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“…12 Trudi Jacobson and Craig Gibson provide a range of very practical strategies to implement the Framework. 13 Rachel Elizabeth Scott describes how she was able to incorporate the Framework, even within the limitations of a short instructional session. 14 Zoe Fisher used the Framework successfully as the basis for a credit-bearing information literacy course, and she suggests that librarians could actually ask students to read the Framework.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing the ACRL Framework: Reflections from the Field

Latham

Gross

Julien

2019

C&RL

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In an exploratory study, interviews were conducted with fifteen librarians to learn about their perceptions of and experiences with the Framework for Information Literacy for Higher Education. Participants reported that they are implementing the Framework implicitly rather than explicitly, and their instruction has become more interactive and hands-on. A key strategy to success has been getting buy-in from other librarians and faculty. The participants have encountered a number of challenges in implementing the Framework, including time constraints within the one-shot model of instruction and resistance from some librarians and faculty who feel that the Framework is too highly conceptual to be practical for students, many of whom lack basic information literacy skills. Finally, participants indicated it is difficult to assess learning based on the Framework. Implementing the ACRL Framework: Reflections from the Field 387Framework is intended to be conceptual rather than prescriptive; as such, it allows librarians a great deal of latitude in terms of developing instructional strategies and learning assessments.The Framework has been greeted with much excitement but also some consternation. The flexibility offered by the Framework can be a good thing, of course, offering librarians the freedom to reimagine information literacy instruction in an almost limitless variety of ways. But it can be daunting as well, leaving librarians feeling somewhat rudderless amid this sea change in how information literacy is conceptualized. Given that the Framework is still relatively new (and "novel"), now is an opportune time to investigate librarians' perceptions of the Framework and experiences with implementing it. In other words, how is the Framework being implemented in the field, and what are the results so far?

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Section: Literature Reviewmentioning

confidence: 99%

Implementing the ACRL Framework: Reflections from the Field

Latham

Gross

Julien

2019

C&RL

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“…But the process of adopting the new Framework has been controversial. While some recommend the new document for its flexibility [5], others criticize it and call it elitist [6]. One of the main criticisms was that this was just a new document, rather than a review of the document they were waiting for [7].…”

Section: From the Standards To The New Framework: The Changing Processmentioning

confidence: 99%

Information Literacy and Open Science: Before and After the New ACRL Framework

Lopes

Antunes

Sanches

2019

Communications in Computer and Information Science

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In 2000, ACRL published the Information Literacy Standards, clarifying and describing specific learning objectives for higher education students. The document recognized the role of librarians who had long been informally developing these practices. But the Standards have evolved and adapted. In 2016, the ACRL adopted the new Framework, which sustains a metamorphosis. Information literacy remains a pattern of integrated competencies that encompass the reflexive discovery of information, the understanding of how information is produced and valued, and the use of information in the ethical and legal creation of new knowledge. Aim of the study: Based on a literature review,strategies, how to select and evaluate retrieved information, how to use the information in an ethical and legal way) -Information literacy competency standards for higher education. These Standards have established learning objectives to actively implement information literacy (IL) in the academic community. They also recognized the role of information professionals who had long been informally developing these practices. Over the years, many disciplines have been inspired by the Standards to formulate their specific objectives in the teaching-learning process, namely in nursing, psychology and health sciences. But the Standards had to evolve and adapt. As the disciplines regularly evaluated and accredited their practices and curricula, the practice of IL also had to be reviewed and re-evaluated in terms of its relevance and application. In January 2016, after two years of elaboration and incorporation of extensive comments from information professionals, ACRL adopted the Framework for information literacy for higher education [2]. encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning" [2, p.2].This new document also opens the way for information professionals, teachers and other institutional partners; to reformulate contents, training courses, curricula and credits to be awarded [3]; to link IL to successful student initiatives [4]; to collaborate in the pedagogical research and to involve the students themselves; and to develop and broaden the discussion about the teaching-learning process.

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“…To demonstrate this point, they provided examples of exercises and activities librarians had been using that introduce or incorporate the frames into their teaching. Several librarians (Christensen, 2015;Dempsey & Jagman, 2016;Houtman, 2015;Jacobson & Gibson, 2015) have also written about their success with integrating ideas from the Framework into one-shot sessions, individual activities, or workshops.…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework

Insua¹

2018

Comminfolit

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Effectively integrating the ACRL Framework for Information Literacy into existing instructional models requires that librarians first understand the host of challenges that many first-year students encounter when conducting research for the first time. This study employs qualitative analysis of semi-structured student interviews to explore how students conceive of and pursue the research process, and how they try to mitigate-and in some cases surmount-the roadblocks they encounter. Although students reported several difficulties, three main roadblocks arose: challenges with understanding academic articles, challenges with the topic/theme of the course, and challenges with navigating the physical space of the library. The findings demonstrate how students employ a variety of strategies to overcome these obstacles. The authors engage with the scholarship on information literacy and the Framework, which elucidates how honoring the affective domain of learning in designing instruction could steer students towards more successful research strategies.

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First Thoughts on Implementing the Framework for Information Literacy

Cited by 25 publications

References 0 publications

Implementing the ACRL Framework: Reflections from the Field

Implementing the ACRL Framework: Reflections from the Field

Information Literacy and Open Science: Before and After the New ACRL Framework

Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework

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