Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships

Fullard, Allison

doi:10.7553/82-2-1627

Cited by 4 publications

(4 citation statements)

References 32 publications

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“…Fundamentally, the aim of the study is to enhance students' critical thinking skills through the application of the Framework. Apart from Fullard [5] who explored the relevance of the Frames for literacies for higher education, there has been little discussion about its application in information literacy education programmes within a South African higher education context.…”

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confidence: 99%

A Critical Praxis in the Information Literacy Education Classroom Using the ACRL Framework for Information Literacy for Higher Education

Mohamed

2019

Communications in Computer and Information Science

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The University of the Western Cape Library uses the ACRL Framework for Information Literacy for Higher Education to introduce an alternative, nuanced approach to information literacy training by transforming librarians' teaching praxis. The Framework presents a new perspective on teaching and learning and is built around six frames, each consisting of a threshold concept which is central to information literacy. To this end, the Library coordinated the Information Literacy Programme for the University's Library and Information Science Department. By using a qualitative approach, this case study describes the integration of the Framework in the Information Literacy Education module to teach prospective librarians to internalise the core concepts of the Framework. The paper discusses how the Framework was operationalised to enhance students' critical thinking through the application of formative and summative assessments and a number of student artifacts.

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A Critical Praxis in the Information Literacy Education Classroom Using the ACRL Framework for Information Literacy for Higher Education

Mohamed

2019

Communications in Computer and Information Science

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“…To understand the perceptions of librarians, faculty and student’s perceptions of information literacy skills in academia, Yevelson-Shorsher and Bronstein (2018) shared three perspectives on information literacy. Fullard (2017) used the Framework for Information Literacy for Higher Education to foster partnerships between librarians and faculty members. While Fullard (2017) suggests that librarians and lecturers can use the Framework for Information Literacy for Higher Education to uncover processes and practices of knowledge creation never known before, there is also a need for transformative frameworks that guide such partnerships, especially in South African university libraries.…”

Section: Introductionmentioning

confidence: 99%

“…Fullard (2017) used the Framework for Information Literacy for Higher Education to foster partnerships between librarians and faculty members. While Fullard (2017) suggests that librarians and lecturers can use the Framework for Information Literacy for Higher Education to uncover processes and practices of knowledge creation never known before, there is also a need for transformative frameworks that guide such partnerships, especially in South African university libraries. Furthermore, indicators for determining adult literacy levels are based on international surveys that originated in developed countries, mostly in Western Europe and the United States.…”

Section: Introductionmentioning

confidence: 99%

Framework for communicating library training at a South African university

Molepo

Blose

2023

IFLA Journal

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This article combines social constructivist and transformative paradigms to propose a framework for communicating library training to first-year students. Although performance indicators for literacy are universal, there are explicit attempts to move away from a universal approach to information literacy, as exemplified in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. This article addresses the fragmentation of teaching and learning practices in a single case study of University of the Free State libraries. Data were collected using two methods: an integrated literature review; and document analysis. Literature and documentary evidence were found to justify a call for developing an underpinning theory for planning purposes. Furthermore, it was found that synthesized concepts from models, ideas and frameworks can inform new pedagogical approaches. This article proposes the Authority Pedagogy Socialization framework for communicating library training to first-year students and concludes with several recommendations.

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“…Saglam, Cankaya, Ucer, and Cetin (2017) argues that the development of information technology has a significant impact on education, the most important problem to overcome in the 21 st -Century is instilling information literacy to students. The purpose of information literacy is fundamentally helping students to understand the knowledge-making process and strengthen their capacity in terms of using and creating a variety of information or knowledge products (Feng & Ha, 2016;Fullard, 2017;Ranaweera, 2017). The definition of information literacy is a set of integrated capabilities that include: 1) identification of the extent of information needed; 2) accessing information effectively and efficiently; 3) critically evaluate information and sources; 4) use information effectively to achieve individual goals; 5) access and use information ethically and legally (Hulett et al, 2013;Klucevsek & Brungard, 2016).…”

Section: Introductionmentioning

confidence: 99%

Information literacy skill: An alternative to support biology student’s learning outcomes

Saptasari¹,

Sunarmi²,

Sulasmi³

et al. 2019

JPBI

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Information literacy is a fundamental aspect to ease students in encompassing the knowledge-making process as well as empowering their capacity in using and creating various information and knowledge products. The purpose of this study was to determine the effect of integrating information literacy rubric with Project-Based Learning on students’ learning outcomes in Structure of Plant Development course. This quasi-experimental research used a non-randomized pretest-posttest control group design. The population in this study was the all biology department undergraduate students at the Universitas Negeri Malang in 2018/2019 academic year. The sample consisted of 120 students which were divided into two groups (control and experiment). The data gained was analyzed using one-way ANCOVA. The results showed that Project-Based Learning which was integrated with information literacy rubric had a significant impact on biology students’ learning outcomes. Based on the findings, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes.

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Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships

Abstract: The Association of College and Research Libraries' (ACRL)

Cited by 4 publications

References 32 publications

A Critical Praxis in the Information Literacy Education Classroom Using the ACRL Framework for Information Literacy for Higher Education

A Critical Praxis in the Information Literacy Education Classroom Using the ACRL Framework for Information Literacy for Higher Education

Framework for communicating library training at a South African university

Information literacy skill: An alternative to support biology student’s learning outcomes

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