ACRL Framework for Information Literacy for Higher Education¶

Element · All elements
Evidence · no claims cited

Description¶

The Association of College and Research Libraries' 2015 Framework, adopted as a revision of the 2000 Information Literacy Competency Standards, comprising six frames: authority is constructed and contextual, information creation as a process, information has value, research as inquiry, scholarship as conversation, and searching as strategic exploration. Each frame contains knowledge practices and dispositions addressing the affective dimension of learning. In this study it served as a conceptual lens for student self-reflection on information literacy skills and dispositions within the ePortfolio capstone.

Design Implications¶

Context¶

Requirements¶

• Used as a document to guide self-reflection and integration of knowledge

Constraints¶

• A participant reported not having enough time to digest the concepts when it was introduced mid-cycle in January

Target Learners¶

• higher education students
• graduate science teacher education students

Target Learning Goals¶

• information literacy
• reflective discovery of information
• ethical participation in communities of learning

Affordances¶

• Eportfolio Social Pedagogy Ecosystem

Claims¶

Related Elements¶

Examples¶

• Introduce the ACRL Framework early in the capstone cycle to allow time to digest and connect it to research work

Key Sources¶

• Wesley Pitts and Alison Lehner-Quam. (2019). Engaging the Framework for Information Literacy for Higher Education as a Lens for Assessment in an ePortfolio Social Pedagogy Ecosystem for Science Teacher Education. International Journal of ePortfolio, 9(1), 29-44. https://eric.ed.gov/?id=EJ1214596