ACRL's Framework for Information Literacy: A Workshop Held for Reference & Instruction Librarians at Harford Community College Library, June 2014

1. ACRL’s Framework for
Information Literacy
Workshop for
Reference &
Instruction
Librarians
Gina Calia-Lotz, Instructional Services
Librarian, Harford Community College

2. ACRL’s expanded definition of
information literacy
“Information literacy combines a repertoire
of abilities, practices, and dispositions
focused on expanding one’s understanding
of the information ecosystem, with the
proficiencies of finding, using and
analyzing information, scholarship, and data
to answer questions, develop new ones,
and create new knowledge, through ethical
participation in communities of learning
and scholarship.”

3. Comparison of Old and New
“Old” ACRL “Information
Literacy Standards”
 Determine the nature and
extent of information needed
 Access needed information
effectively and efficiently
 Evaluate information and its
sources critically;
incorporate selected
information into his or her
knowledge base & value
system
 Use information effectively
to accomplish a specific
purpose
 Access and use information
ethically and legally
ACRL Framework
“Frames”
 Scholarship as
Conversation
 Research as Inquiry
 Format as Process
 Authority is Constructed
and Contextual
 Searching as Exploration
 Information has Value

4. SNAPSHOTS OF THE
INFO LIT FRAMEWORK

5. The Framework consists
of six “frames,” or
“lenses through which to
view information literacy.”
Each frame contains a
threshold concept,
knowledge practices, and
a set of dispositions of
learners who are
developing
understanding of the
related concepts. “Frames”

6. Threshold Concepts:
“Those challenging
‘gateway’ or portal
concepts through
which students must
pass in order to
develop genuine
expertise within a
discipline, profession,
or knowledge domain.”

7. Sustained discourse
within a community of
scholars or thinkers.
Scholarly research
resists simple answers.
Scholarship is a
discursive practice,
over extended periods
of time.
The experienced
researcher seeks out
many perspectives in a
scholarly conversation,
not merely the one with
which the researcher
already agrees.
Frame 1:
Scholarship is a Conversation

8. Research is iterative:
complex questions develop
new questions/lines of
inquiry.
Experienced researchers
see inquiry as a process
that focuses on problems or
questions.
The novice works to
understand foundational
ideas/methods, and over
time develops ability to
formulate advanced
research questions, and
employ a greater repertoire
of investigative methods.
Frame 2:
Research as Inquiry

9. Depends on origin, need,
context.
How authoritative is
necessary?
Understand standards
within a discipline.
Be skeptical, but keep an
open mind.
Even authoritative should
be regarded with
“informed skepticism.”
Frame 3:
Authority is Constructed & Contextual

10. “Format” (or source type)
and method of access are
separate things.
Quality and usefulness of an
information source is
determined by the process
that went into making it.
Unique capabilities and
constraints of each format
determine how info can and
should be used, and which
information best meets a
researcher’s needs.
Researchers decide which
format and mode of
transmission to use when
disseminating their own info
creations.
Frame 4:
Format as Process

11. The search for
information is ignited
by inquiry.
Process of discovery.
No single system works
well for all research
needs.
Effective use of
selected resources is
predicated on
understanding them.
Different resources
require different
methods of access.
Frame 5:
Searching as Exploration

12. Information as
intellectual property.
Importance of proper
attribution of sources.
Information can act as
a commodity – which
motivates whether
and how information
is shared, sold, etc.
Social media sites,
advertisements, and
other internet sites
may use another’s
information for their
own economic gain.
Frame 6:
Information has Value

13. Threshold Concepts =
“Core Understandings”
 Should position info lit on a higher
plane, as an integral part of the
learning process within and across
disciplines.
 Should address the “bottlenecks of
understanding” or challenges that
students face in learning to maneuver
within the information landscape.

14. HCC Librarians’ “Overarching
Understandings” (May 2011)
Corresponding ACRL Frame/
Core Understanding
1.Your topic/research need
determines the kinds of sources
you will need
2. Different kinds of sources
require different search
tools/resources to find them.
3. The librarians/the library are a
resource here to help them!
4. Information differs in quality
depending on various criteria
5. Your search terms/search
strategy will influence your
success in finding sources
1. Format as Process
2. Format as
Process/Searching is
Strategic
3. Searching as Exploration!
4. Format as Process/
Authority is Constructed and
Contextual
5. Searching as Exploration
Do you remember *our*
“Overarching Understandings?”

15. Our Eng. 101 Lesson Objectives Corresponding ACRL Frame
1. Develop sub-topics for a given
topic using an essay from a
reference database.
2. Determine which databases to
use to find articles on specific
topics.
3. Develop keyword search
statements/use advanced search
strategies in databases to
improve search results.
4. Compare characteristics of
scholarly journals & popular
magazines.
5. Evaluate the credibility and
objectivity of sources from the
Web.
6. Determine information needed
to cite sources in MLA format.
1. Research as Inquiry
2. Searching as Exploration
3. Searching as Exploration
4. Format as Process
5. Format as Process/
Authority is Constructed and
Contextual
6. Information has Value
How about our student learning objectives?

16. “Research is a Process”
 Overall concept on which our Eng.
101 sessions are based.
 = “Research as Inquiry” (Frame II)

17. GROUP EXERCISE TIME!

18. “WARM FUZZIES”
https://www.youtube.com/watch?v=KcRTYTaVCuc&feature=k
p

19. EVALUATION