Framework for Information Literacy
The ACRL Framework for Information Literacy for Higher Education (2015) is “organized into six frames, each consisting of a concept central to information literacy (threshold concepts), a set of knowledge practices (demonstrations of ways in which learners can increase their understanding of these information literacy concepts), and a set of dispositions (the affective, attitudinal, or valuing dimension of learning)” that together comprise “conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole.”
How do the ACRL Frames translate into instruction? See the library’s Information Literacy Curriculum Knowledge Practices and Dispositions.
Authority Is Constructed and Contextual
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.
Information Creation as a Process
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.
Information Has Value
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.
Research as Inquiry
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.
Scholarship as Conversation
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.
Searching as Strategic Exploration
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.
Association of College and Research Libraries, Framework for Information Literacy for Higher Education. Chicago: ALA, 2015. American Library Association. Web. 12 Feb. 2015. <http://www.ala.org/acrl/standards/ilframework>