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Framework for Information Literacy for Higher Education

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Framework for Information Literacy for Higher Education

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Association of College & Research Libraries (ACRL)

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Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Companion Documents to the Framework for Information Literacy for Higher Education:

Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Expedited shipping is available for an additional charge. Orders can be placed onthe last Tuesday of each month. However, this day is subject to change at the discretion of ACRL. Please send an email to acrl@ala.org.

Payments with a check should be sent to:

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If you have additional questions about ordering the Framework, please contact us at acrl@ala.org.

ACRL has a history of supporting librarians in understanding and using the association's standards and guidelines. ACRL is offering education and consultation services to assist librarians in understanding the Framework and applying it to the specific needs of their institutions.

ACRL's Standards, Guidelines, and Frameworks are provided as a free resource to the academic library community. Your donation to the ACRL Advancement Fund, which supports initiatives that strengthen ACRL's influence in higher education and its ability to create diverse and inclusive communities in the association and the profession, assists us as we continuing to provide these important resources.

Contents
Authority Is Constructed and Contextual Appendix 1: Implementing the Framework Suggestions on How to Use the Framework for Information Literacy for Higher Education Appendix 2: Background of the Framework Development Appendix 3: Sources for Further Reading
Introduction for Faculty and Administrators
For Faculty: How to Use the Framework
For Administrators: How to Support the Framework
Information Creation as a Process
Notes Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Introduction

This Framework for Information Literacy for Higher Education ( Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education, ¹ academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty.

The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. At the heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole. These conceptual understandings are informed by the work of Wiggins and McTighe, ² which focuses on essential concepts and questions in developing curricula, and also by threshold concepts ³ which are those ideas in any discipline that are passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline. This Framework draws upon an ongoing Delphi Study that has identified several threshold concepts in information literacy, ⁴ but the Framework has been molded using fresh ideas and emphases for the threshold concepts. Two added elements illustrate important learning goals related to those concepts: knowledge practices, ⁵ which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and dispositions, ⁶ which describe ways in which to address the affective, attitudinal, or valuing dimension of learning. The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:

Authority Is Constructed and Contextual

Information Creation as a Process

Information Has Value

Research as Inquiry

Scholarship as Conversation

Searching as Strategic Exploration

Neither the knowledge practices nor the dispositions that support each concept are intended to prescribe what local institutions should do in using the Framework; each library and its partners on campus will need to deploy these frames to best fit their own situation, including designing learning outcomes. For the same reason, these lists should not be considered exhaustive.
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.
In addition, this Framework draws significantly upon the concept of metaliteracy, ⁷ which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces. ⁸ Metaliteracy demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem. This Framework depends on these core ideas of metaliteracy, with special focus on metacognition, ⁹ or critical self-reflection, as crucial to becoming more self-directed in that rapidly changing ecosystem.

Because this Framework envisions information literacy as extending the arc of learning throughout students' academic careers and as converging with other academic and social learning goals, an expanded definition of information literacy is offered here to emphasize dynamism, flexibility, individual growth, and community learning:

Information literacy is the set of integrated abilities 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.

The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond.

1. Association of College & Research Libraries, Information Literacy Competency Standards for Higher Education (Chicago, 2000).

2. Grant Wiggins and Jay McTighe. Understanding by Design. (Alexandria, VA: Association for Supervision and Curriculum Development, 2004).

3. Threshold concepts are core or foundational concepts that, once grasped by the learner, create new perspectives and ways of understanding a discipline or challenging knowledge domain. Such concepts produce transformation within the learner; without them, the learner does not acquire expertise in that field of knowledge. Threshold concepts can be thought of as portals through which the learner must pass in order to develop new perspectives and wider understanding. Jan H. F. Meyer, Ray Land, and Caroline Baillie. "Editors' Preface." In Threshold Concepts and Transformational Learning, edited by Jan H. F. Meyer, Ray Land, and Caroline Baillie, ix-xlii. (Rotterdam, Netherlands: Sense Publishers, 2010).

4. For information on this unpublished, in-progress Delphi Study on threshold concepts and information literacy, conducted by Lori Townsend, Amy Hofer, Silvia Lu, and Korey Brunetti, see http://www.ilthresholdconcepts.com/. Lori Townsend, Korey Brunetti, and Amy R. Hofer. "Threshold Concepts and Information Literacy." portal: Libraries and the Academy 11, no. 3 (2011): 853-69.
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.
5. Knowledge practices are the proficiencies or abilities that learners develop as a result of their comprehending a threshold concept.

6. Generally, a disposition is a tendency to act or think in a particular way. More specifically, a disposition is a cluster of preferences, attitudes, and intentions, as well as a set of capabilities that allow the preferences to become realized in a particular way. Gavriel Salomon. "To Be or Not to Be (Mindful)." Paper presented at the American Educational Research Association Meetings, New Orleans, LA, 1994.

7. Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share). This approach requires an ongoing adaptation to emerging technologies and an understanding of the critical thinking and reflection required to engage in these spaces as producers, collaborators, and distributors. Thomas P. Mackey and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners. (Chicago: Neal-Schuman, 2014).

8. Thomas P. Mackey and Trudi E. Jacobson. "Reframing Information Literacy as a Metaliteracy." College and Research Libraries 72, no. 1 (2011): 62-78.

9. Metacognition is an awareness and understanding of one's own thought processes. It focuses on how people learn and process information, taking into consideration people's awareness of how they learn. (Jennifer A. Livingston. "Metacognition: An Overview." Online paper, State University of New York at Buffalo, Graduate School of Education, 1997. http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.)

Frames
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.
These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned.

Authority Is Constructed and Contextual

Experts understand that authority is a type of influence recognized or exerted within a community. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others' worldviews, gender, sexual orientation, and cultural orientations. An understanding of this concept enables novice learners to critically examine all evidence-be it a short blog post or a peer-reviewed conference proceeding-and to ask relevant questions about origins, context, and suitability for the current information need. Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Experts know how to seek authoritative voices but also recognize that unlikely voices can be authoritative, depending on need. Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms.

Knowledge Practices

Learners who are developing their information literate abilities

define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);

use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;

understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered "standard," and yet, even in those situations, some scholars would challenge the authority of those sources;

recognize that authoritative content may be packaged formally or informally and may include sources of all media types;

acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;

understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.

Dispositions
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.
Learners who are developing their information literate abilities

develop and maintain an open mind when encountering varied and sometimes conflicting perspectives;

motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways;

develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;

question traditional notions of granting authority and recognize the value of diverse ideas and worldviews;

are conscious that maintaining these attitudes and actions requires frequent self-evaluation.

Information Creation as a Process

The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.

Knowledge Practices

Learners who are developing their information literate abilities

Dispositions
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.
Learners who are developing their information literate abilities

are inclined to seek out characteristics of information products that indicate the underlying creation process;

value the process of matching an information need with an appropriate product;

accept that the creation of information may begin initially through communicating in a range of formats or modes;

accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;

resist the tendency to equate format with the underlying creation process;

understand that different methods of information dissemination with different purposes are available for their use.

Information Has Value

The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where "free" information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.

Knowledge Practices

Learners who are developing their information literate abilities

Dispositions
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.
Learners who are developing their information literate abilities

respect the original ideas of others;

value the skills, time, and effort needed to produce knowledge;

see themselves as contributors to the information marketplace rather than only consumers of it;

are inclined to examine their own information privilege.

Research as Inquiry

Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary perspectives. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.

Knowledge Practices

Learners who are developing their information literate abilities

Dispositions

Learners who are developing their information literate abilities

consider research as open-ended exploration and engagement with information;

appreciate that a question may appear to be simple but still disruptive and important to research;

value intellectual curiosity in developing questions and learning new investigative methods;

maintain an open mind and a critical stance;

value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;

seek multiple perspectives during information gathering and assessment;

seek appropriate help when needed;

follow ethical and legal guidelines in gathering and using information;

demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).

Scholarship as Conversation

Research in scholarly and professional fields is a discursive practice in which ideas are formulated, debated, and weighed against one another over extended periods of time. Instead of seeking discrete answers to complex problems, experts understand that a given issue may be characterized by several competing perspectives as part of an ongoing conversation in which information users and creators come together and negotiate meaning. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer. Experts are therefore inclined to seek out many perspectives, not merely the ones with which they are familiar. These perspectives might be in their own discipline or profession or may be in other fields. While novice learners and experts at all levels can take part in the conversation, established power and authority structures may influence their ability to participate and can privilege certain voices and information. Developing familiarity with the sources of evidence, methods, and modes of discourse in the field assists novice learners to enter the conversation. New forms of scholarly and research conversations provide more avenues in which a wide variety of individuals may have a voice in the conversation. Providing attribution to relevant previous research is also an obligation of participation in the conversation. It enables the conversation to move forward and strengthens one's voice in the conversation.

Knowledge Practices

Learners who are developing their information literate abilities

cite the contributing work of others in their own information production;

contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;

identify barriers to entering scholarly conversation via various venues;

critically evaluate contributions made by others in participatory information environments;

identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;

summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;

recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.

Dispositions

Learners who are developing their information literate abilities

Searching as Strategic Exploration

The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.

Knowledge Practices

Learners who are developing their information literate abilities

Dispositions

Learners who are developing their information literate abilities

exhibit mental flexibility and creativity

understand that first attempts at searching do not always produce adequate results

realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search

seek guidance from experts, such as librarians, researchers, and professionals

recognize the value of browsing and other serendipitous methods of information gathering

persist in the face of search challenges, and know when they have enough information to complete the information task

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framework for information literacy for higher education

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Framework for Information Literacy for Higher Education

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Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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WorldCat.org is a global catalog of library materials. You can search for books, music, video, articles and much more at libraries near you.

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The Teaching Commons brings together high-quality open educational resources from leading colleges and universities. Curated by librarians and their institutions, the Teaching Commons includes open access textbooks, course materials, lesson plans, multimedia, and more.

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The Teaching Commons brings together high-quality open educational resources from leading colleges and universities. Curated by librarians and their institutions, the Teaching Commons includes open access textbooks, course materials, lesson plans, multimedia, and more. Learn More about using the Teaching Commons to discover, adopt, or create teaching materials.

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Project Gutenberg is a library of over 70,000 free eBooks

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Project Gutenberg is a library of free eBooks.

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The Stanford Encyclopedia of Philosophy organizes scholars from around the world in philosophy and related disciplines to create and maintain an up-to-date reference work. Co-Principal Editors: Edward N.

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Britannica Money

Discover all you need to know about retirement, investing, and household finance, without the jargon or agenda. Get reliable guidance, insight, and easy-to-understand explanations, written, edited, and verified to Britannica's exacting standards.

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Explore the fact-checked online encyclopedia from Encyclopaedia Britannica with hundreds of thousands of objective articles, biographies, videos, and images from experts.

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DPLA provides free digital access to banned books

DPLA has launched The Banned Book Club to ensure that all readers have access to the books they want to read. The Banned Book Club makes e-book versions of banned books available to readers in locations across the United States where titles have been banned via the free Palace e-reader app.

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The Digital Public Library of America brings together the riches of America's libraries, archives, and museums, and makes them freely available to the world.

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In the Northern Hemisphere, we are on the brink of spring, which means gardens and picnics! But don't be fooled - this is no egg salad sandwich amid blooming tulips. Explore the selections and maybe find a new favorite sandwich.

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HathiTrust Digital Library - Millions of books online

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In the Northern Hemisphere, we are on the brink of spring, which means gardens and picnics! But don't be fooled - this is no egg salad sandwich amid blooming tulips. Explore the selections and maybe find a new favorite sandwich.

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The MERLOT system provides access to curated online learning and support materials and content creation tools, led by an international community of educators, learners and researchers.

MERLOT is an international community of educators, learners, and researchers.

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The MERLOT system provides access to curated online learning and support materials and content creation tools, led by an international community of educators, learners and researchers. MERLOT is an international community of educators, learners, and researchers. Submit an online learning material you've found or created to the MERLOT Collection.