This guide is for instructors interested in integrating information literacy more fully into their classes or curricula. It describes information literacy in relation to the Association for College & Research Libraries (ACRL) Framework for Information Literacy.
Ingram Library's subject librarians welcome you to talk with us about the Framework or about information literacy in the context of your class.
"Information literacy" refers to abilities and understandings needed for finding, evaluating, using, and creating information. The ACRL Framework for Information Literacy takes a conceptual approach to information literacy that reflects the context-dependent nature of information practices. The Framework is structured by 6 conceptual "frames," each o which is further outlined by related "knowledge practices" and "dispositions."
This guide includes:
(The text below is a paraphrase of the ACRL Framework, not direct quotes.)
The ACRL Framework's 6 conceptual understandings are intended to articulate "big ideas" that encourage critical and metacognitive thinking. The document is informed by Wiggins & McTighe's approach to instructional design(1) and by the theory of threshold concepts(2).
1. Grant Wiggins and Jay McTighe. Understanding by Design. (Alexandria, VA: Association for Supervision and Curriculum Development, 2004).
2. "Threshold concepts" are defined in the Framework as "core or foundational concepts that, once grasped by the learner, create new perspectives and ways of understanding a discipline or challenging knowledge domain"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).