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The Association of College and Research Libraries (ACRL) last updated their Information Literacy (IL) Standards for Higher Education in 2000.The new
Information Literacy Framework arose out of a need for “richer, more complex” concepts at the core of IL, the changing environment of higher
education in the context of evolving information systems, and a growing role for students in creating knowledge. There are six “frames,” each
anchored by a threshold concept. ACRL has solicited feedback from libraries nationwide, and plans to review and vet the framework beginning in Fall
2014. At BC we’ll be investigating how/where to use the frames by integrating them into our existing and new library instruction curricula.
Developed in 2003 by economists Erik Meyer and Ray Land,
the threshold concept is defined as simultaneously
troublesome, transformative, irreversible, integrative, and
bounded.
The word “threshold” represents that learning these
concepts is akin to passing through a doorway or portal,
after which perceptions of many interrelated concepts
change.
The phrase entered widespread use in libraries as a result
of an influential paper, which ACRL cites in the Framework.
The Six Information Literacy Frames
Feedback and further resources
The Changing Face
of Information Literacy
Threshold Concepts
Scholarship is
a Conversation Scholarship is sustained discourse within
a community of scholars or thinkers, with
new insights and discoveries occurring
over time as a result of competing
perspectives and interpretations.
Authority is Constructed
and Contextual Authority of information resources
depends upon the resources’ origins, the
information need, and the context in
which the information will be used. This
authority is viewed with an attitude of
informed skepticism and an openness to
new perspectives, additional voices, and
changes in schools of thought.
Format as a Process Format is the way tangible knowledge is
disseminated. The essential
characteristic of format is the underlying
process of information creation,
production, and dissemination, rather
than how the content is delivered or
experienced.
Searching as Exploration Locating information requires a
combination of inquiry, discovery, and
serendipity. There is no one size fits all
source to find the needed information.
Information discovery is nonlinear and
iterative, requiring the use of a broad
range of information sources and
flexibility to pursuit alternate avenues
as new understanding is developed.
Information has Value The creation of information and products
derived from information requires a
commitment of time, original thought,
and resources that need to be respected
by those seeking to use these products,
or create their own based on the work of
others. In addition, information may be
valued more or less highly based on its
creator, its audience/consumer, or its
message.
Research as Inquiry Research is iterative and depends upon
asking increasingly complex questions
whose answers develop new questions or
lines of inquiry in any field.
How do you think we should apply the framework here at Boston College? Contact the ACRL Draft Framework review group members to provide feedback:
Wanda Anderson, Este Pope, Steve Runge, Kate Silfen
Learn more and link to articles on our wiki page: https://bcwiki.bc.edu/display/UL/ACRL+Draft+Framework+for+Information+Literacy
Visit the ACRL framework task force website to learn more:
http://acrl.ala.org/ilstandards/
The standards presented the
information literate student
as one who was able to follow
a linear, step-by-step process
for doing research.
This process consisted first of
defining the research need,
selecting sources and
summarizing the information.
In the frameworks, students
will be taught to see research
as an engagement with other
scholars and an exploration.
ACRL uses terms such as
“inquiry,” “discovery,” and
“serendipity” to describe the
non-linear process of doing
research.
2000 Information Literacy Standards:
A linear progression
2014 Information Literacy Framework:
A dynamic journey
Introduction – What is the Framework?
Photo credit: OMC
Photo credit: OMC
The final step of the research process constituted
arriving at an understanding of the legal and
ethical uses of information.
In this way, we see that ACRL’s standards have
evolved to reflect the ever changing nature of
research in an era where scholars communicate
through numerous mediums.
Photo credit: Kevin Tringale
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and
troublesome knowledge: linkages to ways of thinking and
practising, In: Rust, C. (ed.), Improving Student Learning -
Theory and Practice Ten Years On. Oxford: Oxford Centre for
Staff and Learning Development (OCSLD), pp 412-424.
Hofer, A. R., Townsend, L., & Brunetti, K. (2012).
Troublesome Concepts and Information Literacy:
Investigating Threshold Concepts for IL Instruction.
Portal: Libraries & The Academy, 12(4), 387-405.