1
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.

ACRL Information Literacy Framework - BC staff poster presentation

Embed Size (px)

Citation preview

Page 1: ACRL Information Literacy Framework - BC staff poster presentation

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.