How do we start the process of deep engagement with the Framework individually and within a community of practice?
How do we articulate the value of this process to colleagues and administrators within our institutions?
By engaging with this module and its content, you will:
Develop a strategy for ongoing engagement with the Framework in order to integrate the Framework into your own practice, improve instruction, and enhance the information literacy program.
Identify allies within the library in order to develop a community of practice around the Framework.
Articulate the value of engaging with the Framework in order to motivate administrative support for ongoing professional development.
Read through the Framework's Appendix 1: Implementing the Framework, which offers strategies to librarians, as well as faculty and administrators, for implementing the Framework. Use the following questions to start thinking about how these strategies might work in your particular context.
The questions below can be used for self-reflection or to guide a group discussion.
Who are your information literacy allies within the library? In the larger campus community?
What supports exist on your campus to encourage librarians, faculty, and administrators to engage with the Framework?
What needs to change on your campus for librarians, faculty, and administrators to fully engage with the Framework?
How might a reflective practice impact your engagement with the Framework?
How might a learning community or communities of practice impact your engagement with the Framework?
1. Create a schedule for reading the Framework, individually or with colleagues in your library. This may include blocking time off on your calendar, identifying opportunities in your work day to read the Framework in smaller portions, or other time management activities. If needed, draft a brief justification to your supervisors for protecting time to read and engage the Framework.
2. Review how other campuses have begun to engage with the Framework for inspiration and work to build on.
Questions for reflection and discussion:
Reflective practice involves the process of continuous critical reflection to foster self-learning and to improve subsequent practices. In higher education, it involves taking time to think and reflect on teaching and learning for evaluative purposes and to improve future teaching.
Learning communities and communities of practice
Learning communities and communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
Appendix 1: Implementing the Framework: Suggestions on how to use the Framework for Information Literacy for Higher Education. (2015, 2016). Retrieved from http://www.ala.org/acrl/standards/ilframeworkapps
Drabinski, E. (2016). Turning inward: Reading the Framework through the six frames. College & Research Libraries News, 77(8), 382-384. Retrieved from http://crln.acrl.org/index.php/crlnews/article/view/9537/10862
Goosney, J., Smith, B. & Gordon, S. (2014). Reflective peer mentoring: Evolution of a professional development program for academic librarians. Partnership, 9(1). Retrieved from https://journal.lib.uoguelph.ca/index.php/perj/article/view/2966#.WOvknjV3FBo
Hess, A. N. (2015). Equipping academic librarians to integrate the Framework into instructional practices: A theoretical approach. The Journal of Academic Librarianship, 41(6), 771-776.