How do the components of the Framework work together to provide both practical and theoretical structure for information literacy teaching and learning?
By engaging with this module and its content, you will:
Define the components of the Framework in order to know what each component is and is not.
Recognize how the components relate to each other in order to make sense of the Framework.
Identify areas of understanding and gaps in knowledge related to the components of the Framework in order to develop confidence in reading and using the document.
This activity will help you get a picture of how the Framework relates to what you are doing at your institution. Use these questions to guide your close reading (and re-reading) of the Framework document.
Information Literacy Definition
As you read through the definition of information literacy under Key Concepts in this module, think about these questions:
The Six Frames
The Information Literacy Competency Standards for Higher Education (2000) grouped ideas, skills, and terms neatly into one or two areas. Since the Framework intentionally disrupted that arrangement, it may be helpful to look at some of the familiar information literacy concepts that show up in different frames and to think about how they could relate to each frame. For example, the idea of source credibility is featured in one place in the Standards, but it relates to several different frames.
Once you focus on a concept, consider these questions:
Once you have read through the Framework in relation to your current instructional program, you may want to launch a discussion with your colleagues. Here are some questions to start a conversation:
You are updating your information literacy program’s web presence and wish to incorporate the Framework in some way. What parts of the Framework make the most sense for your program to quote, cite, highlight, and/or emphasize? Why those parts?
You are developing measurable student learning outcomes and wish to incorporate the Framework. What parts of the Framework can you consult for possible language you can adapt into student learning outcomes? Why those parts?
You are creating outreach materials for faculty in your liaison subject areas and wish to incorporate the Framework. What parts of the Framework will you consult and adapt for use in your outreach materials, with the goal of collaborating with faculty in your liaison subject areas? Why those parts?
Because the Framework can be abstract, it may be helpful to use activities to visualize how the frames are interconnected. Here are some ideas for exercises:
Use a concept map to visualize the parts of the Framework in relation to each other, based on connections identified through close reading the text.
Draw what the Framework “looks” like to you. If done in a group, each librarian can present to the others their drawing and what it “means”/signifies to them. The activity would conclude with everyone reflecting on what they discovered about the Framework through this exercise.
Map the different components of the definition of information literacy to the content of the six frames.
Bigger components of the Framework
Definition of information literacy in the Framework
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. (This is found near the end of the "Introduction" to the Framework.)
The parts that make up each frame
shorter definition of the information literacy concept
longer description of the information literacy concept
example knowledge practices
Not included in the Framework
measurable student learning outcomes
Framework for Information Literacy for Higher Education. (2015, 2016). Retrieved from http://www.ala.org/acrl/standards/ilframework