The Companion Document addresses three roles that information literacy plays in teacher education:
Learning outcomes and teaching activities are also part of this Companion Document. Three sample objectives are provided for each frame. These examples do not represent all possible or recommended objectives for the frame, but provide a sample of the types of objectives that may be relevant for teacher education students. This section includes information on how the objective is related to the frame, to the field of teacher education, and to teacher education standards (InTASC and ISTE). For each objective, one sample activity/lesson is provided.
Assessment helps librarians understand the extent to which teacher education students are able to meet information literacy learning outcomes. While some formative assessments have been included within the sample activity/lessons, assessment strategies and designs will differ according to instructional context. Therefore, we have provided links to the ACRL Framework for Information Literacy Sandbox and the Community of Online Research Assignments as a means to find additional activities, objectives, and assessments.
Knowledge practices and dispositions are included to support social justice, technology, and reflection. Social justice is a part of the ALA Code of Ethics, Principle 9 and also an Equity Diversity and Inclusion/ACRL Plan of Excellence. In this Companion Document to the ACRL Framework, social justice knowledge practices and dispositions are articulated in the numerous ways that they play out in information literacy practices for teachers.
Resources include articles about the ACRL Framework, information literacy, and those that offer connections to knowledge practices and dispositions in specific frames, as they relate to teacher education.