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Science and Technology Section (STS): Information Literacy

Information Literacy Framework & Standards

Woman presenting

The International Federation of Library Associations and Institutions. (2014, Aug. 20). IFLA WLIC 2014 Session 191: Education for Information Literacy Practice. Retrieved from https://www.flickr.com/photos/ifla/14802599589.

The Framework for Information Literacy and former standards can guide librarians on the ideas and perspectives that ground their instruction and support of students, faculty, and researchers. The frameworks below share information literacy concepts centered in science disciplines and can include examples of 'information literacy' in practice. After considering information literacy frames for your work, continue learning how other librarians effect these frames in their day-to-day practices in teaching and assessment.

Science-specific Framework Resources

  • Bohémier, K. A. (2019). Information Has Value: Teaching with the ACRL Framework in a STEM Setting. Science & Technology Libraries, 38(1), 72–82. https://doi.org/10.1080/0194262X.2018.1531805
  • Bryan, J. E., & Karshmer, E. (2015). Using IL threshold concepts for biology: Bees, butterflies, and beetles. College & Research Libraries News, 76(5): 251-255. https://doi.org/10.5860/crln.76.5.9310
  • Cowden, C., & Santiago, M. (2016). Interdisciplinary Explorations: Promoting Critical Thinking via Problem-Based Learning in an Advanced Biochemistry Class. Journal of Chemical Education, 93(3), 464-69. 10.1021/acs.jchemed.5b00378 http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.5b00378
  • Epstein, S., Rosasco, R., & Heasley, E. (2019). How the ACRL Research as Inquiry Frame Informed Library Instruction at a College of Medicine. Science & Technology Libraries, 38(1), 98–111. https://doi.org/10.1080/0194262X.2018.1530630
  • Gainey, M., Bharti, N., Marsteller, M., Wang, H., Young, S., & Melville, M. (2019). The evolution of information literacy outcomes in interdisciplinary undergraduate science courses. Issues in Science and Technology Librarianship, 93. https://doi.org/10.29173/istl21
  • Gordon, I. D., Meindl, P., White, M., & Szigeti, K. (2018). Information seeking behaviors, attitudes, and choices of academic chemists. Science & Technology Libraries, 37(2), 130–151. https://doi.org/10.1080/0194262X.2018.1445063
  • Gordon, I. D., Cameron, B. D., Chaves, D., & Hutchinson, R. (2020). Information seeking behaviors, attitudes, and choices of academic mathematicians. Science & Technology Libraries, 39(3), 253–280. https://doi.org/10.1080/0194262X.2020.1758284
  • Gordon, I. D., Chaves, D., Dearborn, D., Hendrikx, S., Hutchinson, R., Popovich, C., & White, M. (2022). Information seeking behaviors, attitudes, and choices of academic physicists. Science & Technology Libraries, 41(3), 1–31. https://doi.org/10.1080/0194262X.2021.1991546
  • Hendrigan, H., Mukunda, K., & Cukierman, D. (2020). A Case Study and Call to Action: Incorporating the ACRL Framework for Information Literacy in Undergraduate CS Courses. Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, 198–204. https://doi.org/10.1145/3341525.3387401
  • Kim, M., Franco, M., & Seo, D. (2020). Implementing information literacy (IL) into STEM writing courses: Effect of IL instruction on students’ writing projects at an urban community college. Issues in Science and Technology Librarianship, 94. https://doi.org/10.29173/istl61
  • Kim, M., Seo, D., & Damas, M. C. (2023). Community college STEM faculty and the ACRL Framework: A pilot study. Issues in Science and Technology Librarianship, 102. https://doi.org/10.29173/istl2714
  • Knapp, M., & Brower, S. (2014). The ACRL Framework for Information Literacy in Higher Education: Implications for health sciences librarianship. Medical Reference Services Quarterly, 33(4), 460-468. doi:10.1080/02763869.2014.957098 http://www.tandfonline.com/doi/abs/10.1080/02763869.2014.957098
  • Kuglitsch, R. Z. (2015). Teaching for transfer: Reconciling the Framework with disciplinary information literacy. portal: Libraries and the Academy, 15(3): 457-470. doi:10.1353/pla.2015.0040 http://muse.jhu.edu/article/586067
  • Kuglitsch, R., & Bordeaux, J. R. (2017). Construction and Contextualization of Authority in STEM Fields: An Exploratory Paper. Issues in Science and Technology Librarianship, 87, Article 87. https://doi.org/10.29173/istl1707
  • Mercer, K., & Weaver, K. D. (2021). Evaluative Frameworks and Scientific Knowledge for Undergraduate STEM Students: An Illustrative Case Study Perspective. Science & Technology Libraries, 40(1), 65–81. https://doi.org/10.1080/0194262X.2020.1796891
  • Stuart, R. B., & McEwen, L. R. (2016). The safety "Use Case": Co-developing chemical information management and laboratory safety skills. Journal of Chemical Education, 93(3), 516-526. doi:10.1021/acs.jchemed.5b00511 http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.5b00511
    • an example of practically applying the “Research as Inquiry” and “Authority is Constructed and Contextual” frames to learn laboratory safety
  • Thomson, J. (2023). Information literacy support for mathematics graduate students. Issues in Science and Technology Librarianship, 102. https://doi.org/10.29173/istl2687
  • Witherspoon, R., Taber, P., & Goudreau, A. (2022). Science students’ information literacy needs: A survey of science faculty on what and when each skill is needed. College & Research Libraries, 83(2), 296-313. https://doi.org/10.5860/crl.83.2.296
  • Phillips, M., & Lucchesi, S., & Sams, J., & van Susante, P. J. (2015, June). Using direct information literacy assessment to improve mechanical engineering student learning - a report on rubric analysis of student research assignments. Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. doi:10.18260/p.24999 https://peer.asee.org/24999
    • provides a practical example of how to incorporate the “Searching as Strategic Exploration” frame in a junior level mechanical engineering course