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Science and Technology Section (STS): Science Information Literacy Resources: Framework

ACRL STS Science Information Literacy Resources LibGuide

The Framework for Information Literacy for Higher Education

The Framework for Information Literacy for Higher Education was adopted by the ACRL Board on January 11, 2016: http://www.ala.org/acrl/standards/ilframework (see Appendix 3 for “Sources for Further Reading”)

This WordPress site offers current news and resources related to the Framework: http://acrl.ala.org/framework. It includes a “Framework Spotlight on Scholarship” column, a weekly post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

In 2017, an ACRL/STS Information Literacy Framework Task Force was inaugurated to "adapt the Framework for Information Literacy for Higher Education to the sciences" - http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/sts/acr-ststfil

The ACRL Framework for Information Literacy also provides a Sandbox as a repository of materials related to information literacy instruction here: http://sandbox.acrl.org/; and a Toolkit to support professional use and understanding of the Framework here: https://acrl.libguides.com/framework/toolkit.  

There is a listserv (of 1,570 subscribers) dedicated to the discussion of the Framework: acrlframe@lists.ala.org. You can subscribe at http://lists.ala.org/sympa/info/acrlframe.

This Twitter hashtag is used for content related to the Framework: #ACRLframework

General Information on the Framework

Book:

  • Bravender, P., McClure, H., & Schaub, G. (Eds.) (2015). Teaching information literacy threshold concepts: Lesson plans for librarians. ACRL. http://www.alastore.ala.org/detail.aspx?ID=11471
  • Burkhardt, J. M. (2016). Teaching information literacy reframed : 50+ framework-based exercises for creating information-literate learners. Chicago: Neal-Schuman, an imprint of the American Library Association.

Articles:

  • Jacobson, T., & Gibson, C. (2015). First thoughts on implementing the Framework for information literacy. Communications in Information Literacy, 9(2): 102-110. http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v9i2p102
  • Oakleaf, M. (2014). A roadmap for assessing student learning using the new Framework for Information Literacy for Higher Education. The Journal of Academic Librarianship, 40(50: 510-514. doi:10.1016/j.acalib.2014.08.001
  • Townsend, L., Brunetti, K., & Hofer, A. R. (2011). Threshold concepts and information literacy. portal: Libraries and the Academy, 11(3): 853-869. doi:10.1353/pla.2011.0030 http://muse.jhu.edu/article/444661

Web site:

  • ACRL Student Learning and Information Literacy Committee. (n.d.). Annotated bibliography of threshold concepts. Retrieved from http://www.ala.org/acrl/issues/infolit/teaching/thresholdbib
    • “The articles were chosen by members of the committee based on interest. The list represents a wide variety of disciplines around threshold concepts and serves as an introduction to threshold concepts in the literature of educational theory. There are several examples for how threshold concepts are determined, taught and assessed including case studies and evidence-based assessment.”

LibGuide:

  • McMullin, R. (2016). Information literacy assessment. Retrieved from http://subjectguides.wcupa.edu/infolitassessment
    • maps from the Information Literacy Competency Standards for Higher Education to the Framework, but the focus is on assessment

Science-specific Information on the Framework

Articles:

  • 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
  • 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
  • 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

Conference Paper:

  • 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

Conference Presentation:

LibGuide:

  • Rempel, H. (2016). Instruction get together 15 – Flipped classroom: Real example – Research as Inquiry. Retrieved from http://guides.library.oregonstate.edu/IGT2015/ResearchAsInquiry
    • provides an example of how to incorporate the “Research as Inquiry” frame in an upper-level animal science course; in particular, the in-class activity is designed to emphasize: the iterative nature of searching, the contextual nature of searching, the need to search for multiple sources, and how to determine which sources are the most relevant based on the context of the research need