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INFORMATION LITERACY :
EDUCATION: COLLEGE: CURRICULUM:
Framework for Information Literacy for Higher Education
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Framework for Information Literacy for Higher Education
Filed by the ACRL Board February 2, 2015,
as one of the constellation of information
literacy documents from the association.
American Library Association
Association of College and Research Libraries
http://www.ala.org/acrl/standards/ilframework#authority
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Contents
Introduction
Frames
Authority Is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Appendix 1: Implementing the Framework
Suggestions on How to Use the Framework for Information Literacy for
Higher Education
Introduction for Faculty and Administrators
For Faculty: How to Use the Framework
For Administrators: How to Support the Framework
Appendix 2: Background of the Framework Development
Appendix 3: Sources for Further Reading
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Introduction
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This Framework for Information Literacy for Higher Education (Framework)
grows out of a belief that information literacy as an educational reform
movement will realize its potential only through a richer, more complex
set of core ideas. During the fifteen years since the publication of the
Information Literacy Competency Standards for Higher Education,1 academic
librarians and their partners in higher education associations have
developed learning outcomes, tools, and resources that some institutions
have deployed to infuse information literacy concepts and skills into
their curricula. However, the rapidly changing higher education
environment, along with the dynamic and often uncertain information
ecosystem in which all of us work and live, require new attention to be
focused on foundational ideas about that ecosystem. Students have a
greater role and responsibility in creating new knowledge, in
understanding the contours and the changing dynamics of the world of
information, and in using information, data, and scholarship ethically.
Teaching faculty have a greater responsibility in designing curricula and
assignments that foster enhanced engagement with the core ideas about
information and scholarship within their disciplines. Librarians have a
greater responsibility in identifying core ideas within their own
knowledge domain that can extend learning for students, in creating a new
cohesive curriculum for information literacy, and in collaborating more
extensively with faculty.
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The complete document may be read at the URL above.
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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jwne@xxxxxxxxxx
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