The Research on the Influence of the Framework for Information Literacy in Higher Education on the Information Literacy Instruction

Abstract

Abstract: The paper introduces the influence of the Framework for Information Literacy for Higher Education in the United States on the practice of information literacy instruction by researching English literature about the Framework after 2014. The research finds that the Framework has influenced the concept of information literacy instruction abroad, reformed teaching content and methods, and deepened the instructional evaluation. In terms of teaching content, the Framework transformed information literacy instruction from skill-based to threshold-based, promoted the redesign of different types of information literacy courses, and expanded the scope of teaching content from higher education to everyday life. In terms of teaching methods, the Framework adopted the teaching strategies of visualized education stories and short essays, put into practice service learning, and carried out the self-reflective and inquiry-based information literacy instruction. Influenced by the Framework, instructional evaluation shifted from quantitative to qualitative or their organic combination, and from summative to formative or organic combination of both.

Xu Wenjing, Peng Liwei (Tianjin Normal University Library). The Research on the Influence of the Framework for Information Literacy in Higher Education on the Information Literacy Instruction[J]. Libraly Journal, 2022, 41(2): 103-111.

References

[ 1 ] Foasberg N M. From standards to frameworks for IL：how the ACRL framework addresses critiques of the standards[J]. Portal-Libraries and the Academy，2015，15（4）：699–717.
[ 2 ] ACRL. Framework for Information Literacy for Higher Education[EB/OL]. [2020-02-08]. http://www.ala.org/acrl/standards/ilframework/.
[ 3 ] 张蒂. 基于ACRL《高等教育信息素养框架》的实践路径探讨——以南开大学图书馆为例[J]. 图书情报工作，2017，61（1）：47–55.
[ 4 ] 杨晓雯. 《高等教育信息素养框架》下的数字人文教育探讨[J]. 图书馆论坛，2018（12）：
61–69.
[ 5 ] 魏海燕. 基于ACRL《高等教育信息素养框架》的大学信息素养教育生态系统构建——以香港城市大学图书馆为例[J]. 图书情报工作，2019，63（6）：56–63.
[ 6 ] Oakleaf M. A roadmap for assessing student learning using the new framework for information literacy for higher education[J]. Journal of Academic Librarianship，2014，40（5）：510–514.
[ 7 ] 刘桂宾. 在情境中理解信息素养——《高等教育信息素养框架》探析[J]. 大学图书馆学报，2019，37（4）：88–94.
[ 8 ] Townsend L，Brunetti K，Hofer A R. Threshold concepts and information literacy[J]. Portal-Libraries and the Academy，2011，11（3）：853–869.
[ 9 ] Mackey T P，Jacobson T E. Reframing information literacy as a metaliteracy[J]. College & Research Libraries，2011，72（1）：62–78.

[10] Lloyd A. Information literacy landscapes：an emerging picture[J]. Journal of Documentation，2006，62（5）：570–583.
[11] Grafstein A. Information literacy and critical thinking：context and practice[M]. Pathways into Information Literacy and Communities of Practice：Teaching Approaches and Case Studies，2017：3–28.
[12] Gross M，Latham D，Julien H. What the framework means to me：Attitudes of academic librarians toward the ACRL framework for information literacy for higher education[J]. Library & Information Science Research，2018，40（3/4）：262–268.
[13] Seeber K P. This is really happening：Criticality and discussions of context in ACRL’s framework for information literacy[J]. Communications in Information Literacy，2015，9（2）：157–163.
[14] Fulkerson D M，Ariew S A，Jacobson T E. Revisiting metacognition and metaliteracy in the ACRL framework[J]. Communications in Information Literacy，2017，11（1）：21–41.
[15] Gregory L，Higgins S. Reorienting an information literacy program toward social justice：Mapping the core values of librarianship to the ACRL framework[J]. Communications in Information Literacy，2017，11（1）：42–54.
[16] Rinne N A. The New Framework：A truth-less construction just waiting to be scrapped？[J].
Reference Services Review，2017，45（1）：54–66.
[17] Latham D，Gross M，Julien H. Implementing the ACRL framework：Reflections from the field [J]. College & Research Libraries，2019，80（3）：386–400.
[18] Wengler S，Wolff-Eisenberg C. Community college librarians and the ACRL framework：Findings from a national study[J]. College & Research Libraries，2020，81（1）：66–95.
[19] Burkhardt J M. Teaching information literacy reframed：50+ framework-based exercises for creating information-literate learners[M]. Chicago：ALA Neal-Schuman，an imprint of the American Library Association，2016.
[20] Harmeyer D，Baskin J J. Implementing the information literacy framework：A practical guide for librarians[M]. Rowman & Littlefield，2018.
[21] ACRL.ACRL Framework for Information Literacy Sandbox[EB/OL]. [2020-03-17]. https://sandbox.acrl.org/ .
[22] Christensen M K. Designing one-shot sessions around threshold concepts[J]. Internet Reference Services Quarterly，2015，20（3/4）：97–104.
[23] Argüelles C. Information literacy instruction and assessment in a community college：A collaborative design[J]. Community & Junior College Libraries，2015，21（3/4）：81–99.
[24] Edwards J B. Added value or essential instruction? Librarians in the twenty-first-century classroom[J]. Reference & User Services Quarterly，2018，57（4）：285–293.
[25] Lowe M S，Maxson B K，Stone S M，et al. The Boolean is dead，long live the boolean！ Natural language versus boolean searching in introductory undergraduate instruction[J]. College & Research Libraries，2018，79（4）：517–534.
[26] Mays D A. Using ACRL’s framework to support the evolving needs of today’s college students[J]. College & Undergraduate Libraries，2016，23（4）：353–362.
[27] Ching S H. Turning a service learning experience into a model of student engagement：The lighthouse heritage research connections（LHRC）project in Hong Kong[J]. Journal of Academic Librarianship，2018，44（2）：196–206.
[28] Vossler J J，Watts J. Educational story as a tool for addressing the framework for information literacy for higher education[J]. Portal-Libraries and the Academy，2017，17（3）：529–542.
[29] Barefoot M R. Identifying information need through storytelling[J]. Reference Services Review，2018，46（2）：251–263.
[30] Benedetti A，Jackson J，Luo L L. Vignettes：Implications for LIS research[J]. College & Research Libraries，2018，79（2）：222–236.
[31] Riddle J S. Where’s the library in service learning?：Models for engaged library instruction[J]. The Journal of Academic Librarianship，2003，29（2）：71–81.
[32] Nutefall J E. Service learning，information literacy，and libraries[M]. Santa Barbara，California：Libraries Unlimited，2016.
[33] Young S，Maley M. Using practitioner-engaged evidence synthesis to teach research and information literacy skills：A model and case study[J]. Journal of Academic Librarianship，2018，44（2）：231–237.
[34] Booth C. Reflective teaching，effective learning：Instructional literacy for library educators[M]. American Library Association，2011.
[35] Corrall S. Crossing the threshold：reflective practice in information literacy development[J]. Journal of Information Literacy，2017，11（1）：23–53.

[36] Houtman E. “Mind-blowing”：Fostering self-regulated learning in information literacy instruction[J]. Communications in Information Literacy，2015，9（1）：6.

[37] Miller S D. Diving deep：Reflective questions for identifying tacit disciplinary information literacy knowledge practices，dispositions，and values through the ACRL framework for information literacy[J]. Journal of Academic Librarianship，2018，44（3）：412–418.
[38] Pagowsky N. A pedagogy of inquiry[J]. Communications in Information Literacy，2015，9（2）：136–144.
[39] Heinstrom J，Sormunen E. Structure to the unstructured-guided inquiry design as a pedagogical practice for teaching inquiry and information literacy skills [EB/OL]. [2020-02-12].http://informationr.net/ir/24-1/isic2018/isic1824.html.
[40] Insua G M. Framing first-year writing course guides：A content analysis[J]. Reference Services Review，2018，46（4）：500–512.
[41] Argüelles C. Curriculum-integrated information literacy（CIIL）in a community college nursing program：A practical model[J]. Community College Journal of Research & Practice，2016（40）：942–953.
[42] Gammons R W，Inge L T. Using the ACRL framework to develop a student-centered model for program-level assessment[J]. Communications in Information Literacy，2017，11（1）：168–184.
[43] Anderson M J. Rethinking assessment：Information literacy instruction and the ACRL framework[J]. SLIS Student Research Journal，2015，5（2）：1–12.
[44] Mullins K. IDEA model from theory to practice：Integrating information literacy in academic courses[J]. Journal of Academic Librarianship，2016，42（1）：55–64.