The Association of College and Research Libraries (ACRL) developed and adopted a set of 6 frames that are key to information literacy in higher education. Our liaisons use this framework to help identify key skills needed within individual courses. It is also used to help the liaisons develop a scaffolded approach to acquiring information literacy skills across the 4 years that most cadets spend at West Point.
To learn more about the framework, visit ACRL's website for Framework for Information Literacy for Higher Education.
Scholarship as Conversation
Key sentence: Developing familiarity with the sources of evidence, methods, and modes of discourse in the field assists novice learners to enter the conversation. New forms of scholarly and research conversations provide more avenues in which a wide variety of individuals may have a voice in the conversation.
Information Creation as a Process
Key Sentence: Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.
Information Has Value
Key sentence: The novice learner may struggle to understand the diverse values of information in an environment where "free" information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law.
Research as Inquiry
Key sentence: Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.
Authority is Constructed and Contextual
Key Sentence: Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms.
Searching as Strategic Exploration
Key sentence: Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.
This language was adopted from Campbell University under the Creative Commons Attribution-NonCommercial 4.0 International License.
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