Handout for a faculty presentation on information literacy

1. (Simplificationof the) Frameworkfor InformationLiteracy for
Higher Education
(http://www.ala.org/acrl/standards/ilframework)
Six Frames:
1. Research as inquiry
2. Searching as strategic exploration
3. Scholarship as conversation
4. Information creation as a process
5. Authority is constructed and context-based
6. Information has value
Researchas Inquiry
Research is an open-ended exploration and engagement with information. It is iterative. Tap into your
intellectual curiosity, ask questions, and be flexible – ambiguity can help the research process!
 What do you already know about the topic, and what do you need to explore further?
 What is the dialogue or debate surrounding your topic?
 Has your research taken you down an unexpected path? Should you modify your focus?
Searching as Strategic Exploration
Information sources vary in content, format, and relevance to your specific information needs. Be
flexible and understand that your first attempts at searching are just the starting point. Searching is
iterative. Pursue alternate avenues as new understanding develops. Keep asking questions!
 What is the scope of your research?
 What type(s) of information do you need?
 Who might produce this information? (e.g. scholars, organizations, governments)
Scholarshipas Conversation
Communities of scholars, researchers, professionals, and students engage in sustained discussions with
new insights and discoveries occurring over time, as a result of varied perspectives and interpretations.
The research process gives you the chance to participate in ongoing scholarly conversations and
negotiate meaning. You can and should contribute to the conversation!
 Have you sought a variety of perspectives?
 What are the common modes of communication/discourse in your field?
 Do you have the information you need to cite your sources?

2.  What are the established authority structures that privilege certain voices and information?
InformationCreation as a Process
Information in any format is produced to convey a message via a selected delivery method. Consider the
characteristics of information resources that indicate how and for whom they were created. Understand
that information may be perceived differently based on the format used.
 How might the process influence the kind of sources you will use?
 Why did the author(s) select this format for the publication of their work?
 How and for whom was the information produced?
Authority is ConstructedandContextual
Think critically about information – whether it’s from a blog post, a book, or a peer-reviewed journal
article. Ask questions about the author(s), the purpose, and the context of the information. Recognize
the value of diverse ideas and world views.
 How do you determine the credibility of a source?
 What makes a source authoritative?
 Whose voice does the information represent?
 What points of view might be missing?
InformationHas Value
Information has value in multiple dimensions, including a commodity, a means of education or influence,
and as means of understanding the world. Give credit to the original ideas of others through proper
attribution and citation. Recognize your opportunity for multiple roles – as contributor or creator as
well as consumer of information.
 What is the purpose of this information?
 Who has access to this information, and who does not?
 Is the material licensed in a specific way that promotes or prohibits reuse?
Adapted from: Bucknell University,Bertrand Library Research Services,2015
http://researchbysubject.bucknell.edu/framework
Slide references:
1. Lifelong learning.In Wallace,S.(Ed.), A Dictionary of Education (2009):Oxford University Press.
2. IT TAKES MORE THAN A MAJOR: Employer Priorities for CollegeLearningand Student Success .Hart Research, on
Behalf of AAC&U (2013) https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf
3. We’re FailingOur Students But We Can Change It: Raisingthe Profileof Information Literacy. Ellen Peterson. The
EvoLLLution (Sept. 30, 2015) http://evolllution.com/programming/teaching-and-learning/were-failing-our-students-
but-we-can-change-it-raising-the-profile-of-information-literacy/

3. 4. College Students Think They’re Ready for the Work Force. Employers Aren’t So Sure. Casey Fabris.Chronicleof
Higher Education (Jan. 20, 2015) http://chronicle.com/article/College-Students-Think/151289/