This document summarizes a presentation mapping connections between the ACRL Framework for Information Literacy and the National School Library Standards. The presentation discussed helping students transition from K12 to college by understanding how the standards and framework connect. Presenters mapped the ACRL frames to foundations in the National Standards through group activities. They also discussed challenges students face and actions librarians can take like working with teachers on research skills and plagiarism. Support needs included administrative buy-in for librarian classroom time and better university outreach to schools.

1. From K12 to College: Mapping the National School
Library Standards to the ACRL Framework for
Information Literacy for Higher Education
Lucinda Rush, Instructional Services Librarian, Old
Dominion University Libraries, lrush@odu.edu
Meredith Parker, Lecturer, Library Science, Old
Dominion University, mlparker@odu.edu
ODU Library Summer Institute
July 11, 2018

2. In This Session You Will:
Map
• Become familiar with
the ACRL Framework for
Information Literacy
• Map connections
between the ACRL
Framework and the
National School Library
Standards
Connect
• Discuss goals and
challenges in
connecting the AASL
Standards to the ACRL
Framework
• Strategize for how we
can help students
connect
Share
• Share your findings with
the larger group
2

3. Common Beliefs
1. The school library is a unique and essential part of a learning
community.
2. Qualified school librarians lead effective school libraries.
3. Learners should be prepared for college, career, and
life.
4. Reading is the core of personal and academic competency.
5. Intellectual freedom is every learner’s right.
6. Information technologies must be appropriately integrated and
equitably available.

4. ACRL Framework
4
• Authority is Constructed and Contextual
• Information Creation is a Process
• Information Has Value
• Research Is Inquiry
• Scholarship is A Conversation
• Searching is Exploration

5. Partner Activity (5 minutes)
5
• Discuss the following related to your “Frame”
• How does this frame connect to information literacy concepts that
you teach your students?
• What “shared foundations” or dispositions from the National Library
Standards does this Frame map to?
• Draw lines on the whiteboard connecting your assigned Frame to the
Foundations that it maps to (there could be more than one)

6. Information Literacy at ODU
6
• A general education requirement for all students
• Most students do not transfer in with this requirement
• Taught by various Colleges, Departments, and Faculty
• Most students can take any info lit course
• Instructional Services Librarian advises and provides support
• Assessed, required for accreditation by SACS

7. Assignment Examples - Research Question Creation
7
what effects does reducing environmental distraction in the classroom have on children with ADHD.
Are some humans genetically predisposed to crime?
Should genetic testing be done on criminals?
How do we quantitatively evaluate laboratory medicine’s influence on clinical decisions and patient care?
What specific processes does Total Quality Management (TQM) use while fixing an existing issue?
What specific motivation is needed to engage employees?
How do prosecutors decided the degree of a murder and is the rate of murder increasing in the United States?
What is the percentage of children born with autism spectrum disorder and the challenges of behavior and
the access of transitioning into the education system and what would cause them to develop a neurodevelopmental
condition.

8. Assignment Examples - Citations - APA
Journal Article: Concurrent and Subsequent Associations Between Daily Digital Technology Use and
High‐Risk Adolescents’ Mental Health Symptoms
Journal: Child Development, Volume 89, Issue 1, pages 78-88
Authors: Madeleine J. George, Michael A. Russell, Joy R. Piontak, Candice L. Odgers
Publication date: January / February 2018
Student Corrected APA Citation:
George, Madeleine J., et al. (Jan 2018). Concurrent and Subsequent Associations Between Daily Digital Technology Use and
High-Risk Adolescents’ Mental Health Symptoms. Child Development, vol. 89 (no. 1). Retrieved from
http://eds.b.ebscohost.com.proxy.lib.odu.edu/ehost/detail/detail?vid=14&sid=118

9. Assignment Examples - Citations - MLA
Journal Article: Anterior Cruciate Ligament Injuries in Female Athletes: Anatomy, Physiology, and Motor
Control
Journal: Sports Medicine and Arthroscopy Review, Volume 10, Issue 1, pages 58-68
Authors: Bing Yu, Donald T. Kirkendall, and William E. Garrett, Jr.
Publication date: 2002
Student Corrected MLA Citation:
Yu, B., et al. Anterior Cruciate Ligament Injuries in Female Athletes: Anatomy, Physiology, and Motor
Control. Website, no.1, vol. 10, Sports Medicine and Arthroscopy Review, 2002, pp. 55-68.

10. Other Things I Have Learned...
● Library Access & Resources
● Google
● Databases vs Catalog
● Grammar, Spelling, and Punctuation
● Plagiarism

11. Group Activity: Discussion Prompts
11
• Question for K12 Librarians (5 minutes):
• When students leave your school, what are 1 or 2 things that they should understand or be
able to do related to research and information literacy?
• Question for ODU Faculty/Librarians (5 minutes):
• When students enter ODU what are 1 or 2 things that they should understand or be able to
do related to research and information literacy?
• Questions for all (5 minutes):
• What are possible actions that you can take to help prepare students for the future?
• What type of support do you need to be able to take these actions?
• Group Task:
• Write down one action and one type of support on your group’s index card to share and
turn in

12. Group Takeaways: Actions
12
● Plagiarism: Possible action: convince teachers we need to work with students on plagiarism
● Support: Get into the classrooms to work with students. Librarians don’t have control. Admin. Must
make these decisions.
● Challenge students more with high expectations. Give them the chance to struggle and fail.
● Digital Citizenship
● ODU Faculty/Librarians- Advisors and other personnel need to target freshman knowledge of
library resources
● Teach students to utilize resources available to them from K12 to public libraries to college libraries
● Give information literacy onboarding preparation courses at the K12 level
● Help to develop scholars rather than seekers of a right or wrong answer. This often takes more
time than the average teacher has.

13. Group Takeaways: Need for Support
● Need administrator buy-in and support
● Local universities need to work more strongly to alert school systems to student learning needs
● Administrator support to allow for failure
● Teachers need more time
● Teacher buy-in and openness to librarian expertise

14. Resources
14
AASL (2017). National School Library Standards. https://standards.aasl.org/
ACRL (2016). Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/standards/ilframework
Burke, J. L. C. (2017). From AASL standards to the ACRL Framework: Higher education shifts in pedagogical strategies. In
The Library With the Lead Pipe.
http://www.inthelibrarywiththeleadpipe.org/2017/from-aasl-standards-to-the-acrl-framework-higher-education-shifts-in-p
edagogical-strategies/
Old Dominion University (2018). Information Literacy.
https://www.odu.edu/facultystaff/assessreport/assessment/competencies/computer