Link: Framework for Information Literacy for Higher Education
This Framework for Information Literacy for Higher Education grows out of the belief that information as an educational reform movement will realize its potential only through a richer, more complex set of core ideas.
At the heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole. These conceptual understandings are informed by the work of Wiggins and McTighe…, and also by threshold concepts which are those ideas in any discipline that are passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline.
This Framework draws upon [a]…Delphi Study that has identified several threshold concepts in information literacy, but the Framework has been molded using fresh ideas and emphases for the threshold concepts.
Two added elements illustrate important learning goals related to those concepts:
>Knowledge practices…are demonstrations of ways in which learners can increase their understanding of these information literacy concepts.
>Dispositions…describe ways in which to address the affective, attitudinal, or valuing dimension of learning.
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are:
+ Information Creation as a Process
+ Authority if Constructed and Contextual
+ Information Has Value
+ Research as Inquiry
+ Scholarship as Conversation
+ Searching as Strategic Exploration
American Library Association. (2015, February 9). Framework for Information Literacy for Higher Education. Association of College & Research Libraries (ACRL).
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