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Thursday, February 8 • 10:30am - 12:00pm
Session 5.2A - Juried Papers: Teaching the ACRL Framework: Reflections from the Field.

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This paper presentation relates to the conference theme of expanding the LIS Education Universe through exploration of the experiences and perceptions of academic librarians as they work to incorporate the Framework into information literacy instruction.
BACKGROUND
The recent adoption of the new Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (ACRL, 2016) is a paradigmatic change in thinking about how information literacy instruction should be approached at the college and university level.  The Framework moves away from a “competency” approach to teaching and assessing information literacy skills and promotes a view of information literacy as an exploration of six threshold concepts and the practices and dispositions they evoke.  These threshold concepts are (ACRL, 2016):
Authority is constructed and contextual
Information creation is a process
Information has value
Research as inquiry
Scholarship as conversation
Searching as strategic exploration
While the development of the new Framework was several years in the making, it does not address how to implement the Framework or how to assess students’ assimilation of the central concepts and related practices and dispositions.  Rather, the Framework leaves these issues in the hands of librarians and other campus stakeholders (ACRL, 2016).  To fill this gap, articles by researchers and librarians are beginning to appear in the LIS literature (see Bauder & Rod, 2016; Carncross, 2015; Franzen & Bannon, 2016; Hosier, 2017; Jacobson & Gibson, 2015; Scott, 2016, 2017a, 2017b). However, there is much to be known about how academic librarians are incorporating the Framework into instruction, the efficacy of the Framework to information literacy instruction and learning outcomes, and how LIS educators can best incorporate the Framework into the professional preparation of academic librarians.
A 2016 survey administered to academic librarians in the United States gathered data about current information literacy programs, pedagogical strategies, and instructional challenges (Julien, Gross, & Latham, in press).  The survey was distributed online via the ILI-L listserv, and 622 librarians with instructional responsibilities in an academic library context participated.  Among the findings, respondents indicated that information literacy instruction is only partly informed by the Framework and 41% reported that the Framework has had no, or only a minor, influence on their practice. Thirty-one percent indicated that the Framework has had significant influence on their practice.  Some respondents reported now including topics such as social media, open access publishing, images and fair use, and citation metrics in their instruction, and the vast majority of respondents see connections between the concepts presented in the Framework and their responsibility to raise the level of information literacy among students.  However, most instruction remains skills-based and, though increasingly integrating information technology, has yet to incorporate the threshold concepts articulated in the Framework . The survey data provides a snapshot of current information literacy practices in higher education in the U.S., but also raises additional questions. 
In response, hour-long semi-structured interviews are being conducted with approximately 30 academic librarians to explore their experiences and perceptions as they work to incorporate the Framework into their instructional practice.
RESEARCH QUESTIONS
The study seeks to address the following research questions:




  1. What pedagogical strategies are being used by academic librarians in implementing the ACRL Framework ?
    What do academic librarians perceive to be the most successful strategies for implementation of the ACRL Framework ?
    What do academic librarians perceive to be the greatest challenges in implementing the ACRL Framework ?
    How are academic librarians approaching the evaluation of student learning when implementing the ACRL Framework ?
The products of this study will include examples of strategies for implementation, a list of challenges in adopting the Framework , examples of best practices in integrating the Framework into teaching, and examples of how librarians are evaluating student learning regarding the threshold concepts.
SIGNIFICANCE
As the instructional role continues to be emphasized in professional librarians’ work in academic libraries (Gold & Grotti, 2013), so it remains important to properly prepare professionals for that role and to understand the practices of instructional librarians. Previous evidence suggests room for improvement in both instructional practices and in the preparation of librarians for instruction (Cooke & Hensley, 2013; Ishimura & Bartlett, 2010; Julien, 2005; Julien, Tan, & Merillat, 2013; Sproles, Johnson, & Ferison, 2008).
The transition from a skills-based approach to a focus on teaching the threshold concepts promoted in the new Framework has left many open questions about how to design instruction and evaluate student learning. Understanding how professional practice transitions to this new paradigm will inform library administrators, instructional librarians, and library and information science educators. Ultimately, information literacy instruction is meant to prepare students to navigate and contribute to life in our information rich society. The long-term effects of effective information literacy instruction support our democracy, quality of life, and students’ self-identity as life-long learners.
CONCLUSION
This paper will offer a brief summary of the salient findings from the 2016 survey and will focus on reporting findings from the interviews in relation to the research questions.  It will conclude by discussing implications for preparing students for work in academic libraries, and will discuss research needs related to the adoption of the Framework and how it is taught.
ACKNOWLEDGEMENTS
The authors wish to thank Florida State University Council on Research and Creativity Small Grants Program for their support of this work.
REFERENCES
Association of College and Research Libraries (2016).  Framework for Information Literacy for Higher Education.  Chicago, IL:  American Library Association.  Retrieved from http://www.ala.org/acrl/standards/ilframework
Bauder, J., & Rod, C. (2016). Crossing thresholds: Critical information literacy pedagogy and the ACRL framework, College & Undergraduate Libraries , 23(3), 252-264.
Carncross, M. (May 2015). Redeveloping a course with the Framework for Information Literacy for Higher Education: From skills to process. C&RL News, 248-273 .
Cooke, N. A., & Hensley, M. K. (2013). The critical and continuing role of library and information science curriculum in the teacher training of future librarians, Information Research, 1 8(23). Retrieved from http://www.informationr.net/ir/
Franzen, S., & Bannon, C. M. (2016). Merging information literacy and evidence-based practice in an undergraduate health sciences curriculum map. Communications in Information Literacy, 10 (2), 245-263.
Gold, M. L., & Grotti, M. G. (2013).Do job advertisements reflect ACRL’s standards for proficiencies for instruction librarians and coordinators?: A content analysis. The Journal of Academic Librarianship, 39 (6), 558-565.
Hosier, A. (2017). Creating learning outcomes from threshold concepts for information literacy instruction. College & Undergraduate Libraries, 24 (1), 1-13.
Ishimura, Y., & Bartlett, J. C. (2010). Information literacy courses in LIS schools: Emerging perspectives for future education. Education for Information, 27 (4), 197-216.
Jacobson, T., & Gibson, C. (2015). First thoughts on implementing the Framework for information literacy,  Communications in Information Literacy , 9 (2), 102-110.
Julien, H. (2005). Education for information literacy instructi


Thursday February 8, 2018 10:30am - 12:00pm
Meadowbrook II

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