ACRL'S FRAMEWORKS
The Association of College and Research Libraries created a definition and set of frameworks, based on threshold concepts, for Information Literacy instruction. The Framework for Information Literacy for Higher Education is found here.
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
Authority Is Constructed and Contextual,
Information Creation as a Process,
Information Has Value,
Research as Inquiry,
Scholarship as Conversation and,
Searching as Strategic Exploration
Creating a Reference Page
Construct a properly formatted and cited reference page, including all materials used in a paper/project.
Concept/s: Information has value.
01 FRAME creating 3.2.18.docUse Different Types of Resources
Produce a paper/project that uses different types of resources (general reference materials, monographs, journal articles, data from statistics, interviews, websites, etc.).
Concept/s: Information creation as a process, research as inquiry, and searching as strategic exploration.
02 FRAME use 3.2.18.docExplain Search Strategy
Explain in step-by-step detail the strategy used to find all/some of the resources used in paper/project.
Concept/s: Research as inquiry and searching as strategic exploration.
05 FRAME explain search 3.2.18.docKnown Bias of Producers and Creators Used (Footnotes or Annotations)
Construct paper or project using resources with known bias (theological leaning). Use one, or several, perspective/s. For each resource briefly detail the bias.
Concept/s: Authority is constructed and contextual and scholarship as conversation.
08 FRAME known bias.docSearch a Time Period OR The Scholars' Conversation
Construct a paper or project, but limit resources to a specific period of time (historical or contemporary).
Concept/s: Scholarship as conversation.
09 FRAME search time 3.2.18.docThe Works of One
Construct a paper or project in which all of the resources come from one author. The focus is on multiple works written by one author to hear an author's voice/perspective.
Concept/s: Scholarship as conversation.
11 FRAME works.docReflection on Writing Process: From Primary and Secondary Sources to Own Tertiary Work (Appendix)
[This is an incomplete assignment at this point. It is a good starting point but is incomplete from my standpoint.]
Concept/s: Information creation as a process and scholarship as a conversation.
Secondary sources are commentaries on a primary source. Tertiary works are reflections/commentaries on primary and secondary sources. Student work is typically tertiary. Their work becomes a commentary on the state of research. Their work is a contribution to the field (some of it better than others). The student writes an appendix in which they reflect upon what they have done and how they are contributing to the world of academics. They are a successor to the scholars that they read; they are standing on the shoulders of giants.
Information Literacy Learning Outcome (ILLO) Wording for Course Outline - 300/400 level
Student will demonstrate that information creation is a process and that scholarship is a conversation by critically reflecting on the research and writing process.
Instructions
300/400 level
Student will demonstrate that information creation is a process and that scholarship is a conversation by critically reflecting on the research and writing process. Write an appendix in which you reflect on how others researched your topic, how you researched your topic, and how you used their work to create your own. Reflect also on how your work is a contribution to the field as it relates to the current state of understanding.
Evaluation of Medium/Format (Footnotes, Annotations, or Appendix)
Evaluate the medium/format of resources in regards to the trade-off of one medium/format over another. Attention is paid to currency, accuracy, and authority.
Concept/s: Information creation as a process.
13 FRAME evaluation format 1.3.18.docEvaluation Form (Used in next Five Assignments)
The evaluation form is a generic Word document. The header is blank, but you may insert your department or college logo to "brand" the form. Use this or one created by your librarians for the above assignment.
GENERIC CRAAP Evaluation Checklist rev 1 18.docEvaluation of Currency
Evaluate the currency of a resource; not just think about the resource, but the theories espoused and the date of their resources. Is the source appropriate for academic use?
Concept/s: Authority is constructed and contextual, the temporal context.
12.1 FRAME evaluation currency 1.3.18.docEvaluation of Relevancy
Evaluate the relevancy of the resource. Is the resource on topic? It is easiest to find good information, data, from a relevant resource than finding good information from an irrelevant resource.
Concept/s: Authority is constructed and contextual, the context of the discipline.
12.2 FRAME evaluation relevancy 1.3.18.docEvaluation of Authority
Evaluate the authority of all/some of the resource creators. What makes that person an authority; academic study, work experience, or special life experience?
Concept/s: Authority is constructed and contextual.
12.3 FRAME evaluation authority 1.3.18.docEvaluation of Accuracy
Evaluate the accuracy of a resource. Is the resource "peer reviewed" or edited in some way? Are there errors in grammar or spelling? Is information resourced? Are citations available?
Concept/s: Authority is constructed and contextual.
12.4 FRAME evaluation accuracy 1.3.18.docEvaluation of Purpose/Persuasion
Evaluate the purpose or persuasion of the resource (stated or implied). Critically evaluate any obvious, stated, or hidden agenda/purpose behind the production of the resource, be that, entertainment, political, religious/theological agenda, or commercial venture.
Concept/s: Authority is constructed and contextual.
12.5 FRAME evaluation purpose persuasion 1.3.18.doc