FRAMEWORK FOR INFORMATION LITERACY
Because of the rapidly changing higher education environment, as well as the dynamic and frequently uncertain information ecosystem in which we all work and live, more attention must be placed on core notions about that ecosystem. Students now have a bigger role and duty in developing new knowledge, comprehending the contours and changing dynamics of the information world, and responsibly employing information, data, and scholarship. Teaching faculty have a greater duty in developing curricula and assignments that promote deeper engagement with basic notions about information and scholarship in their fields. Librarians have a greater responsibility to find essential ideas within their own knowledge domain that might expand learning for students, to create a new integrated curriculum for information literacy, and to collaborate with teachers more widely.
The Framework presented here is purposely named a framework because it is based on a cluster of interconnected fundamental concepts with variable implementation possibilities, rather than a set of standards or learning outcomes, or any prescriptive enumeration of skills. The conceptual understandings at the heart of this Framework organize numerous other concepts and ideas about information, research, and scholarship into a coherent whole.
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 presented alphabetically:
Detailed Link to ACRL Framework: