Across the Distance, Across Disciplines: The Value and Use of the ACRL Framework for Information Literacy in Asynchronous Learning Environments
Type of Presentation
Individual paper/presentation
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
K-12
Location
Session 2 Papers
Relevance
This presentation uses a practical example from the field to illuminate ways in which the ACRL Framework for Information Literacy for Higher Education Threshold Concepts can be integrated across disciplines into curricular design and the teaching. It demonstrates how this integrative approach facilitates engaged and self-directed learning, as well as critical thinking about various social issues related to information equity and access -- outcomes that are difficult to accomplish in a predominantly virtual learning environment.
Abstract
Much of the conversation about the value inherent in the tenets of the ACRL Framework for Information Literacy for Higher Education has traditionally concerned its use by practicing librarians. However, in the 21st century Knowledge Society, information literacy has emerged as a cross-disciplinary curricular priority pertinent to a wide range of areas of knowledge, including community-based and career-connected learning.
This presentation will use the faculty lens to discuss the essentially untapped potential of the Framework to inform reflective teaching practice and foster engaged and self-directed learning in a predominantly virtual environment typical for contemporary library and information science (LIS) education. The presenter will delineate a successful experience of blending the Information Literacy Framework with integrative social pedagogy principles in designing two graduate LIS courses that draw heavily on students’ awareness of, and proficiency with, the Framework’s Threshold Concepts to explore a social condition associated with an unmet information need.
This presentation will be of interest to practicing librarians as well as faculty teaching in various cognate disciplines, from Education to LIS or Social Sciences. Participants will engage in a dialogue about ways to integrate the knowledge practices and dispositions underlying each information literacy frame into their own teaching and research. Participants may expect to leave this session with a set of tools and practical recommendations for information literacy program planning and implementation, strengthening library-faculty collaboration, and various other means of curricular enhancement.
Presentation Description
This presentation explores the applicability of the ACRL Framework for Information Literacy beyond the library walls onto the larger higher education domain. It uses the faculty lens to highlight the potential of the Framework to inform reflective teaching practice and foster engaged learning in asynchronous courses that leverage student proficiency with the Framework’s Threshold Concepts to resolve social issues related to information equity and access.
Keywords
ACRL Framework for Information Literacy; asynchronous learning, curriculum enhancement
Publication Type and Release Option
Event
Recommended Citation
Trembach, Stan, "Across the Distance, Across Disciplines: The Value and Use of the ACRL Framework for Information Literacy in Asynchronous Learning Environments" (2022). Georgia International Conference on Information Literacy. 33.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/33
Across the Distance, Across Disciplines: The Value and Use of the ACRL Framework for Information Literacy in Asynchronous Learning Environments
Session 2 Papers
Much of the conversation about the value inherent in the tenets of the ACRL Framework for Information Literacy for Higher Education has traditionally concerned its use by practicing librarians. However, in the 21st century Knowledge Society, information literacy has emerged as a cross-disciplinary curricular priority pertinent to a wide range of areas of knowledge, including community-based and career-connected learning.
This presentation will use the faculty lens to discuss the essentially untapped potential of the Framework to inform reflective teaching practice and foster engaged and self-directed learning in a predominantly virtual environment typical for contemporary library and information science (LIS) education. The presenter will delineate a successful experience of blending the Information Literacy Framework with integrative social pedagogy principles in designing two graduate LIS courses that draw heavily on students’ awareness of, and proficiency with, the Framework’s Threshold Concepts to explore a social condition associated with an unmet information need.
This presentation will be of interest to practicing librarians as well as faculty teaching in various cognate disciplines, from Education to LIS or Social Sciences. Participants will engage in a dialogue about ways to integrate the knowledge practices and dispositions underlying each information literacy frame into their own teaching and research. Participants may expect to leave this session with a set of tools and practical recommendations for information literacy program planning and implementation, strengthening library-faculty collaboration, and various other means of curricular enhancement.
