Framework Spotlight on Scholarship: Gregory and Higgins’ “Reorienting an Information Literacy Program toward Social Justice” and Saunders’ “Connecting Information Literacy and Social Justice”

This month’s Spotlight on Framework Scholarship features two articles from the latest issue of Communications in Information Literacy, both focused on the Framework and social justice.

Both articles discuss the ALA core value of social responsibility and emphasize the contextuality and flexibilty of the Framework. The articles diverge in their approaches toward focusing on social justice: the first by working to draw explicit parallels between the Framework and existing documents, the second through proposing adding an additional social justice frame to the Framework.

 

Gregory, L., & Higgins, S. (2017). Reorienting an Information Literacy Program Toward Social Justice: Mapping the Core Values of Librarianship to the ACRL Framework. Communications in Information Literacy, 11(1), 42–54. https://doi.org/10.7548/cil.v11i1.463

This article is authored by Lua Gregory, Humanities and First Year Experience Librarian, and Shana Higgins, Interdisciplinary & Area Studies Librarian and Library Instruction Coordinator from the University of Redlands in California. (lua_gregory@redlands.edu, shana_higgins@redlands.edu)

When presented with the need to develop student learning outcomes, the centrality of critical considerations and social justice in Gregory and Higgins’ instruction program prompted them to examine the connections between ALA’s Core Values of Librarianship and the ACRL Framework. The authors detail some of the more explicit connections that they made between the Values and the Framework, as well as discuss the practical and philosophical difficulties surrounding assessment and outcome creation in relation to critical aims.

 

Saunders, L. (2017). Connecting Information Literacy and Social Justice: Why and How. Communications in Information Literacy, 11(1), 55–75. https://doi.org/10.7548/cil.v11i1.459

The second article is from Laura Saunders, Associate Professor and Online Coordinator at Simmons College School of Library and Information Science. (laura.saunders@simmons.edu)

Saunders’ essay provides background on social justice as an established library value, focusing on information literacy as a human right and a crucial component of a functioning democracy. She emphasizes the need for reflective practice among librarians to identify and address the inherent biases in our systems. In the second half of the essay, Saunders provides background on the rationale for social justice not being incorporated as a standalone frame during the development of the Framework, and outlines a proposed version of a new social justice frame new frame including knowledge practices and dispositions to be considered for future iterations of the Framework.

 

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

What’s Next as the Framework Advisory Board’s Term Ends

The two-year term of the Framework Advisory Board (FAB), which was tasked with developing resources for professional development in support of the ACRL Framework for Information Literacy for Higher Education, has come to an end. At ALA Midwinter 2017, the ACRL Board of Directors took action to further integrate these resources into the fabric of ACRL: beginning in July 2017, the new home for FAB’s priority projects will be the Student Learning and Information Literacy Committee (SLILC). SLILC is one of four ACRL goal-area committees that work to advance the strategic priorities articulated in the ACRL Plan for Excellence.

The Framework priority projects include the ACRL Framework Sandbox, the ACRL Framework Toolkit, and the ACRL licensed workshop Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices.

In conjunction with this transition, the ACRL Board has also supported the appointment of former members of FAB to SLILC effective July 1, 2017. They will bring their knowledge and expertise to the work of SLILC to maintain and further develop these resources in support of the academic library community. Other resources that will accompany this transition to SLILC include the Framework discussion list and the Framework WordPress website.

By transitioning these Framework-related resources so that they are now under the purview of SLILC, the connection between the Framework and the ACRL’s strategic priority of student learning is evident.

FAB is grateful to the ACRL Board and the leadership of SLILC for bringing our work under the umbrella of the goal area committee for student learning. Those of us who are continuing to serve on SLILC in support of these resources are excited to embark on this next phase of the association’s work in supporting the Framework.

Framework Spotlight on Scholarship: Corrall’s “Crossing the threshold”

Corrall, S. (2017). Crossing the threshold: reflective practice in information literacy development. Journal of Information Literacy, 11(1), 23. https://doi.org/10.11645/11.1.2241

Welcome back to the ACRL Framework Spotlight on Scholarship! This week’s featured article comes to us from Sheila Corrall, Professor, Department of Information Culture & Data Stewardship at the University of Pittsburgh’s School of Computing & Information, and previously Professor & Chair in Librarianship and Information Management at the iSchool, University of Sheffield, UK.

In this article, Corrall explores the idea of reflective practice in relation to threshold concepts, of which Meyer and Land’s theory was central to the development of the Framework. She cites the emphasis on critical self-reflection in the Framework as an impetus (among others) for her exploration of the subject.

Corrall explores the challenges presented by the myriad approaches to reflection, both as pedagogical practice and as practitioner self-reflection. She provides an in-depth look into different theories, definitions, practices, meanings, and outcomes of reflection and reflective practice through an exploration of several models. Tracing from Dewey to the present, Corrall works through educational theory up through recent literature related to information literacy and critical information literacy.

Corrall offers an interesting discussion of the difference between threshold concepts and competencies as discussed by Meyer and Land. She draws a parallel between threshold competencies and professional competencies of librarians, suggesting that reflective practice is a threshold competency for teaching librarian practitioners. She proposes more research in ways to explore this notion and further development of reflection as a professional competence.

Prof. Corrall can be reached at scorrall@pitt.edu

A side note from Sara: This anniversary issue of the Journal of Information Literacy is worth reading in its entirety, especially for those who may not be as familiar with the history and development of European and Australian models of information literacy and their impact on American thought, including the Framework.

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

ACRL Framework for Information Literacy Toolkit Launches

The following update is cross-posted at ACRL Insider.

The ACRL Framework Advisory Board (FAB) is pleased to announce the launch of the ACRL Framework for Information Literacy Toolkit. The ACRL Framework for Information Literacy Toolkit is intended as a freely available professional development resource that can be used and adapted by both individuals and groups in order to foster understanding and use of the ACRL Framework for Information Literacy for Higher Education. The ACRL Framework Toolkit is available on the ACRL LibGuides site.

Librarians can use the ACRL Framework Toolkit resources in a variety of ways:  for their individual professional development needs; to form a community of practice with their colleagues around the Framework and information literacy; and to develop workshops and professional development opportunities in their libraries and also for local, regional, and state-level events and conferences.

The ACRL Framework Toolkit contains four modules: Finding Time to Engage the Framework, The Framework’s Structure, Foundations of the Framework, and Strategies for Using the Framework. A fifth module, Collaboration and Conversations with the Framework, is currently in development.  Each module includes essential questions, learning outcomes, and active learning resources such as guided reading activities, discussion prompts, and lists of key readings.

Please direct any questions to FAB Chair Donna Witek at donna.witek@scranton.edu.

The ACRL Framework Sandbox is accepting contributions!

The ACRL Framework Sandbox: sandbox.acrl.org is accepting
contributions!

The Sandbox is a place of discovery and sharing of information literacy resources related to the Framework for Information Literacy for Higher Education. This openly accessible platform and repository provides opportunities for collaboration and innovation in approaches to the Framework, both in the classroom and for professional development.

Searching is freely available to everyone – you don’t need a login to start searching. To contribute your Framework-related materials, create a contributor account.

Newest features of the Sandbox:

  • Download count – for each of your contributed resources in the Sandbox, you can see how many times the resource has been downloaded
  • Share button on resources – allows the user to share the URL of the resource to social media platforms and email

Jump into the Sandbox to share and learn from others!

–Framework for Information Literacy Advisory Board

Framework Spotlight on Scholarship: Shields and Cugliari’s “Scholarship as Conversation”

Shields, K., & Cugliari, C. (2017). “Scholarship as Conversation” Introducing students to research in nonprofit studies. College & Research Libraries News, 78(3), 137–141.
http://crln.acrl.org/content/78/3/137

The April Spotlight features a practical and specific example of Framework theory and application which touches upon disciplinary particulars, conversations between librarians and teaching faculty, and instructional design. Librarian Kathy Shields and professor Christine Cugliari present a case study of a specific frame, Scholarship as Conversation, as a foundation for informing the design of an instructional sequence within a larger course. This frame proved helpful for addressing the area of nonprofit studies research, which is represented by a widespread conversation spread across several disciplines. Cugliari’s focus for her students centered on the process of how nonprofit research was produced, moving beyond simply locating and identifying a relevant nonprofit journal and scholarly article to “the larger picture of how scholarship is created and shared.” Shields and Cugliari detail how they designed a sequence of activities that involved response, reflection, specific questions about the ongoing conversation, a focus on citation as a record of the conversation, and discussion.

Kathy Shields (Twitter: @dottielibrarian) is research and instruction librarian for history and social sciences at Wake Forest University, and Christine Cugliari (Twitter: @doctorgive) is associate professor of nonprofit management at High Point University.

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

Framework Spotlight on Scholarship Returning in April 2017

The Spotlight on Scholarship post series is returning after a brief hiatus. Sara Miller will be taking over the post series from Donna Witek. Many thanks to Donna for her thoughtful development of this column. If you have any suggestions for scholarship that you would like to be considered for the Spotlight series, please contact Sara at smiller@mail.lib.msu.edu with the information.

If you haven’t done so yet, please visit the Contact/RSS tab to subscribe to the Framework website for updates, including future Spotlight on Scholarship posts.

This is also a great opportunity to catch up on past Spotlight posts which are accessible at this link: http://acrl.ala.org/framework/?cat=17

On behalf of the Framework Advisory Board, we are eager to highlight some of the new literature being published around the Framework.

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

The ACRL Framework Sandbox is accepting contributions!

The ACRL Framework Sandbox: sandbox.acrl.org is accepting contributions!

The Sandbox is an openly accessible platform and repository for librarians engaged with the Framework to discover and share classroom and professional development resources related to the Framework for Information Literacy for Higher Education.

The Sandbox is a place of discovery and sharing that provides opportunities for collaboration and innovation in approaches to the Framework, both in the classroom and in terms of professional development.

Searching is freely available to everyone – you don’t need a login to start searching. And since the content of the Sandbox comes from you, the most important way you can celebrate the recent launch of the Sandbox is to contribute your Framework-related materials by creating a contributor account.

Jump into the Sandbox to share and learn from others!

ACRL Framework Advisory Board Member News

The following update is cross-posted at ACRL Insider.

Since July 2015, the ACRL Framework for Information Literacy Advisory Board (FAB) has been actively working with the ACRL Visiting Program Officer (VPO) for Information Literacy to create a supportive and interactive environment for librarians to learn how to use the Framework. Original member leaders Tish Hayes, Susan Miller, and Donna Witek were joined by new member leaders kYmberly Keeton, Sara Miller, Raymond Pun, and Mark Szarko in October 2016 to further expand FAB’s range of expertise and perspectives.

Now three additional member leaders have been appointed to FAB by ACRL President Irene M.H. Herold to contribute to the priority projects for this spring, which include promotion and administration of the Framework Sandbox, continued collaboration with the Framework Curriculum Designer/Presenter team, and the introduction of the Framework Toolkit as a locally tailored professional development tool.

FAB is pleased to welcome the following new members for terms beginning immediately and running through June 2017:

  • Smita Avasthi – Public Services Librarian, Santa Rosa Junior College, Santa Rosa, CA
  • Candice Benjes-Small – Head of Information Literacy and Outreach, Radford University, Radford, VA
  • Joanna Gadsby – Instruction Coordinator, Reference Librarian, University of Maryland Baltimore County, Baltimore, MD

In other FAB news, Tish Hayes and kYmberly Keeton have agreed to serve as Interim Co-Chairs of FAB beginning in mid-March through the end of May 2017, when FAB’s Chair Donna Witek will be out on leave.

And at the end of January 2017, Sharon Mader completed her term as ACRL VPO for Information Literacy. FAB extends their heartfelt thanks to Sharon for her leadership and mentorship over the last two years in her support of the Framework.

Framework Spotlight on Scholarship: Monograph Round-up

This week’s Spotlight on Scholarship offers something a bit different: a round-up of recently published monographs that offer studies, essays, and creative approaches to the Framework.

As we find ourselves in a season of gift-giving, consider giving one of the following books to your favorite librarian, faculty collaborator, or library; full information about each book, including description, table of contents, and how to order, can be found at each link:

The Future Scholar: Researching and Teaching the Frameworks for Writing and Information LiteracyEdited by James P. Purdy and Randall McClure, Information Today, Inc., 2016

Rewired: Research-Writing Partnerships within the FrameworksEdited by Randall McClure, ACRL, 2016

Teaching Information Literacy through Short StoriesBy David Brier and Vickery Kaye Lebbin, Rowman & Littlefield Publishers, 2016

Information Literacy and Writing Studies in Conversation: Reenvisioning Library-Writing Program ConnectionsBy Andrea Baer, Library Juice Press, 2016

Information Literacy: Research and Collaboration across Disciplines (pre-print format, openly accessible online), Edited by Barbara J. D’Angelo, Sandra Jamieson, Barry Maid, and Janice R. Walker, The WAC Clearinghouse and University Press of Colorado, 2016

Also, if you haven’t done so yet, come explore the new ACRL Framework for Information Literacy Sandbox, a platform and repository for sharing Framework-related instruction and professional development materials.

After this post, the Spotlight on Scholarship will be on hiatus through the holidays, with hopes of returning some time after the new year.

Wishing you all a happy and healthy holiday season!

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

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