This week’s Spotlight on Scholarship features Maureen Knapp’s and Stewart Brower’s article “The ACRL Framework for Information Literacy for Higher Education: Implications for Health Sciences Librarianship” [paywall], published in Medical Reference Services Quarterly in Volume 33, Issue 4, 2014, pp. 460-468.
This article, written in 2014 between the second and third Framework drafts, introduces the Framework to the health sciences librarianship community. After analyzing the differences between the ACRL Information Literacy Competency Standards (2000) and the June 2014 Framework draft, the authors consider each frame in turn and connect the concepts to research practices in the health sciences. They argue that the Framework, in its focus on “knowledge-based learning and discovery” instead of discrete skills, addresses the needs of upper-level researchers like those that health sciences librarians most often support. They argue further that this flexibility means the Framework addresses learning at all levels of scholarly development, making it a good fit for health sciences librarianship. The article also describes how health sciences information environments have become complex in many of the ways reflected in the Framework’s six concepts. By considering the Framework in the health sciences context, the authors make a strong case for health sciences librarianship to invite information literacy more intentionally into its community of practice than has occurred in the past.
Maureen Knapp is Research Support and Education Librarian in the Rudolph Matas Library of the Health Sciences at Tulane University, and Stewart Brower is Director of the Schusterman Library at the University of Oklahoma.
The “Framework Spotlight on Scholarship” column is a weekly post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.