Today’s Spotlight on Scholarship features the article “Turning Inward: Reading the Framework through the six frames” by Emily Drabinski, published in College & Research Libraries News in Volume 77, Number 8, September 2016, pp. 382-384.
This article prompts us to ask how the Framework as a document can be used to understand both information literacy broadly as well as the Framework specifically, including its relationship to our information literacy work and practice. Drabinski suggests that we “read the Framework through the frames,” and then proceeds to model this exercise in a clear and accessible manner, unpacking the Framework in the process. After introducing the context of the exercise, the article is structured around the six frames, where Drabinski first shares an explanation of the frame’s concept, then applies the concept to the Framework as a document. For instance, Drabinski notes that according to the first frame, “Authority is not a simple binary, but is instead determined in context and in conversation,” and then goes on to describe how the Framework’s authority is constructed in much the same way, in context and conversation with and among those who read and receive it. Drabinski’s readings of each frame are both critical–addressing questions of power and privilege–and easy to understand, making this article an accessible gloss of critical information literacy in the Framework. This article is the inaugural offering in the new bimonthly “Perspectives on the Framework” column in College & Research Libraries News.
Emily Drabinski is Coordinator of Library Instruction at Long Island University Brooklyn.
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.