Today’s Spotlight on Scholarship features the article “This is Really Happening: Criticality and discussions of context in ACRL’s Framework for Information Literacy” by Kevin P. Seeber, published in a special issue of Communications in Information Literacy focusing on the Framework: Volume 9, Issue 2, 2015, pp. 157-163.
In this article, Seeber sets out to answer the question, “What does the Framework mean for our profession and our practice?” Seeber’s method for answering this question is to close read the document for what it tells us about the ways we understand and frame research and information with students. What he discovers is the Framework’s focus on the real world as an array of contexts within which people interact with information, and the importance of both acknowledging and critiquing these contexts in our instructional work with students. In the article Seeber systematically reads the six frames for the presence and significance of context to each frame’s meaning and the implications for how we might teach it. An important point Seeber makes in his conclusion is the fact that students will enter our libraries familiar with the concepts in the Framework because of their engagement with the information world around them, even if they don’t have names or metacognitive awareness of the concepts as such, and that it is our responsibility to help students further build their information literacy understanding on the lived experience with information they carry with them. Seeber concludes that the Framework “represents a professional sentiment that instruction cannot be separated from the world in which it is taking place,” and that this perspective will necessarily impact the way we teach information literacy to our students.
Kevin P. Seeber is Foundational Experiences Librarian at Auraria Library in Denver, Colorado, serving the University of Colorado Denver, Metropolitan State University of Denver, and the Community College of Denver.
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.