Abstract-With the revision of the ACRL information literacy standards into a metaliteracy framework, art librarians now have an opportunity to better adapt information literacy instruction for studio art students. By using the new information literacy threshold concepts as metaphors for the creative process, a Northern Illinois University art faculty member and an art librarian collaborated to help students in an advanced studio photography class recognize the importance of research and information literacy skills in the development of their artistic vision and to improve the quality of their work.

Translating the new Framework for Information Literacy in Higher Education(ACRL, November 2014) into learning outcomes, instructional content, and assessments might appear to be an overwhelming task; however, in many cases the revision exemplifies how many librarians have been teaching information literacy in the digital information landscape. This article describes the collaboration between a librarian and an instructor to integrate information literacy into a developmental reading class before the revision of information literacy standards were available and provides an example of adapting the new Framework to library sessions that already reflect a transformation in information literacy instruction for developmental education.

Because of its emphasis on knowledge practices and dispositions over prescriptive skills, the ACRL “Framework for Information Literacy for Higher Education” resonates with subject specialist librarians who may have found it difficult to apply the ACRL “Information Literacy Competency Standards for Higher Education” to their particular programs. For example, the research and corresponding library instruction that supports Studio Art coursework and artistic practice often looks very different from the methods used to conduct scholarship in other disciplines.

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The 'Framework for information literacy for higher education', the guiding document for academic instruction librarians in North America, encourages a deep connection between information literacy and discipline-specific teaching practices. In the context of art librarianship, one means of attaining this connection is via librarian participation in studio critiques. Critiques enable librarians to identify the similarities between the research process and the creative process, making information literacy relevant for art students. In two different institutional examples, the Framework provides a conceptual grounding for studio critiques as a collaborative space between librarians and faculty, where students learn lifelong information literacy and critical thinking skills that enrich their artistic work.