Implementing the ACRL Framework: Reflections from the Field

Abstract

In an exploratory study, interviews were conducted with fifteen librarians to learn about their perceptions of and experiences with the Framework for Information Literacy for Higher Education. Participants reported that they are implementing the Framework implicitly rather than explicitly, and their instruction has become more interactive and hands-on. A key strategy to success has been getting buy-in from other librarians and faculty. The participants have encountered a number of challenges in implementing the Framework, including time constraints within the one-shot model of instruction and resistance from some librarians and faculty who feel that the Framework is too highly conceptual to be practical for students, many of whom lack basic information literacy skills. Finally, participants indicated it is difficult to assess learning based on the Framework. Implementing the ACRL Framework: Reflections from the Field 387Framework is intended to be conceptual rather than prescriptive; as such, it allows librarians a great deal of latitude in terms of developing instructional strategies and learning assessments.The Framework has been greeted with much excitement but also some consternation. The flexibility offered by the Framework can be a good thing, of course, offering librarians the freedom to reimagine information literacy instruction in an almost limitless variety of ways. But it can be daunting as well, leaving librarians feeling somewhat rudderless amid this sea change in how information literacy is conceptualized. Given that the Framework is still relatively new (and "novel"), now is an opportune time to investigate librarians' perceptions of the Framework and experiences with implementing it. In other words, how is the Framework being implemented in the field, and what are the results so far?

The methodology used to deliver information literacy instruction by a select group of academic librarians: a case study

“…It was evident from the findings that the participants in the research utilized the ACRL framework as a guide for the development of content taught. The ACRL framework has been very effective in making instructional lessons more conversational interactive and hands-on, allowing students the opportunity to benefit from both implicit and explicit instructions (Hendrigan et al, 2020;Latham et al, 2019). In support of this, Hofer et al (2013) explain that the constant revision of the standards is important, especially in a time of post-Google information landscape where culturally, citizens are impacted by a myriad of emerging technologies and unprecedented modes of information access.…”

Is the ACRL Framework a teaching tool? Undergraduates’ interpretations of its language and concepts

“…, 2019). These affirmations have largely focused on how librarians themselves have used the Framework as an implicit foundation to inform their teaching including, for example, how they have used “the frames as a subtext for their teaching” (Latham et al. , 2019, p. 390) and to “strengthen the cultures of teaching and learning at their institutions” (Dempsey et al.…”

“…Librarians have found the document useful to inform, inspire, and even transform teaching but have also expressed doubt about the usefulness of the document as an explicit teaching tool with students (Beilin, 2015; Dempsey et al. , 2015; Foasberg, 2015; Latham et al. , 2019).…”

“…Many librarians have become increasingly conversant in the language of the Framework , and many have used the frames to shape teaching (Gross et al. , 2018; Latham et al. , 2019).…”

“…The often contentious development and implementation of the Framework for Information Literacy for Higher Education (ACRL, 2015) has included debate about the accessibility of its language (Beilin, 2015;Bombaro, 2016;Dempsey et al, 2015). Librarians have found the document useful to inform, inspire, and even transform teaching but have also expressed doubt about the usefulness of the document as an explicit teaching tool with students (Beilin, 2015;Dempsey et al, 2015;Foasberg, 2015;Latham et al, 2019). Many librarians have become increasingly conversant in the language of the Framework, and many have used the frames to shape teaching (Gross et al, 2018;Latham et al, 2019).…”