Seeking Social Justice in the ACRL Framework

Battista, Andrew; Ellenwood, Dave; Gregory, Lua; Higgins, Shana

doi:10.15760/comminfolit.2015.9.2.188

Cited by 30 publications

(22 citation statements)

References 13 publications

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“…In addition to developing learning outcomes, concept mapping might be a viable method to continue developing the Framework itself. Recognizing the limitations of the Framework, some librarians are currently exploring adding additional frames, for example, the frame referenced earlier-Information as a Human Right (Battista et al, 2015). Concept mapping might be a useful approach to develop new frames or to explore locally developed frames.…”

Section: Discussionmentioning

confidence: 99%

“…Tewell (2015) provided a comprehensive review of the development of critical information literacy over the last decade, demonstrating the prominent adoption of critical practices by librarians. Critical theories were applied to critiques of the Framework, exemplified by Battista et al (2015). These authors critiqued the Framework for not reaching far enough to address civic engagement and cultural orientations to information, noting the primarily skills-based nature of the knowledge practices and dispositions of the Framework.…”

Section: Contextmentioning

confidence: 99%

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Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy

Branch¹

2019

comminfolit

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The intentional omission of learning outcomes from the ACRL Framework for Information Literacy in Higher Education has caused concern and criticism from some librarians; however, the call to action within the Framework to locally develop learning outcomes is an opportunity to illuminate the social justice, critical thinking, and higher order thinking elements of information literacy. This study applies the transformative research paradigm using the methodology of concept mapping to test the development of learning outcomes for one of the frames. Concept mapping is a mixed-methods approach and includes focus groups, hierarchical cluster analysis, and multidimensional scaling. The methodology has been used extensively in the social sciences but has limited representation in the LIS literature. Though the study provides learning outcomes developed by a small participant group following the concept mapping method, the results demonstrate the viability of this methodology for librarians seeking a new approach to locally develop learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy

Branch¹

2019

comminfolit

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“…Following the introduction of the Framework, 7 the published literature focused on initial reactions, both supportive 8 and critical. 9 Now the literature increasingly includes case studies and reports from librarians who have attempted to implement the Framework. Many articles and books published in the last two years provide advice about how to incorporate the Framework into practice and describe successful cases.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing the ACRL Framework: Reflections from the Field

Latham

Gross

Julien

2019

C&RL

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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?

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“…Commenting on a draft of the Framework, Beatty (2014) contends that through its use of language such as "information marketplace" and "information ecosystem," and its relatively uncritical stance on information power structures implied in such terminology, the Framework reifies and promotes a neoliberal agenda. Battista, et al (2015) note that, while the Framework does include some attention to social justice issues, it "lacked explicit articulation of the ways in which social justice issues intersect with information literacy education: social inclusion, access, critical awareness of the mechanisms of establishing authority, cultural, historical, and socioeconomic contexts, and civic and community engagement" (2015,112). These authors lament that the attention to social justice in the Framework is limited to three frames-"Authority Is Constructed and Contextual," "Information Has Value," and "Scholarship as Conversation"-and that the Framework as a whole lacks a "cogent statement that connects information literacy to social justice" (Battista, et al, 2015, p.112-113).…”

Section: [ Perspectives ]mentioning

confidence: 99%

Connecting Information Literacy and Social Justice: Why and How

Saunders¹

2017

Comminfolit

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Seeking Social Justice in the ACRL Framework

Cited by 30 publications

References 13 publications

Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy

Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy

Implementing the ACRL Framework: Reflections from the Field

Connecting Information Literacy and Social Justice: Why and How

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