ERIC Number: EJ1077672
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: N/A
From Standards to Frameworks for IL: How the ACRL Framework Addresses Critiques of the Standards
Foasberg, Nancy M.
portal: Libraries and the Academy, v15 n4 p699-717 Oct 2015
The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, since their publication in 2000, have drawn criticism for ignoring the social and political aspects of information literacy. The ACRL Information Literacy Competency Standards Task Force responded with the Framework for Information Literacy in Higher Education, which rethinks information literacy by acknowledging that it is a social phenomenon and by recognizing students as participatory learners. This article contrasts the constructions of information, information literacy, and students in the Framework and the Standards to show how the Framework addresses some of the critiques of the Standards.
Descriptors: Information Literacy, Criticism, Standards, Library Associations, Minimum Competencies, Higher Education, Semantics, Models, Educational Philosophy, Student Characteristics, Alignment (Education), Content Analysis
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: firstname.lastname@example.org; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A