(Simplification of the) Framework for Information Literacy for Higher Education(http://www.ala.org/acrl/standards/ilframework)

Six Frames:

1. Research as inquiry2. Searching as strategic exploration3. Scholarship as conversation4. Information creation as a process5. Authority is constructed and context-based6. Information has value

Research as Inquiry

Research is an open-ended exploration and engagement with information. It is iterative. Tap into your intellectual curiosity, ask questions, and be flexible – ambiguity can help the research process!

What do you already know about the topic, and what do you need to explore further? What is the dialogue or debate surrounding your topic? Has your research taken you down an unexpected path? Should you modify your focus?

Searching as Strategic Exploration

Information sources vary in content, format, and relevance to your specific information needs. Be flexible and understand that your first attempts at searching are just the starting point. Searching is iterative. Pursue alternate avenues as new understanding develops. Keep asking questions!

What is the scope of your research? What type(s) of information do you need? Who might produce this information? (e.g. scholars, organizations, governments)

Scholarship as Conversation

Communities of scholars, researchers, professionals, and students engage in sustained discussions with new insights and discoveries occurring over time, as a result of varied perspectives and interpretations. The research process gives you the chance to participate in ongoing scholarly conversations and negotiate meaning. You can and should contribute to the conversation!

Have you sought a variety of perspectives? What are the common modes of communication/discourse in your field? Do you have the information you need to cite your sources? What are the established authority structures that privilege certain voices and information?

Information Creation as a Process

Information in any format is produced to convey a message via a selected delivery method. Consider the characteristics of information resources that indicate how and for whom they were created. Understand that information may be perceived differently based on the format used.

How might the process influence the kind of sources you will use? Why did the author(s) select this format for the publication of their work? How and for whom was the information produced?

Authority is Constructed and Contextual

Think critically about information – whether it’s from a blog post, a book, or a peer-reviewed journal article. Ask questions about the author(s), the purpose, and the context of the information. Recognize the value of diverse ideas and world views.

How do you determine the credibility of a source? What makes a source authoritative? Whose voice does the information represent? What points of view might be missing?

Information Has Value

Information has value in multiple dimensions, including a commodity, a means of education or influence, and as means of understanding the world. Give credit to the original ideas of others through proper attribution and citation. Recognize your opportunity for multiple roles – as contributor or creator as well as consumer of information.

What is the purpose of this information? Who has access to this information, and who does not? Is the material licensed in a specific way that promotes or prohibits reuse?

Adapted from: Bucknell University, Bertrand Library Research Services, 2015 http://researchbysubject.bucknell.edu/framework

Slide references:

1. Lifelong learning. In Wallace, S.(Ed.), A Dictionary of Education (2009): Oxford University Press. 2. IT TAKES MORE THAN A MAJOR: Employer Priorities for College Learning and Student Success. Hart Research, on

Behalf of AAC&U (2013) https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf3. We’re Failing Our Students But We Can Change It: Raising the Profile of Information Literacy. Ellen Peterson. The

EvoLLLution (Sept. 30, 2015) http://evolllution.com/programming/teaching-and-learning/were-failing-our-students-but-we-can-change-it-raising-the-profile-of-information-literacy/

4. College Students Think They’re Ready for the Work Force. Employers Aren’t So Sure. Casey Fabris. Chronicle of Higher Education (Jan. 20, 2015) http://chronicle.com/article/College-Students-Think/151289/