Research Libraries’ (2015) Framework for Information Literacy for Higher Education (ACRL Framework) as a conceptual lens to document their competencies (as part of reflective practice) in information literacy. Request a different format If you need a more accessible version of this document please email firstname.lastname@example.org. The DIL Framework enables appropriate learning outcomes for digital and information literacy to be integrated into qualification pathways. Information literacy is a component of learning and teaching, and the primary responsibility for teaching students about information lies with teaching staff. It is now being recognised as an important issue by the higher education community. This online blog and accompanying documents were part of the process used to create the new Framework for Information Literacy for Higher Education, which were adopted in January 2015. To learn more about how to use the Literacy Framework, watch this short video. The language of the Framework, therefore, is more reflective, and creates opportunities for cross-disciplinary conversations about the creation, use, and value of information. It was adapted from the SAA/RBMS Guidelines for Primary Source Literacy and the ACRL Framework for Information Literacy. Definition of information literacy in the Framework. In addition, employees should also be taught that data needs to be governed, secured and used ethically. Information literacy has been a significant issue in the library community for many years. Framework for Information Literacy in Higher Education “Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” Read More . Greg is the Learning Technologist based at the UofG Library. his second edition of the 2001 Information literacy standards is entitled the Australian and New Zealand information literacy framework: principles, standards and practice to reflect the ways academics and librarians have used the first edition. In addition, this Framework draws significantly upon the concept of metaliteracy, 7 which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces. Information literacy, on the other hand, is an intellectual framework for understanding, finding, evaluating, and using information—activities that may be accomplished in part by fluency with information technology, in part by sound investigative methods, but most … Literacy Framework. The Framework for Information Literacy for Higher Education (2015), is among the guiding documents about information literacy developed by the Association of College & Research Libraries (ACRL). Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The Framework represents a way to reconceive information literacy in terms of a broader cognitive engagement with information as a dynamic ecosystem. The Framework Toolkit is intended as a freely available professional development resource that can be used and adapted by both individuals and groups in order to foster understanding … The ACRL Board has given information literacy practitioners the Framework to use in practice, in hopes that we will share with our colleagues across the profession its impact on student learning. The new Framework does not necessarily replace the older Standards, but can work alongside them. Source: Framework for Information Literacy for Higher Education In order to do this, we need an accessible version of the Framework to engage with and refer to in our work. From: Hovious, Amanda. Developed by Meggan Press and Meg Meiman at Indiana University Libraries in Bloomington, this rubric is designed for instructors to gauge students' primary source literacy skills for short- or long-form written projects. Consider joining IDOE’s Literacy Community of Practice! This Framework for Information Literacy for Higher Education grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. It incorporates changes developed at a workshop in Sydney in January 2003. Prior to the workshop, input 7 Chapter 2 Information Literacy for the 21st Century 8 The Framework is organized into six frames, each outlining a concept central to information literacy. Information Literacy Framework Working Group 3 Chapter 1 Introduction 5 1.1 Background 5 1.2 The Internet and its Dimensions 5 1.3 Characteristics of the Information Process 6 1.4 What is expected from an Information Literate Person? ACRL Framework 2015. built around six frames, each consisting of a concept central to information literacy and anchored in threshold concepts, which are those ideas in any discipline that are essential portals to ways of thinking and practicing in that discipline. Find out more about the six concepts that anchor the frames within the tabs on this guide. The series will resume in two weeks on Wednesday, November 16, 2016. Children need to interact eff ectively in the world around them, to express themselves The framework gives Cambridge University Libraries a focus for Information Literacy Teaching and allows us to advocate for embedded teaching within the university. Presentation for the September 2017 Library Learning Services Retreat. This theoretical framework draws together important elements of the information literacy agenda specifically for tertiary educators and administrators. “Alignment Charts for ACRL Standards and Proposed Framework… Framework for Literacy Development Language and Literacy in the Foundation Stage 1 Introduction Literacy focuses on developing each child’s ability to understand and use language as an integral part of learning in all areas.