PERCEPTIONS & UNDERSTANDINGS of the

elizabeth a. berman merinda kaye hensley

ACRL FRAMEWORK FORINFORMATION LITERACY

PRES

ENTE

RSElizabeth A. BermanLibrary Associate ProfessorUniversity of Vermontelizabeth.berman@uvm.edu@elizabethberman

Merinda Kaye HensleyAssistant ProfessorUniversity of Illinois at Urbana-Champaignmhensle1@illinois.edu@mhensle1

OVE

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WSurvey DesignDemographicsEngagement with the ACRL FrameworkPerceptions of the ACRL FrameworkReflectionQ&A

SURV

EY

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IGNOnline survey with open and closed-ended questions.

2 groups:• Invited respondents• Open respondents

Total (N=356)• Invited, response rate 38%

(n=117)• Open (n=239)

DEM

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ICS

Demographics:• Institution• Position• Percentage workload for

instruction• ACRL Immersion participation• Years as professional librarian• Year MLIS obtained• Age

demographics

demographics

demographics

ENG

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ENT

How the ACRL Framework is being used… and why it’s not.

framework: fall 2015

framework: fall 2015

PERC

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ON

SAttitude towards ACRL Framework and component parts.

Perceptions of learning theories in ACRL Framework: • threshold concepts• metaliteracy• essential concepts

perceptions: framework

To be information literate, a person must be able to recognize when information is needed and have the ability to locate,

evaluate, and use effectively the needed information.

ALA Presidential Committee on Information Literacy Final Report

information literacy definition: 1989

Information literacy is the set of integrated abilities encompassing the reflective

discoveryof information, the understanding of how

information is produced and valued, and theuse of information in creating new

knowledge and participating ethically in communitiesof learning.

ACRL Framework for Information Literacy for Higher Education

information literacy definition: 2015

perceptions: definition

perceptions: core concepts

core concepts“I think librarians become limited to 'presenters' when we stick with skills-based knowledge acquisition....helping students master concepts and their application elevates us as instructors and students as learners.”

“I think they [the frames] lack a sound theoretical basis. I think there is insufficient evidence to support the claim that these are six concepts that students actually struggle with in precisely the ways they are described. I think they are intentionally vague and ambiguous. That is to say, I think you can take what you're doing locally and find a way to read into the Frames, but I don't think you can take the Frames and figure out what to do locally. In other words, they offer no guidance.”

learning theory

learning theory

REFL

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What have we learned about the ACRL Framework – and our

profession – as a result of this survey?

QU

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S?Elizabeth A. Bermanelizabeth.berman@uvm.edu@elizabethberman

Merinda Kaye Hensleymhensle1@illinois.edu@mhensle1