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What’s Next as the Framework Advisory Board’s Term Ends

June 30, 2017 - 4:15am

The two-year term of the Framework Advisory Board (FAB), which was tasked with developing resources for professional development in support of the ACRL Framework for Information Literacy for Higher Education, has come to an end. At ALA Midwinter 2017, the ACRL Board of Directors took action to further integrate these resources into the fabric of ACRL: beginning in July 2017, the new home for FAB’s priority projects will be the Student Learning and Information Literacy Committee (SLILC). SLILC is one of four ACRL goal-area committees that work to advance the strategic priorities articulated in the ACRL Plan for Excellence.

The Framework priority projects include the ACRL Framework Sandbox, the ACRL Framework Toolkit, and the ACRL licensed workshop Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices.

In conjunction with this transition, the ACRL Board has also supported the appointment of former members of FAB to SLILC effective July 1, 2017. They will bring their knowledge and expertise to the work of SLILC to maintain and further develop these resources in support of the academic library community. Other resources that will accompany this transition to SLILC include the Framework discussion list and the Framework WordPress website.

By transitioning these Framework-related resources so that they are now under the purview of SLILC, the connection between the Framework and the ACRL’s strategic priority of student learning is evident.

FAB is grateful to the ACRL Board and the leadership of SLILC for bringing our work under the umbrella of the goal area committee for student learning. Those of us who are continuing to serve on SLILC in support of these resources are excited to embark on this next phase of the association’s work in supporting the Framework.

Framework Spotlight on Scholarship: Corrall’s “Crossing the threshold”

June 20, 2017 - 9:06am

Corrall, S. (2017). Crossing the threshold: reflective practice in information literacy development. Journal of Information Literacy, 11(1), 23.

Welcome back to the ACRL Framework Spotlight on Scholarship! This week’s featured article comes to us from Sheila Corrall, Professor, Department of Information Culture & Data Stewardship at the University of Pittsburgh’s School of Computing & Information, and previously Professor & Chair in Librarianship and Information Management at the iSchool, University of Sheffield, UK.

In this article, Corrall explores the idea of reflective practice in relation to threshold concepts, of which Meyer and Land’s theory was central to the development of the Framework. She cites the emphasis on critical self-reflection in the Framework as an impetus (among others) for her exploration of the subject.

Corrall explores the challenges presented by the myriad approaches to reflection, both as pedagogical practice and as practitioner self-reflection. She provides an in-depth look into different theories, definitions, practices, meanings, and outcomes of reflection and reflective practice through an exploration of several models. Tracing from Dewey to the present, Corrall works through educational theory up through recent literature related to information literacy and critical information literacy.

Corrall offers an interesting discussion of the difference between threshold concepts and competencies as discussed by Meyer and Land. She draws a parallel between threshold competencies and professional competencies of librarians, suggesting that reflective practice is a threshold competency for teaching librarian practitioners. She proposes more research in ways to explore this notion and further development of reflection as a professional competence.

Prof. Corrall can be reached at

A side note from Sara: This anniversary issue of the Journal of Information Literacy is worth reading in its entirety, especially for those who may not be as familiar with the history and development of European and Australian models of information literacy and their impact on American thought, including the Framework.

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

ACRL Framework for Information Literacy Toolkit Launches

June 16, 2017 - 10:23am

The following update is cross-posted at ACRL Insider.

The ACRL Framework Advisory Board (FAB) is pleased to announce the launch of the ACRL Framework for Information Literacy Toolkit. The ACRL Framework for Information Literacy 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 and use of the ACRL Framework for Information Literacy for Higher Education. The ACRL Framework Toolkit is available on the ACRL LibGuides site.

Librarians can use the ACRL Framework Toolkit resources in a variety of ways:  for their individual professional development needs; to form a community of practice with their colleagues around the Framework and information literacy; and to develop workshops and professional development opportunities in their libraries and also for local, regional, and state-level events and conferences.

The ACRL Framework Toolkit contains four modules: Finding Time to Engage the Framework, The Framework’s Structure, Foundations of the Framework, and Strategies for Using the Framework. A fifth module, Collaboration and Conversations with the Framework, is currently in development.  Each module includes essential questions, learning outcomes, and active learning resources such as guided reading activities, discussion prompts, and lists of key readings.

Please direct any questions to FAB Chair Donna Witek at

The ACRL Framework Sandbox is accepting contributions!

May 8, 2017 - 9:59am

The ACRL Framework Sandbox: is accepting

The Sandbox is a place of discovery and sharing of information literacy resources related to the Framework for Information Literacy for Higher Education. This openly accessible platform and repository provides opportunities for collaboration and innovation in approaches to the Framework, both in the classroom and for professional development.

Searching is freely available to everyone – you don’t need a login to start searching. To contribute your Framework-related materials, create a contributor account.

Newest features of the Sandbox:

  • Download count – for each of your contributed resources in the Sandbox, you can see how many times the resource has been downloaded
  • Share button on resources – allows the user to share the URL of the resource to social media platforms and email

Jump into the Sandbox to share and learn from others!

–Framework for Information Literacy Advisory Board

Framework Spotlight on Scholarship: Shields and Cugliari’s “Scholarship as Conversation”

April 26, 2017 - 10:53am

Shields, K., & Cugliari, C. (2017). “Scholarship as Conversation” Introducing students to research in nonprofit studies. College & Research Libraries News, 78(3), 137–141.

The April Spotlight features a practical and specific example of Framework theory and application which touches upon disciplinary particulars, conversations between librarians and teaching faculty, and instructional design. Librarian Kathy Shields and professor Christine Cugliari present a case study of a specific frame, Scholarship as Conversation, as a foundation for informing the design of an instructional sequence within a larger course. This frame proved helpful for addressing the area of nonprofit studies research, which is represented by a widespread conversation spread across several disciplines. Cugliari’s focus for her students centered on the process of how nonprofit research was produced, moving beyond simply locating and identifying a relevant nonprofit journal and scholarly article to “the larger picture of how scholarship is created and shared.” Shields and Cugliari detail how they designed a sequence of activities that involved response, reflection, specific questions about the ongoing conversation, a focus on citation as a record of the conversation, and discussion.

Kathy Shields (Twitter: @dottielibrarian) is research and instruction librarian for history and social sciences at Wake Forest University, and Christine Cugliari (Twitter: @doctorgive) is associate professor of nonprofit management at High Point University.

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.

Framework Spotlight on Scholarship Returning in April 2017

April 24, 2017 - 11:40am

The Spotlight on Scholarship post series is returning after a brief hiatus. Sara Miller will be taking over the post series from Donna Witek. Many thanks to Donna for her thoughtful development of this column. If you have any suggestions for scholarship that you would like to be considered for the Spotlight series, please contact Sara at with the information.

If you haven’t done so yet, please visit the Contact/RSS tab to subscribe to the Framework website for updates, including future Spotlight on Scholarship posts.

This is also a great opportunity to catch up on past Spotlight posts which are accessible at this link:

On behalf of the Framework Advisory Board, we are eager to highlight some of the new literature being published around the Framework.

The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.