This resource is a practitioner's reflection on how the ACRL Framework for Information Literacy can be matched to existing APA Guidelines for Psychology Undergraduate Majors.  It attempts to match appropriate frames to specific student learning goals determined by both the American Psychological Association and Loyola Marymount University's Psychology department program objectives.  There are two documents, one focused on APA and the other on LMU. Both lists ways the LMU library can help students meet the matching ACRL frames and APA/LMU learning objectives. 

Laney College Library Assessment Plan 2017-20. Instruction outcomes are aligned with ACRL Framework and checklist used on orientation request form.

Laney College Library 2017-20 Service and Instruction Outcomes, developed May 2017.  Instruction outcomes aligned with ACRL Framework.

This handout provides a crosswalk between the Framework for Information Literacy for Higher Education and the Information Literacy Competency Standards for Higher Education.  Librarians using this handout are prompted to describe their past instruction and service experiences that are related to each frame for the purposes of sparking ideas for programming and learning activities related to the Framework. The handout is designed to ease the transition from using the Standards to embracing the Framework in instruction and programming.  The FIU Information Litearcy Framework combines the Outcomes of the Standards with the Knowledge Practices of the Framework to provide assessable indicators of information literacy competencies in students.

This matrix was developed as a result of conversations with the writing department faculty, FYS coordinator, and general education committee.  I condensed the language of the Framework as well as the learner/dispositions, and led the workshop with faculty and librarians on how to begin to look at their specific courses as well as across the program on how they might incorporate the FW at each level, for each course, and drill down to the classroom instruction, partnering with the librarian on activities, assessment, and outcomes. More work and a journal publication about this process and method TBD. Please contact me (rhondahuisman@gmail.com) or PM on Twitter if you have questions, discussion, etc.Pilot exercise presented at Marian University Faculty Con (May, 2017)

Based on ACRL Framework, AAC&U Rubric for Information Literacy, and AAC&U Rubric for Inquiry and Analysis.

I wrote "How Information Works:ACRL Framework for Information Literacy in Lay Language" for a faculty workshop we held at Ohio University called, "Reimagining the Research Project."  Later, the Learner-Centered Teaching team took the "Actions" and/or "Attitudes" from that restatement and wrote rubrics for each frame. We chose just one Action or Attitude per frame to rubric-ize. These are still in draft form. Our intention here is to greatly simplify the language so faculty can more easily understand our purpose. I have linked to our page, where several versions can be accessed: simple (b/w), color handout, long version with attitudes and  actions from novice to expert, and draft rubrics.  

This LibGuide is the result of our Reference Team's year-long project to create a new curriculum for our Instruction program, based on the Framework. Our project plan and documentation of our workflow is also available by request.MacPhaidin Library’s information skills curriculum is designed to teach students increasingly sophisticated research strategies throughout their Stonehill careers and to produce graduates who are adept at articulating their information needs, finding the resources to meet them, and using that data ethically to create new knowledge.By the time they graduate, students who participate in the full information skills curriculum can:Define their information needIdentify appropriate source types and research tools to meet their information needEvaluate information to determine its validity, accuracy, authority, timeliness and biasSynthesize information from research with existing understanding in order to create new knowledgeIdentify the legal, ethical, economic and social issues related to the use of information and recognize relevant intellectual property lawsUsing the ACRL Framework for Information Literacy in Higher Education, we’ve created a curriculum that identifies specific learning goals for the different stages of students’ studies. The stages focus on a variety of core concepts ranging from the simple – the iterative nature of searching - to the more complex – the impact of context on the value of information. The framework is designed to enhance student's information skills through faculty-librarian collaboration. This curriculum provides a template faculty and librarians can use to collaboratively craft instruction that will improve students’ information skills and, thereby, result in better work. This guide introduces our mission statement, curriculum and learning outcomes, and provides examples of the many ways librarians can assist you as your students develop their skills.

This is an Accepted Manuscript of an article published by Taylor & Francis in College and Undergraduate Libraries on November 18, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2017.1246396  Abstract: Threshold concepts theory and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations.

This chapter from Classroom Assessment Techniques for Librarians, by Melissa Bowles-Terry and Cassandra Kvenild, uses three assessment techniques to help librarians assess students’ skill in synthesis and creative thinking.