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As part of a collaboration with Claire Holmes and Lisa Sweeney at Towson University's Albert S. Cook Library, I infused our lesson plan for ISTC 301/501 with ACRL Framework Concepts. The original lesson plan was conceived of by Holmes and Sweeney as a way to integreate information literacy instruction concepts for teachers into ISTC 301 and SPED 413 in our College of Education. The attached slides illustrate one way to include information literacy instruction, the ACRL Framework, and teaching standards in college-level instruction. The aim for this lesson plan was to encourage College of...
Contributor: Sarah Gilchrist
Resource Type(s): Lesson Plan
This document lists the outcomes, performance indicators, and dispositions developed for the Threshold Achievement Test for Information Literacy (TATIL). This test has four modules inspired by the six frames of the Framework: Evaluating Process & Authority; Strategic Searching; Research & Scholarship; and The Value of Information. 
Contributor: Carolyn Radcliff
Resource Type(s): Learning Outcomes List
A guide to helping student know how to use (or not to use!) the different kinds of information they may find.
Contributor: Todd Heldt
Information Literacy Frame(s) Addressed: Information Creation as Process, Scholarship as Conversation
This is an activity we use in our Freshman-level writing class information literacy instruction one-shots. The activity presents four online resources and asks students to use the "Evaluating Online Sources" rubric to evaluate their assigned resource. Students vote using an online form on whether they would use a resource in their paper and then the instructor discusses each resource in depth with input from the group that evaluated it. Instructor will ask students to describe their resource and answer the questions asked by the rubric and then discuss the suitability of the resource....
Contributor: Laura Costello
Resource Type(s): Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
This resource introduces students to rubrics for evaluating information, including SCARAB, CRAAP, and Reuters Source Guide. Furthermore, it provides a framework of questions to ask about a piece of information under consideration. 
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object, Rubric
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. 
Contributor: Jennifer Masunaga
Resource Type(s): Practitioner Reflection
Information Literacy Frame(s) Addressed: Framework as a Whole
This example of an article summary, as one might find in a literature review of annotated bibliography,  enumerates the steps to ethically and accurately complete a typical research task.
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object
Information Literacy Frame(s) Addressed: Information Creation as Process, Scholarship as Conversation
This exercise asks students to respond to two videos, sharing with their classmates what feelings and ideas the images and music evoke in them.  The first video is an ExxonMobil commercial and the other is a humorous critique of advertising stock footage.  Be warned that the critique does contain one mild swear word.
Contributor: Todd Heldt
Resource Type(s): Learning Object
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value
This libguide will help students distinguoish between primary, secondary, and tertiary sources. It includes examples and links to other libraries that provide clear instruction on the matter.
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object
Because most research tasks are complex, they require more than one search strategy. Additionally, such tasks require students to organize and synthesize the results of those searchers into one cohesive document.  This handout intends to introduce students to that process.
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object

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