Institution-level

A Star Wars themed look at the Authority is Constructed and Contextual frame, originally used for a staff training event. 
Contributor: Amanda Ziegler
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Paper discussing a proposal for an information fluency initiative at the University of North Texas (UNT) Libraries.
Contributor: Greg Hardin
Resource Type(s): PublicationWhite PaperOther
Discipline(s): Not Discipline Specific
Type of Institution: University
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
University of North Texas Libraries' Library Literacy Escape Room Student Learning Outcomes as tied to ACRL Framework for Information Literacy for Higher Education and ACRL Information Literacy Competency Standards for Higher Education.Student Learning Outcomes (SLOs) created in planning stages of the UNT Libraries Escape the Library escape room created for UNT First Flight (freshman orientation).  
Contributor: Greg Hardin
Resource Type(s): Learning Outcomes List
Discipline(s): Not Discipline Specific
Type of Institution: University
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
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
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
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
Discipline(s): Psychology
Type of Institution: University
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
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)
Contributor: Rhonda Huisman
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
Based on ACRL Framework, AAC&U Rubric for Information Literacy, and AAC&U Rubric for Inquiry and Analysis.
Contributor: Rachel Sanders
Resource Type(s): Rubric
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Interdisciplinary
Type of Institution: College
License Assigned: All Rights Reserved
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 Assignment."  Later, the Learner-Centered Teaching team took the "Actions" and/or "Attitudes" from that restatement and wrote "Gateway Scales:" almost-rubrics for each frame.  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 color version with attitudes and actions from novice to expert.  I have also uploaded PDFs of both documents.
Contributor: sherri saines
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
The Inform Your Thinking video series introduces students to the frames of the ACRL Framework in an easy-to-understand manner by using conversational tone, approachable peer hosts, relatable comparisons, and eye-catching graphics. This video introduces students to the Searching as Strategic Exploration frame by pushing students to think about their information need and the scope of their search. Students will examine parameters for when and where to perform searches, as well as how they should formulate and refine their search terms.
Contributor: Cristina Colquhoun
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Discipline(s): Multidisciplinary
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
The Inform Your Thinking video series introduces students to the frames of the ACRL Framework in an easy-to-understand manner by using conversational tone, approachable peer hosts, relatable comparisons, and eye-catching graphics. This video introduces students to the Information Creation as a Process frame by examining how the process for creating information impacts the way information is shared and packaged. Students will decide when to use each type of information depending on creation process, as well as recognize the need to verify their sources. 
Contributor: Cristina Colquhoun
Information Literacy Frame(s) Addressed: Information Creation as Process
Discipline(s): Multidisciplinary
License Assigned: CC Attribution-NonCommercial License CC-BY-NC

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