An interdisciplinary group of faculty at Phoenix College revised the CSU-Chico CRAAP Test to include elements of the Framework.  While some of the changes are subtle, there is now an additional "P" for Process.

"Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, shares her views about the Framework for Information Literacy for Higher Education. She believes that that the Framework is one among many documents adopted by the Association of College and Research Libraries that academic librarians can and should use to promote information literacy. This interview was conducted in May 2016."

Covering necessary information literacy topics in a traditional "one shot" session can be difficult. To address this challenge, a suite of interactive online modules were developed to provide active learning lessons on various information literacy topics. The modules can be used in fully online, flipped or face-to-face courses and can be integrated into a learning management system (LMS) so student knowledge and progress can be tracked and assessed. Developed using Articulate Storyline, the sources files are available as open source downloads under a GNU General Public License (GPLv3) from the Marquette University Libraries GitHub site. Please feel free to download and continue to enhance and improve these modules.

Discovery of resources related to a topic, or the beginning stages of determining a research question. Students can use this organizer to answer critical questions about searching for resources as well as share with peers in this process, seeking input in critical/essential questions, search terms,  or authors.Possible Learning Outcomes (Authority is Constructed and Contextual):Define different types of authority through research/literature review, based on societal position, subject expertise, or special experienceUse research tools and indicators of authority to determine the credibility of sources.

This is a guest post at ACRLog.org, published on January 27, 2015, in which I reflect on the relationship between the Framework and assessment of student learning in and through our information literacy programs, as well as how this relates to the eventual rescission of the Information Literacy Competency Standards (formally rescinded a year and a half later on June 25, 2016). Note that the timing of the post was about a week before the ACRL Board of Directors moved to 'file' the Framework (on February 2, 2015); a year later the Framework was formally adopted by the ACRL Board on January 11, 2016. Though the post is almost two years old (as of this writing), the ideas in it may prove valuable to those seeking to integrate the Framework into their local curricula through the cyclical program review process that all curricula undergo. 

Drawing on the frames "Scholarship as conversation" and "Information creation as a process," this lesson was created for students in a university-wide freshman success seminar.  An instruction librarian and writing faculty collaborated to create the lesson under the auspices of the university's Center for Academic Services and Advising, which coordinates the seminar.

This resource can be used individually or as a workshop to help librarians begin to create an assessment plan for their information literacy sessions related to the Framework. 

This workshet is a set of reflective questions based on the six frames which are designed for librarians or disciplinary experts to intentionally reflect on their information literacy practices.

This two-sided handout provides a brief introduction to the Framework and outlines the content and how it can be used.  The expanded definition of information literacy from the Framework document is included, along with the text for all six frames.  Examples of essential questions that can be derived from the frames are also provided.  This handout can be used by librarians for conversations with faculty and for professional development with librarians.

This list of locally developed, class-level learning outcomes are part of an ongoing project to develop shared resources among the MVCC librarians to encourage the integration of the Framework into our practice. This resource identifies a Frame and Knowledge Practice, the related local learning outcome, and in many cases, a lesson plan, idea, or activity. We are in the process of adding assessment ideas to this list, and we will continue to develop and add learning outcomes related to each of the Frames.