Paper discussing a proposal for an information fluency initiative at the University of North Texas (UNT) Libraries.

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. 

A guide to helping student know how to use (or not to use!) the different kinds of information they may find.

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.

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.

This handout informs students about the life cycle of information, directing them where to look based on when the even under research happened.  Additionally, a sample research plan is presented.

First of two library sessions provided to a introductory writing course. This session focuses on conducting research.

Frame: Scholarship as Conversation Context: Lesson presented in the context of a one-shot, 50-minute library instruction session, with course libguide containing the multimedia presentations used for the lesson, organized in either boxes or tabs. Appropriate supplementary instructional content can be added to the libguide as needed.Lesson:Librarian overview of the frame of “Scholarship as Conversation” and why it is relevant to the students and their academic work. Focus on regarding scholarship as not a static “truth” frozen in time, but a process whereby researchers are in a continuum of inquiry and within which variation in research results comprises a “scholarly conversation.”Present Youtube video produced by librarian Anna Eisen entitled “Research 101: Scholarship as Conversation” accessible at https://youtu.be/YGia3gNyHDM to introduce the threshold concept.Next, present an NPR episode of the podcast “The Hidden Brain: A Conversation about Life’s Unseen Patterns” hosted by Shankar Vedantam, entitled “Scientific Findings Often Fail To Be Replicated, Researchers Say” aired on NPR on August 28, 2015 (access at: http://www.npr.org/2015/08/28/435416046/research-results-often-fail-to-be-replicated-researchers-say) Vedantam described a project headed by Dr. Brian Nosek at the University of Virginia in which researchers tried to replicate a hundred psychology experiments that were published in three leading journals. The results of the project were disappointing—nearly two thirds of the results of the experiments could not be replicated. Replication of results is a gold standard to measure quality of scientific research. An anecdotal topic referred to in the podcast was the research related to the health effects of coffee on the human body. Coffee and its health benefits (or lack thereof) are frequently discussed in the news media and was adopted as an example to utilize for an active learning component during the library instruction session.Distribute copies of the article “Health Effects of Coffee: Where Do We Stand?” at http://www.cnn.com/2015/08/14/health/coffee-health/index.html by Sandee LaMotte and published on the CNN website on August 14, 2015.  This article presents a chronology of “conventional wisdom,” popular beliefs, and research findings regarding the health effects of coffee intake from the 1500s to the present.Request that students break up into pairs, and review and discuss the article on coffee in light of the information they have just taken in via the the Youtube video and the NPR story.After 10 minutes, prompt and encourage the students to share their thoughts, analyses, conclusions, and insights regarding the content presented.Circle back to course purview and research assignments, and emphasize to students that they are “emerging researchers and emerging scholars” and they are the next participants in the conversation. They may be the contributors of new research knowledge in the future. 

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.

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.