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Graphic research handout that will help student understand business information landscape. Print this handout into bookmark size: when printing PDF, choose page sizing & handling Multiple, page per sheet (Custom 2 by 1), page order (horizontal reversed), print on both sides of the paper (flip on short edge), orientation (landscape).
Information Literacy Frame(s) Addressed: Information Has Value, Research as Inquiry
Contributor: Grace Liu
Resource Type(s): Research Guide
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Graphic research handout that will help student understand how to conduct position paper research. Print this handout into bookmark size: when printing PDF, choose page sizing & handling Multiple, page per sheet (Custom 2 by 1), page order (horizontal reversed), print on both sides of the paper (flip on short edge), orientation (landscape).
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Research Guide
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Graphic research handout that will help student understand how to conduct legal issue research for the business plan. Print this handout into bookmark size: when printing PDF, choose page sizing & handling Multiple, page per sheet (Custom 2 by 1), page order (horizontal reversed), print on both sides of the paper (flip on short edge), orientation (landscape).
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Research Guide
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Graphic research handout that will help student understand how to conduct international business analysis. Print this handout into bookmark size: when printing PDF, choose page sizing & handling Multiple, page per sheet (Custom 2 by 1), page order (horizontal reversed), print on both sides of the paper (flip on short edge), orientation (landscape).
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Research Guide
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Graphic research handout that will help student understand how to conduct SWOT analysis. Print this handout into bookmark size: when printing PDF, choose page sizing & handling Multiple, page per sheet (Custom 2 by 1), page order (horizontal reversed), print on both sides of the paper (flip on short edge), orientation (landscape).
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Research Guide
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Graphic research handout that will help student understand how to conduct market analysis. Print this handout into bookmark size: when printing PDF, choose page sizing & handling Multiple, page per sheet (Custom 2 by 1), page order (horizontal reversed), print on both sides of the paper (flip on short edge), orientation (landscape).
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Research Guide
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The Un-Research Project was created and implemented by Allison Hosier as part of a credit-bearing information literacy course in 2014. The project, a twist on the traditional annotated bibliography, and its connections to themes from the ACRL Framework were detailed in an article published in Communications in Information Literacy in 2015.This resource includes a list of materials associated with the project that can be adapted for use for anyone interested in implementing the un-research project or a similar one as part of their instruction.
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Contributor: Allison Hosier
Resource Type(s): Assignment Prompt
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Students who write essays on research topics in which no outside sources are cited and accuracy is treated as negotiable generally should not expect to receive good grades, especially in an information literacy course. However, asking students to do just this was the first step in the “un-research project,” a twist on the familiar annotated bibliography assignment that was intended to guide students away from “satisficing” with their choice of sources and toward a better understanding of scholarship as a conversation. The project was implemented as part of a credit-bearing course in spring 2014 with promising results, including a more thoughtful choice of sources on students’ part. With some fine-tuning, the un-research project can offer an effective alternative to the traditional annotated bibliography assignment and can be adapted for a variety of instructional situations.
Information Literacy Frame(s) Addressed: Scholarship as Conversation, Framework as a Whole
Contributor: Allison Hosier
Resource Type(s): Publication
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This link was an experiment joining a small seminar-style class (LIBR201) with a large lecture class (A/HI271). Ten students registered for both courses. During a Writing Instruction Support retreat that both faculty attended in August 2013, they developed the linked aspect of the course by working through the overarching pedagogical theory driving this particular retreat, the idea of the “threshold concept,” which Dr. Carmen Werder has described as a “discipline-based concept that provides a transformational understanding and entrance to that discipline.” The instructors developed a threshold concept that helped to bind their courses together: “Data are not only textual but also visual and oral; there are data beyond texts.” This concept became the organizing principle for how the Link would function.
Information Literacy Frame(s) Addressed: Research as Inquiry, Framework as a Whole
Contributor: Sylvia Tag
Resource Type(s): Practitioner Reflection, Syllabus
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This is a lesson plan, files, and assessment information for an upper level biology class. It is in two parts, finding genetic information online and citing images. It follows a flipped model with pre-class activities required. The second activity on citing images was created using a Process Orientated Guided Inquiry Learning (POGIL) framework. Although this activity is specific to CSE style, the activity could be adapted to any citation style.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Searching as Strategic Exploration
Contributor: Michelle Price
Resource Type(s): Assessment Material, Lesson Plan, Worksheet
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A rubric which may be used to assess literacies based on the concepts in the ACRL Framework
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Shehaamah Mohamed
Resource Type(s): Assessment Material
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The University of the Western Cape has developed a set of graduate attributes that are based on the UWC vision and mission. This tutorial is based on six concepts that may be used to enhance such attributes. An understanding of these concepts will mean that students develop a sense of agency in their research and practices, which opens up a pathway to lifelong learning and professional development. The concepts enable learners to become autonomous and collaborative and active contributors to knowledge. The tutorial also offers authentic examples which may be used to illustrate ways of applying and interpreting the various concepts.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Shehaamah Mohamed
Resource Type(s): Tutorial
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Discovery tools are great at revealing the variety of sources available to researchers. This one-shot lesson plan makes use of discovery platform facets and features to show students the range of content available. Students will also explore and evaluate how the available information sources differ from each other. The lesson may be more appropriate for upper-level students who have database experience and a basic understanding of what research looks like within their disciplines.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Searching as Strategic Exploration
Contributor: Rachel Scott
Resource Type(s): Activity, Assessment Material, Lesson Plan, Publication
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This chapter investigates the ACRL and WPA frameworks to discuss commonalities in how they approach appropriation of information in compositional contexts. The chapter presents two sample assignments and outlines a case study of a collaboration between library and English faculty.
Information Literacy Frame(s) Addressed: Scholarship as Conversation, Framework as a Whole
Contributor: Rachel Scott
Resource Type(s): Assignment Prompt, Publication
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Exploratory study in two parts. Part one addresses the question of whether or not undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education. Survey questions and complete student responses are included.Part two compares student pretest and posttest responses conducted at the beginning and end of a semester-long research methods course to measure the evolution of undergraduate students’ comprehension of information literacy concepts aspresented in the Frames.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Rachel Scott
Resource Type(s): Assessment Material, Publication, Rubric
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The Citations lesson is mapped to Information has Value and Scholarship as Conversation Frames. It discusses why citations are a foundation of scholarly communication and the basic components of a citation. Through infographics and videos, students will learn the differences between paraphrasing, summarizing and quoting.
Information Literacy Frame(s) Addressed: Information Has Value, Scholarship as Conversation
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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This assignment has students analyzing data presented in graphs, charts and infographics that are pre-selected by librarian and instructor based on how poorly the information is being presented through various outlets.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Information Has Value, Scholarship as Conversation
Contributor: Spencer Brayton
Resource Type(s): Activity
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College & Research Libraries News article about using the Framework to make sense of local curricula as they relate to information literacy goals and outcomes. Also discusses the Framework in light of "developmental outcomes," i.e., outcomes that are sequenced within a curriculum.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Donna Witek
Resource Type(s): Curriculum Map, Learning Outcomes List, Practitioner Reflection, Publication
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Information Fallout is a narrative-based learning tool designed to introduce information literacy skills to students. It is based around attaining and using six “Info Tactics” that align to the six Framework concepts. Information Fallout is meant to introduce these information literacy concepts to students. Librarians and other educators should pair the game with further discussion or lessons or assignments to more fully articulate the details of the framework skills.The site's About page lists learning objectives and includes lesson plan ideas to incorporate the game into instruction.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Matt Lee
Resource Type(s): Learning Object
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The Search Strategies lesson is mapped to the Searching as Strategic Exploration Frame and introduces the concept of strategic searching in order to use search tools more effectively. By understanding strategic searching techniques, students will be able to not only compose an initial search query, but will be able to refine and revise their search in order to locate relevant sources. In this lesson students will learn how to:Identify keywords and search termsStrategically combine search terms using Boolean operators and punctuationEvaluate search results to apply useful search refinements
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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The Question Authority lesson is mapped to the Authority is Constructed and Contextual Frame. The lesson introduces the concept of authority in the research process, that it is constructed and contextual, and that the authority sought changes based on the research question. Criteria for evaluating authority are discussed, as is the idea that not all voices are represented in authoritative conversations.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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The Types of Information lesson is mapped to the Information Creation as a Process Frame and introduces various types of information in relation to typical research questions. Characteristics of information are discussed including what criteria can be used to identify popular, professional, and scholarly materials.
Information Literacy Frame(s) Addressed: Information Creation as Process
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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The Scholarly Conversations lesson is mapped to the Scholarship as Conversation Frame and introduces the concept of scholarly conversations developing over time, and how to follow a scholarly conversation.
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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The Access Matters lesson is mapped to the Information has Value Frame and introduces the concept of information access barriers and their consequences using the themes of Government, Research, and Well-Being.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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The Ask the Right Questions lesson is mapped to the Research as Inquiry and Searching as Strategic Exploration Frames and helps students learn how to determine the scope of their investigations by creating an appropriate research question. This lesson introduces the first step in a research process and criteria used to refine a topic into an appropriate research question. To accomplish this, the lesson will:Define a research question and the difference between a topic and a research questionIntroduce the 5W criteria for refining an investigationDiscuss how questions are too broad, too narrow, or just right within a given context/investigation
Information Literacy Frame(s) Addressed: Research as Inquiry, Searching as Strategic Exploration
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial