Research Services librarians at Bucknell University collaborated on a project to make the research concepts the Framework represents more accessible to students.  This is an open educational resource in the form of digital and physical customizable posters.The research guide includes a repository for capturing ideas and suggestions for reusing, remixing, and re-conceptualizing the posters. This project opens pathways for librarians, instructional technologists, and faculty to communicate and collaborate on student-centered information literacy instruction. 

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as well as how this relates to the eventual rescission of the Information Literacy Competency Standards (formally rescinded a year and a half later on June 25, 2016).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. 

Designed for an upper-division petroleum engineering seminar, this lesson attempts to use the frame "Information has value" to illuminate the process of discovering and retrieving scholarly information.  The lesson was more successful when delivered to early-stage graduate students in the petroleum engineering department.

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.

PDF of PPT Slides from Presentation at LOEX Fall Focus 2015. The Framework issues an invitation to exploration and location adaptation that is worthy of attention. This presentation accepts that invitation and provides cases studies in developing additional frames/concepts - "information social justice" and "information apprenticeship in community" - as well as a process for articulating additional frames.

The Hip Hop LibGuide is a scholarly comprehensive online resource about Hip Hop Information Literacy and the artform in general. The libguide has been developed to engage novice, intermediate, and skilled learners that are interested in learning more about the culture, social issues, and artistic components of Hip Hop.

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.

Slides from a webinar I gave on how to use a modified Backward Design process to incorporate the frames in curriculum design. 

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.