Course-level

The three rubrics here were designed for an introductory course for English majors, but the ways in which the ACRL Framework is used could be replicated for any discipline and could be extended to program assessment.  Each rubric addresses one ARCL Frame.  The ACRL "dispositions" are treated as desired learning outcomes; the ACRL "knowledge practices" play the role of descriptors.  The rubric is intended to be used not simply on a student-produced project or activity, but on a project and a structured student reflection taken together.
Contributor: Terry Riley
License Assigned: All Rights Reserved
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
In light of the proliferation of fake news and just plain erroneous news, this assignment tries to give students tools and strategies for evaluating the information that comes to them via social media and other outlets. Students identify one news story and thoroughly investigate it, including using CRAAP criteria, searching for other articles on the same topic, and checking factchecking sites.
Contributor: Shellie Jeffries
Resource Type(s): Worksheet
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This LibGuide is the result of our Reference Team's year-long project to create a new curriculum for our Instruction program, based on the Framework. Our project plan and documentation of our workflow is also available by request.MacPhaidin Library’s information skills curriculum is designed to teach students increasingly sophisticated research strategies throughout their Stonehill careers and to produce graduates who are adept at articulating their information needs, finding the resources to meet them, and using that data ethically to create new knowledge.By the time they graduate, students who participate in the full information skills curriculum can:Define their information needIdentify appropriate source types and research tools to meet their information needEvaluate information to determine its validity, accuracy, authority, timeliness and biasSynthesize information from research with existing understanding in order to create new knowledgeIdentify the legal, ethical, economic and social issues related to the use of information and recognize relevant intellectual property lawsUsing the ACRL Framework for Information Literacy in Higher Education, we’ve created a curriculum that identifies specific learning goals for the different stages of students’ studies. The stages focus on a variety of core concepts ranging from the simple – the iterative nature of searching - to the more complex – the impact of context on the value of information. The framework is designed to enhance student's information skills through faculty-librarian collaboration. This curriculum provides a template faculty and librarians can use to collaboratively craft instruction that will improve students’ information skills and, thereby, result in better work. This guide introduces our mission statement, curriculum and learning outcomes, and provides examples of the many ways librarians can assist you as your students develop their skills.
Contributor: Elizabeth Chase
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
Type of Institution: College
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This is an Accepted Manuscript of an article published by Taylor & Francis in College and Undergraduate Libraries on November 18, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2017.1246396  Abstract: Threshold concepts theory and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations.
Contributor: Allison Hosier
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Scholarship as ConversationFramework as a Whole
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
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
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 Research as Inquiry frame by illustrating how formulating the right research questions takes time and may shift as you get further into the topic. Students will recognize that their question is just one of many being asked within the field, and will explore tips for focusing their research question.
Contributor: Cristina Colquhoun
Information Literacy Frame(s) Addressed: Research as Inquiry
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 Has Value frame by illustrating the inherent value of information and its influence on information access. Students will explore the importance of investigating the source of their information, as well as recognizing the privilege of their access to information as students.
Contributor: Cristina Colquhoun
Information Literacy Frame(s) Addressed: Information Has Value
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 Authority is Constructed and Contextual frame by showing how being an authority on a topic varies by context and information need, and may shift from one situation to the next. Students will glean tips for discerning authority with academic topics by deciphering author credibility, recognizing the value of peer-review, and examining the evidence. 
Contributor: Cristina Colquhoun
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): Multidisciplinary
License Assigned: CC Attribution-NonCommercial License CC-BY-NC

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