A Star Wars themed look at the Authority is Constructed and Contextual frame, originally used for a staff training event. 

The Evidenced-Based Practice lesson is mapped to the Research as Inquiry Frame and addresses how to match a clinical question to types of research evidence.

This program targets students who have been identified as individuals who would benefit from enrichment and academic and social preparation for success in a university setting. The library offers a six-week, one-credit course through the Africana Studies and Latino Studies programs entitled “Research Strategies”. This course introduces students to skills needed to successfully perform academic research in a university library, focusing primarily on the ACRL Frames regarding authority, value, inquiry and strategic exploration of information

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)

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.

A rubric which may be used to assess literacies based on the concepts in the ACRL Framework

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. 

"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."

This resource includes files and links for the conference paper and slides of the presentation Rhetorical Reinventions: Rethinking Research Processes and Information Practices to Deepen our Pedagogy, presented at LOEX 2016 by Donna Witek, Mary J. Snyder Broussard, and Joel M. Burkholder. Both the slides and the paper include a detailed bibliography of related resources.Presentation/Paper Abstract:The ACRL Framework for Information Literacy offers instruction librarians an opportunity to reconsider not only how they teach but also how they think about research and information. This new thinking has the potential to reinvent instructional practices, resulting in learning that is both situated and transferable. The discipline of rhetoric can inform this effort.This presentation will consider three traditional “steps” of the research process: question formulation, information search, and source evaluation. Traditional approaches over-simplify each activity: broaden the question by including related elements or narrow it by concentrating on a specific time/area/population; follow these steps to find the “correct” number and types of sources; and evaluate information based on the presence of external characteristics.Yet when information literacy is approached rhetorically, librarians can partner with classroom faculty to teach much more meaningful and transferable information literacy knowledge, skills, and dispositions. Librarians can then guide students in the complex processes of navigating the expectations of disciplinary audiences and developing a critical self-awareness of themselves as scholarly contributors; engaging with search tools, strategies, and processes in ways that are flexible, iterative, and exploratory by design; and comprehending more fully their information sources for deeper evaluation that better meets their own rhetorical goals. In an interactive presentation, the presenters will explore how rhetoric and composition theories have the potential—with creative and strategic thinking—to work in synergy with the Framework, make information literacy more authentic and meaningful, and develop true lifelong learners.

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.