Program-level

Rubric for an information literacy class or program

This rubric is based upon a set of learning outcomes for an information literacy course. Each outcome includes specific performance indicators. The rubric has 4 categories for evaluation: excellent, acceptable, developing, and confused. This rubric could also be used on the program level.

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Map of current SLOs to proposed SLOs

This is a map to the current course outline for a 1-unit information literacy class to a proposed course outline that embeds all of the frames.

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Why is Metacognition Important to Information Literacy?

Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.

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Revisiting Metacogntion and Metaliteracy in the ACRL Framework

In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.

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Outcomes, Performance Indicators, and Dispositions

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. 

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Discipline(s): 
Not Discipline Specific
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CC Attribution-NonCommercial License CC-BY-NC

Questions for Understanding Information Artifacts

This resource introduces students to rubrics for evaluating information, including SCARAB, CRAAP, and Reuters Source Guide. Furthermore, it provides a framework of questions to ask about a piece of information under consideration. 
Discipline(s): 
Interdisciplinary
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CC Attribution-NonCommercial License CC-BY-NC

APA Guidelines for Undergraduate Majors Mapped to the ACRL Framework

This resource is a practitioner's reflection on how the ACRL Framework for Information Literacy can be matched to existing APA Guidelines for Psychology Undergraduate Majors.  It attempts to match appropriate frames to specific student learning goals determined by both the American Psychological Association and Loyola Marymount University's Psychology department program objectives.  There are two documents, one focused on APA and the other on LMU. Both lists ways the LMU library can help students meet the matching ACRL frames and APA/LMU learning objectives. 

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Discipline(s): 
Psychology

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CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Laney College Library Assessment Plan 2017-2020

Laney College Library Assessment Plan 2017-20. Instruction outcomes are aligned with ACRL Framework and checklist used on orientation request form.

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Discipline(s): 
Multidisciplinary

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License Assigned: 
CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Laney College Library Service and Instruction Outcomes

Laney College Library 2017-20 Service and Instruction Outcomes, developed May 2017.  Instruction outcomes aligned with ACRL Framework.

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Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary

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License Assigned: 
CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

ACRL Framework rubrics

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.
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