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.

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.

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

The Value of Information lesson is mapped to the Information has Value Frame and introduces the concept of information, including personal information, as a commodity which carries value and has a cost. This lesson introduces new ways of assessing the value of information. To accomplish this we:Define information cost and valueGive an overview of the perceptions of the cost of informationExplore the different characteristics of value-added informationIdentify the value of information despite its costRecognize how the commercialization of information affects information received and produced

The Choosing Information paths lesson is mapped to the Information as Creation Process Frame and helps students learn to recognize that information may be perceived differently based on the format in which it is packaged. In this lesson, students identify various characteristics of information formats, and match information needs to the most appropriate digital format. Moreover, students observe the changes that occur to information as it is repackaged in different formats, and evaluate the results. In this lesson students will learn how to:Match information needs with the most useful digital formatName the properties of various digital formatsExplore the differences between content as delivered in different formats

Rubric developed in collaboration with FYW faculty.

"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."

Locally developed learning outcomes inspired by the framework and our institutional learning outcomes. These outcomes are the results of library-wide discussions and are scaffolded from orientation through the major. (Live link is recommended over the PDF)

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.