Research Instruction Standards Move Beyond Teaching “Point and Click”

As the information landscape continues to evolve, so must the Library’s research instruction.  Our instruction has been guided by the principles incorporated in the Information Literacy Competency Standards for Higher Education (Standards), published by the Association of College and Research Libraries (ACRL) in 2000. The Standards were adopted by the American Association of Colleges and Universities (AAC&U), by regional accrediting bodies, such as NEASC, and by colleges and universities nation-wide as a means of promoting the essential learning outcomes associated with information literacy.

In light of the changes in higher education, new research on student learning, and increasingly complex information ecosystems, the ACRL decided it was time to revisit information literacy and the Standards. The result of this review process was a new Framework for Information Literacy for Higher Education (Framework), which was published in 2015.

The Framework encourages more robust instruction about how information is created, how to determine its authority, and how it is used ethically as part of the scholarly conversation.  In addition, the Framework emphases that students need to become more reflective about the research process and understand that research is an iterative process.

The following are excerpts from the Framework page of the ACRL website. For the complete Framework, follow this link: http://www.ala.org/acrl/standards/ilframework

·    The Framework is organized into six frames, each consisting of a concept central to information literacy. The six concepts that anchor the frames are:

• Authority Is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration

·   The Framework seeks to address the great potential for information literacy as a deeper, more integrated learning agenda. It focuses attention on the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship. The Framework also emphasizes student participation and creativity, highlighting the importance of these contributions.

Furthermore, the Framework poses the following questions for faculty to consider as they develop their curricula:

• What are the specialized information skills in your discipline that students should develop, such as using primary sources (history) or accessing and managing large data sets (science)?

• What information and research assignments can students do outside of class to arrive prepared to apply concepts and conduct collaborative projects?

• What kinds of workshops and other services should be available for students involved in multimedia design and production?

• In your program, how do students interact with, evaluate, produce, and share information in various formats and modes?

• How might you and a librarian design learning experiences and assignments that will encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information?

This aspirational document is meant to provide a theoretical underpinning to conversations between librarians and faculty which will result in them working together more closely to develop students’ abilities to evaluate, use and create information during college and beyond.

With the Framework in mind, we are developing relevant learning activities to support learning outcomes associated with the research process and information literacy. We can adapt these learning activities and the related learning outcomes to your specific course needs. So as you prepare your syllabi for the fall, consider partnering with us in this new approach to improve the capabilities of our students to understand and navigate the complexities of the research process. We are available all summer long and look forward to hearing from you.

If you have any questions or comments, please contact Phil Waterman.