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Information Literacy

This page covers information literacy programs and standards at Goodwin University.

For Faculty

For Faculty: How to Use the Framework

A vital benefit in using threshold concepts as one of the underpinnings for the Framework is the potential for collaboration among disciplinary faculty, librarians, teaching and learning center staff, and others. Creating a community of conversations about this enlarged understanding should engender more collaboration, more innovative course designs, and a more inclusive consideration of learning within and beyond the classroom. Threshold concepts originated as faculty pedagogical research within disciplines. Because information literacy is both a disciplinary and a transdisciplinary learning agenda, using a conceptual framework for information literacy program planning, librarian-faculty collaboration, and student co-curricular projects can offer great potential for curricular enrichment and transformation. As a faculty member, you can take the following approaches:

  • Investigate threshold concepts in your discipline and gain an understanding of the approach used in the Framework as it applies to the discipline you know.

— 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)?

  • Look for workshops at your campus teaching and learning center on the flipped classroom and consider how such practices could be incorporated into your courses.

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

  • Partner with your IT department and librarians to develop new kinds of multimedia assignments for courses.

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

  • Help students view themselves as information producers, individually and collaboratively.

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

  • Consider the knowledge practices and dispositions in each information literacy frame for possible integration into your own courses and academic program.

— 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?

 

"Framework for Information Literacy for Higher Education", American Library Association, February 9, 2015.

http://www.ala.org/acrl/standards/ilframework (Accessed July 5, 2022)