Crossing thresholds: Critical information literacy pedagogy and the ACRL framework. Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Bauder, Julia; Rod, Catherine
• Is Part Of: College & undergraduate libraries. Volume 23:Issue 3(2016)
• Page Start: 252
• Page End: 264
• Publication Date: 2016-07-02
• Subjects: ACRL framework -- active learning -- critical information literacy -- teaching methods; Academic libraries -- United States -- Periodicals; Undergraduate libraries -- United States -- Periodicals; 027.7097305
• DOI: 10.1080/10691316.2015.1025323
• Languages: English
• ISSNs: 1069-1316

Abstract

ABSTRACT: The new Framework for Information Literacy is a dramatic break from the previous Association of College and Research Libraries (ACRL) Information Literacy Competency Standards, but it does not depart as radically from actual library practice. Many librarians have already been trying to help students acquire a deeper, more contextual understanding of "information" and research. In this article, we review some of the practice-based literature on information literacy instruction that reflects efforts to teach this more nuanced view of "information, " and we highlight examples of ongoing instructional practices from a number of college and university libraries that teach in ways that are compatible with the new Framework.