Advanced Topic: The ACRL Framework for Information Literacy in Higher Education
Robyn Hartman
The Framework for Information Literacy for Higher Education
The Framework for Information Literacy for Higher Education (ACRL, 2016) breaks information literacy skills and knowledge into six concepts. The six concepts provide students with robust information literacy abilities for success in college and beyond.
Authority is Constructed and Contextual
When you choose one source of information over another, you presume the creator is knowledgeable about the topic and the source of information is committed to providing factual content. As you develop your information literacy abilities, you learn that the authority of a source includes many facets, like the author’s education, experience, or social position. The author’s background and expertise add to or detract from their credibility on the subject. The context of your information needs also determines if a source is considered authoritative.
Information Creation as a Process
Information comes in a variety of forms. Understanding how and why authors publish in a particular format is relevant when deciding which information sources to choose. Some formats or publication processes are more valued than others. When evaluating a source, information-literate individuals consider the format of the source and ask why and how the information was created.
Information has Value
Information can inform (and misinform), educate, and persuade. Information creators contribute valuable time, research, and their original thoughts. For this reason, information has economic, educational, and social value.
Information-literate individuals know paywalls and the limits on accessing and using information, including financial and legal restrictions. Not everyone has the same access to or can share the same information. Finally, information-literate individuals recognize that citations and proper attribution of sources demonstrate respect for a source’s value.
Research as Inquiry
When you research, you seek an answer to a question to fill a gap in the current understanding of a topic. In filling that gap, you ask new questions and find new sources for further learning.
Research is a continuous process that often inspires new questions. Information-literate individuals embrace an inquisitive mindset and seek to reexamine conflicting ideas and information.
Scholarship as Conversation
Researchers are always building on the work of past researchers, as demonstrated by citations in their work. Conscientious scholars attribute the work that has informed their writing and research. As a graduate student, you must cite the work that informs your research.
The research process allows for discovering and debating new theories, interpretations, and facts. Each source you read is a voice in an ongoing conversation. When you create a paper, poster, graphic, etc., you add your voice to that conversation.
Searching as Strategic Exploration
As your research needs become more complex, you will develop sophisticated information-locating strategies. Searching is not always as simple as typing a keyword into a search engine and requires persistence and flexibility.
Information-literate learners recognize that searching is not a linear process. Different strategies and resources are needed to succeed. They know how to refine and alter results based on initial search results. In addition to search strategies, information-literate individuals learn how to brainstorm and use information resources and professionals for help.
The ACRL Framework also has companion documents that focus on Information Literacy in various disciplines:
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