Select one of the options below to complete this activity about how to implement the Framework in discipline-specific instruction.
Option 1: Overview & The CUNY Model
Farrell, R. & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319-340. doi: 10.1108/RSR-11-2014-0052 http://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1079&context=le_pubs [pre-print]
Farrell and Badke (2015) recommend a way to develop information literacy within a discipline using information literacy outcomes matrices created as a result of focus groups with disciplinary faculty. This method, referred to as the “CUNY model”, provides a two-way conversation between librarians and faculty where both parties gain knowledge from each other – the faculty learn more about information literacy and the librarians learn about the epistemology and metanarrative of the discipline.
Is the “CUNY model” something you could see yourself employing at your institution? Why or why not? What other ways have you attempted to situate information literacy within a discipline? What was the effect?
Option 2: Explore a Discipline
Select a reading about adapting the Framework to fit a specific discipline, preferably one that you liaise with and/or teach sessions for. Use one of the examples below or search the literature to find a more relevant article.
Garcia, L. & Labatte, J. (2015, September). Threshold concepts as metaphors for the creative process: Adapting the Framework for Information Literacy to studio art classes. Art Documentation: Journal of the Art Libraries Society of North America, 34(2), 235-248. doi: 10.1086/683383 http://www.journals.uchicago.edu/doi/full/10.1086/683383 [paywall]
Carter, S., Koopmans, H., & Whiteside, A. (2018). Crossing the Studio Art Threshold: Information Literacy and Creative Populations. Communications in Information Literacy, 12 (1), 36-55. https://pdxscholar.library.pdx.edu/comminfolit/vol12/iss1/4
Bryan, J. E. & Karshmer, E. (2015, May). Using IL threshold concepts for biology: Bees, butterflies, and beetles. College & Research Libraries, 76(5), 251-255. doi: 10.5860/crln.76.5.9310 https://crln.acrl.org/index.php/crlnews/article/view/9310
Knapp, M. & Brower, S. (2014). The ACRL Framework for Information Literacy in Higher Education: Implications for health sciences librarianship. Medical Reference Services Quarterly, 33(4), 460-468. doi: 10.1080/02763869.2014.957098 http://www.tandfonline.com/doi/abs/10.1080/02763869.2014.957098 [paywall]
Franzen, S. & Bannon, C. M. (2016). Merging information literacy and evidence-based practice in an undergraduate health sciences curriculum map. Communications in Information Literacy, 10(2), 245-263. http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v10i2p245&path%5B%5D=245
Connor, E. (2016, September). Engaging students in disciplinary practices: Music information literacy and the ACRL Framework for Information Literacy in Higher Education. Notes, 73(1), 9-21 doi: 10.1353/not.2016.0087 https://muse.jhu.edu/article/627863 [paywall]
Shields, K. & Cugliari, C. (2017, March). “Scholarship as conversation”: Introducing students to research in nonprofit studies. College & Research Libraries News, 78(3), 137-141. doi: 10.5860/crln.78.3.9635 https://crln.acrl.org/index.php/crlnews/article/view/9635
What article did you read? Do you think the discipline-specific practices described in the article would be useful in your instruction sessions within that discipline?
Post your responses in the Comments section below.