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The ACRL Framework for Information Literacy for Higher Education is a document outlining the key concepts and practices considered essential for information literacy in higher education. Organized into six "frames" that encompass ideas like evaluating information sources, understanding research as inquiry, and navigating the scholarly conversation within a field, it serves as a guide for librarians, faculty, and curriculum designers to incorporate information literacy into their teaching and learning practices.
refers to the recognition that information resources are drawn from their creators’ expertise and credibility based on the information need and the context in which the information will be used. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought.
refers to the understanding that the purpose, message, and delivery of information are intentional acts of creation. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information.
refers to the understanding that information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. The flow of information through systems of production and dissemination is impacted by legal, sociopolitical, and economic interests.
refers to an understanding that research is iterative and depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry in any field.
refers to the idea of sustained discourse within a community of scholars, researchers, or professionals, with new insights and discoveries occurring over time as a result of competing perspectives and interpretations.
refers to the understanding that information searching is often nonlinear and iterative, requiring the evaluation of a broad range of information sources and the mental flexibility to pursue alternate avenues as new understanding is developed.
