Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. 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. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.
Engaging with Information Literacy - Information Creation as a Process Webinar
Threshold concepts are transformative, integrative, irreversible, bounded, and troublesome, and can be a valuable tool in both facilitating students' understanding of their subject and aiding in curriculum development within the disciplines. This volume explores threshold concepts as an idea and the specifics of what the concepts look like in disciplinary contexts.
Framing Healthcare instruction: An Information Literacy Handbook for the Health Sciences is a step-by-step guide to integrating the ACRL Framework for Information Literacy into health sciences librarianship. Although this topic has been touched on briefly in previous publications, this book is dedicated exclusively to the unique considerations of the health sciences. With over fifty case studies describing explicit lesson plans and assessments, health sciences librarians who may be new to the Framework or are looking for ready-made lesson plans will find this guide easy to navigate and to apply to their own educational sessions. Multiple disciplines are covered, including: nursing, medicine, allied health, veterinary medicine, and more. In addition to the practical application of the case studies, the books covers in depth each part of the Framework and how it relates to students in the health science. NOTE: The NU Library does not provide access to this resource.
Provides approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. NOTE: The NU Library does not provide access to this resource.
Decodes the Framework for Information Literacy and its six threshold concepts, offering practical advice and suggestions as to how to help students get started on the road to information literacy, and more than 5 classroom-ready Framework-based exercises that address each threshold concept at the beginner level, scaffolding to the intermediate level.
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ACRL Framework for Information Literacy in Higher Education (2015). This volume offers concrete and specific ways of teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools. NOTE: The NU Library does not provide access to this resource.
Guth, L. F., Arnold, J. M., Bielat, V. E., Perez-Stable, M. A., & Vander Meer, P. F. (2018). Faculty voices on the framework: Implications for instruction and dialogue. Portal: Libraries and the Academy, 18(4), 693-718. doi: 10.1353/pla.2018.0041
Jacobson, T. E., & Gibson, C. (2015). First thoughts on implementing the framework for information literacy. Communications in Information Literacy, 9(2), 102-110. doi: 10.15760/comminfolit.2015.9.2.187.
Scott, R. E. (2017). Part 1. If we frame it, they will respond: Undergraduate student responses to the framework for information literacy for higher education. Reference Librarian, 58(1), 1-18. doi: 10.1080/02763877.2016.1196470
Scott, R. E. (2017). Part 2: If we frame it, they will respond: Undergraduate student responses to the framework for information literacy for higher education. Reference Librarian, 58(1), 19-32. doi: 10.1080/02763877.2016.1196471.
Burgess, C. (2015). Teaching students, not standards: The new ACRL information literacy framework and threshold crossings for instructors. Partnership: The Canadian Journal of Library & Information Practice & Research, 10(1), 1-6. doi: 10.21083/partnership.v10i1.3440
Wilkinson, L. (2016). Revisiting the framework: Is information creation a process. [Blog post]. Retrieved from https://senseandreference.wordpress.com/2016/07/22/revisiting-the-framework-is-information-creation-a-process/
Allows for searching, browsing, and contributing to a repository of materials related to the ACRL Framework for Information Literacy for Higher Education. Results filtered by frame under Information Literacy Frame(s) Addressed.