In 2016, the ACRL adopted the Framework for Information Literacy for Higher Education. The Framework expanded the definition of information literacy to emphasize dynamism, flexibility, individual growth, and community learning in higher education:
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills.
This Framework draws upon an ongoing Delphi Study that has identified several threshold concepts in information literacy, but the Framework has been molded using fresh ideas and emphases for the threshold concepts. Two added elements illustrate important learning goals related to those concepts: knowledge practices, which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and dispositions, which describe ways in which to address the affective, attitudinal, or valuing dimension of learning.
The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:
The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond.
Explore the full text of the Framework!
At Olympic College, Information Literacy instruction supports our Mission, Vision, and Values.
Library Faculty are committed to providing quality, up-to-date information literacy instruction online. In support of faculty teaching online we offer three scaffolded Library Research modules which can be imported from the Canvas Commons into your course or accessed directly on our website on the Research Tutorials page.
Olympic College Library Research Level One provides a basic introduction to library services and searching.
Olympic College Library Research Level Two continues to teach about search techniques and using library tools.
Olympic College Library Research Level Three covers advanced searching and tools for more in-depth research.
Additionally, we offer synchronous assignment-specific Zoom instruction which includes active learning and demonstrations.
Library faculty are committed to providing quality, up-to-date information literacy instruction. We provide hands-on introductions to research strategies and tools including how to use library services, the library catalog, reference works, periodical databases, and search engines. Some instructors prefer a walking tour, while others prefer a specific focus. We always tailor instruction to your needs. Our Bremerton classroom is equipped with a teaching workstation and 32 student computers. Librarians can also teach remotely, in Poulsbo and Shelton computer classrooms, or make presentations in classrooms around campus.
To schedule a session, please contact us at librarians@olympic.edu. In addition, please...
When you attend and participate:
Research assignments can be designed to encourage students to actively seek information, retrieve it successfully, assess it critically, and apply it in thought-provoking ways. If you don't have an assignment, library faculty are happy to work with you to design one. Or, consider the information literacy assignment sites below.
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