{"title":"An Analysis of References to Information Literacy in National Disciplinary Standards","authors":"Kendall Faulkner, Tiffanie L. Ford-Baxter","doi":"10.1353/pla.2021.0042","DOIUrl":null,"url":null,"abstract":"abstract:This article uses qualitative methods to examine 29 undergraduate disciplinary learning standards and accreditation documents to identify mentions of the phrase information literacy (IL) and references to IL concepts from the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Results show that information literacy appears in very few standards and suggests that the adoption rate of the Framework’s individual frames may be influenced by how each discipline creates and uses information. These findings can be used by librarians to identify common language with disciplinary faculty and to develop learning outcomes closely aligned to disciplinary standards.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"2018 1","pages":"797 - 834"},"PeriodicalIF":0.8000,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Portal-Libraries and the Academy","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1353/pla.2021.0042","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 2
Abstract
abstract:This article uses qualitative methods to examine 29 undergraduate disciplinary learning standards and accreditation documents to identify mentions of the phrase information literacy (IL) and references to IL concepts from the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Results show that information literacy appears in very few standards and suggests that the adoption rate of the Framework’s individual frames may be influenced by how each discipline creates and uses information. These findings can be used by librarians to identify common language with disciplinary faculty and to develop learning outcomes closely aligned to disciplinary standards.