A critical praxis in the information literacy education classroom using the ACRL Framework for Information Literacy for Higher Education
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Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Springer Nature
Abstract
The University of the Western Cape Library uses the ACRL
Framework for Information Literacy for Higher Education to introduce an
alternative, nuanced approach to information literacy training by transforming
librarians’ teaching praxis. The Framework presents a new perspective on
teaching and learning and is built around six frames, each consisting of a
threshold concept which is central to information literacy. To this end, the
Library coordinated the Information Literacy Programme for the University’s
Library and Information Science Department. By using a qualitative approach,
this case study describes the integration of the Framework in the Information
Literacy Education module to teach prospective librarians to internalise the core
concepts of the Framework. The paper discusses how the Framework was
operationalised to enhance students’ critical thinking through the application of
formative and summative assessments and a number of student artifacts.
Description
Keywords
ACRL Framework for Information Literacy in Higher Education, Critical thinking, Information literacy education, Pedagogical reflection
Citation
Mohamed, S. (2019). A critical praxis in the information literacy education classroom using the ACRL Framework for Information Literacy for Higher Education. In S Kurbanoğlu, et al (eds), Information literacy in everyday life: 6th European Conference, ECIL 2018 Oulu, Finland, September 24–27. Switzerland: Springer, pp 506-521.