Fullard, Allison2017-02-242017-02-242017Fullard, A. (2017). Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships. South African Journal of Library and Information Science, 82(2): 42-562304-8263http://dx.doi.org/10.7553/82-2-1627http://hdl.handle.net/10566/2565The Association of College and Research Libraries' (ACRL) Framework for Information Literacy in Higher Education presents scope for deepening the conversations and achieving more productive collaborations between lecturers and librarians. These transactions are significant for the ongoing efforts to create and maintain a sustainable programme for information literacy within higher learning. It is suggested that librarians and lecturers might use the Framework as a kind of heuristic resource to bring to the surface or make visible the processes and practices in knowledge making that may be tacit or unintelligible for students. Based on a series of interviews with lecturers across different disciplines, this paper explores the synergy between the conceptual frames of the Framework and the lecturers' strategies to bring about the kinds of literacies that are valued as generic graduate attributes needed in the twenty-first century.en-USThe South African Journal of Libraries and Information Science is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author.Association of College and Research Libraries (ACRL)ACRL FrameworkGraduate attributesTeaching and learningMultiliteraciesArticle