Research As Inquiry Acrl Information Literacy Framework Ilf For

The ACRL Framework for Information Literacy Toolkit was initially launched in 2017 by the ACRL Framework for Information Literacy Advisory Board to support professional use and understanding of the Framework. The Framework Toolkit is intended as a freely available professional development resource that can be used and adapted by both individuals and groups in order to foster understanding and use of the ACRL Framework... You can dip into these materials on your own, set a regular time to explore them with a colleague, schedule a brown bag session with a group, or choose another approach that suits your... All materials that are prepared for and directly part of the toolkit are made available under a Creative Commons Attribution-Noncommercial (CC-BY-NC) license. Want to hear what other librarians think about the Framework? Take a look at the ACRL's Spotlight on Scholarship series.

Looking for lesson plans and instructional materials to use in your classroom? Check out the ACRL Framework for Information Literacy Sandbox. Keep Investigating! Seek out diverse perspectives and voices when researching. Learners will articulate a research question through an increasingly sophisticated process including posing and refining simple questions, engaging in debates and dialogues, and seeking diverse perspectives within their discipline. Learners will determine a scope of investigation appropriate for their specific discipline and research question.

Contact | UNF Directory | Emergency | Privacy | Regulations | Consumer Information | Disability Accommodations | Title IX | Clery Act | Jobs at UNF If you are experiencing difficulty accessing information on the site due to a disability, visit our website accessibility page. The Framework for Information Literacy for Higher Education (2015), is among the guiding documents about information literacy developed by the Association of College & Research Libraries (ACRL). The Framework is organized into six frames, each outlining a concept central to information literacy. Find out more about the six concepts that anchor the frames within the tabs on this guide. The Association of College & Research Libraries (ACRL) has developed a Framework for Information Literacy for Higher Education, in which they describe information literacy as "the set of integrated abilities encompassing the reflective discovery...

They designed it to help educators think through what information literacy is and how to help students become information literate. The resource revolves around six "frames," or "core concepts." They are: 1. Authority Is Constructed and Contextual Each concept is explored in some detail alongside what they term "knowledge practices" and "dispositions." The former are practices that allow learners to deepen their understanding of each frame, while the latter articulate the... The document includes appendices devoted to faculty implementation and administrative support of the Framework.

The ACRL also has developed information literacy standards for specific disciplines. A few are included below. Research as Inquiry refers to an understanding that research is iterative and depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry in any field. Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. Source: Framework for Information Literacy for Higher Education Researchers are driven by a desire to solve personal, professional, and societal problems.

These problems may be simple everyday problems like the best restaurant in town for Greek food or they may be major problems that require vast teams of researchers working in well funded labs. “The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary... Imagine you and your best friend are planning a trip to a place you’ve never been before—perhaps Sweden. You are bound to have questions: What’s the best way to travel? Where should you stay? What sights and attractions are “must-do’s”?

In order to answer these questions you will want to research each of the questions. You will need to figure out the best and most reliable way to answer each question (and the questions will probably each need a different research strategy). Now imagine that you are doing academic work or professional research. You are a member of a discipline or profession and you have a good idea of the foundational texts for your research topic. A bit of reading you have done has caught your attention: perhaps a text, newspaper article, or journal article. You begin to question how this reading fits in with what you know about your discipline.

First you search to see if scholars have been writing about this question (textual research). They may have answered it, but most likely, they have not yet come to a firm conclusion. You decide to do some research on your own to try to answer the question. Both of these situations illustrate the Research as Inquiry Framework as conceptualized by the Association of College and Research Libraries. When scholarship is working right, publication of research results produces inquiry by other scholars, which in turn produces more research. On the other hand, doing research for other reasons than to answer a question can be half-hearted or sloppy.

If students, for example, research a topic only because they are required to by an assignment, and not from a desire to learn anything in particular, the results will often be subpar.

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