Mapping the framework to credit-bearing information literacy courses |
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| Institution: | 1. Institute for Art and Culture, Lahore, Pakistan;2. Govt. Kulliyat ul Banat Degree College, Lahore, Pakistan;3. Islamabad Model College for Boys, H-9, Islamabad, Pakistan;4. Institute of Information Management, University of the Punjab, Lahore, Pakistan;5. PhD Scholar, University of the Punjab, Lahore Pakistan;1. Trauma Research Center, Kashan University of Medical Sciences, Kashan, Iran;2. Department of Anesthesiology, Faculty of Paramedical, Kashan University of Medical Sciences, Kashan, Iran;3. Social Determinants of Health (SDH) Research Center, Faculty of Health, Kashan University of Medical Sciences, Kashan, Iran;4. Department of Health, Safety and Environment Management; Faculty of Health, Kashan University of Medical Sciences, Kashan, Iran;1. McGill University Library, 550 Sherbrooke Street West, West Tower, 6th floor, Montreal, Quebec H3A 1B9, Canada;2. McGill University Library, 3459 McTavish Street, Montreal, Quebec H3A 0C9, Canada |
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| Abstract: | The Framework for Information Literacy for Higher Education emphasizes conceptual, critical-thinking approaches to information literacy, a departure from the competency-based Standards. The Framework can be challenging for librarians to incorporate into their teaching practices. While redesigning course name], the researchers of this study became curious about how peers were using the Framework in credit-bearing information literacy and library instruction courses. Were peers using the Framework? Were courses structured entirely around the Framework? Which frames were most common and least common? Were the frames explicitly or implicitly presented? Did courses reflect a more conceptual approach as represented by the Framework? Using deductive coding, the researchers mapped the Framework's six frames to the course objectives and course outlines found in the syllabi of peer institutions. Coding revealed Searching as Strategic Exploration was the most prevalent and Authority is Constructed and Contextual was the least coded frame. Additionally, syllabi were not explicitly designed around the Framework. Instead, frames were incorporated implicitly. A competencies-based approach to instruction was still predominant. This study demonstrates the process of mapping the Framework to existing syllabi can help librarians redesign their own courses while thinking more critically about what and how they teach. |
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