Authority is constructed and created … but not by you
Keywords:Information literacy instruction, ACRL frames, Authority, LIS Education
This paper engages in a critical review of information literacy practices as manifest through materials shared publicly on the ACRL Sandbox. Focusing primarily on the frames “Authority is Contested and Constructed,” and “Scholarship as Conversation,” we analyze lesson plans shared on the ACRL Sandbox that address those frames, including the positionality of the students for whom the lessons were created. Preliminary analysis finds that most of the lessons shared position students exclusively as information consumers, learning how to find and evaluate existing published research, rather than emphasizing their potential roles as producers. This perspective fails to capitalize on students as creators (e.g., from formal undergraduate research to social media). We conclude by presenting some ways in which information literacy instruction can be adjusted to prepare future librarians to recognize and respect students’ existing knowledge and build upon that knowledge.
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Association of College & Research Libraries (2016a). Framework for Information Literacy for Higher Education. https://www.ala.org/acrl/standards/ilframework.
Association of College & Research Libraries (2016b) Framework for Information Literacy Appendices. https://www.ala.org/acrl/standards/ilframeworkapps
Association of College & Research Libraries (n.d.) ACRL Framework for Information Literacy Sandbox. https://sandbox.acrl.org/resources
Hicks, A., & Lloyd, A. (2021). Deconstructing information literacy discourse: Peeling back the layers in higher education. Journal of Librarianship and Information Services, 53(4), 559-571. https://doi.org/10.1177/0961000620966027
Copyright (c) 2022 Denice Adkins, Jenny Bossaller, Heather Hill
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