Framework for Information Literacy for Higher Education

• for information literacy situated within the disciplines and tailored for the local setting, as well as for the larger assessment environment. 

• for course and curriculum design and pedagogical research that combines disciplinary and information literacy perspectives and that involves the students in identifying learning challenges and crossing learning thresholds.

• to transform student learning through framing true understanding of the essential concepts of information and scholarship within the disciplines through collaborative teaching and learning initiatives.

About the framework (2015). [Executive summary brief] http://acrl.ala.org/framework/

• built around six frames, each consisting of a concept central to information literacy and anchored in threshold concepts, which are those ideas in any discipline that are essential portals to ways of thinking and practicing in that discipline. 
• each frame prompts questions about what learners will need to know, experience and do to determine their increased understanding as they progress from novice to expert in the scholarly journey and as information literate individuals.

• for faculty, librarians, and others in higher education that can transform the conversation about teaching and learning and bring a new synergy to their complementary roles as educators.

About the framework (2015). [Executive summary brief] http://acrl.ala.org/framework/