ACRL Framework for Information Literacy and the Six Major Frames
"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.)
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"Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.)
"Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.)
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"Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
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"Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.)
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"The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
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"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" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
"Research in scholarly and professional fields is a discursive practice in which ideas are formulated, debated, and weighed against one another over extended periods of time. Instead of seeking discrete answers to complex problems, experts understand that a given issue may be characterized by several competing perspectives as part of an ongoing conversation in which information users and creators come together and negotiate meaning" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
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"Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
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"New forms of scholarly and research conversations provide more avenues in which a wide variety of individuals may have a voice in the conversation. Providing attribution to relevant previous research is also an obligation of participation in the conversation. It enables the conversation to move forward and strengthens one’s voice in the conversation" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
"Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
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"The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law" (Association of College & Research Libraries. Framework for Information Literacy for Higher Education.).
