Where are the frames? Designing a collaborative study of information literacy concepts embedded in an LIS program curricula

Your Name and Title:

Caroline Fuchs, Associate Dean and Learning Design Librarian


Library, School, or Organization Name:

St. John’s University


Co-Presenter Name(s):

Tara King


Area of the World from Which You Will Present:

Queens, NY, USA

Language in Which You Will Present:


Target Audience(s):

Academic librarian, LIS educators, instruction librarians


Short Session Description (one line):

Learn how a Learning Design Librarian partnered with an Instructional Designer to embark on a programmatic mapping of the ACRL Framework for Information Literacy in Higher Education to the curriculum of their University’s master’s degree program in library and information science.


Full Session Description (as long as you would like):

In this informative session, a Learning Design Librarian (LDL) and an Instructional Designer (ID) at one University will share how they worked collaboratively with faculty in their University’s master’s degree program in library and information science (MS LIS)  to embark on a programmatic mapping of the ACRL Framework for Information Literacy in Higher Education to the curriculum.  

After many informal conversations, the LDL and ID, both adjuncts in DLIS, wondered how, or if, the ACRL information literacy threshold concepts were embedded in the LIS curriculum. Did the stated goals and objectives of the program, and therefore coursework, help bring those students along the information literacy continuum from novice/student to expert/professional? They saw a need to investigate further. Based on their own understanding of both the Frames and the curriculum, they quickly recognized that gaps were likely, particularly as the Frames had only replaced the ACRL Standards for Information Literacy in 2016. Working together, the LDL and ID proposed a pilot program to the DLIS faculty, in which they would a) do a curriculum review of the program, and b) act as information literacy consultants to the program. With the full support of the department, the LDL and ID saw this as an opportunity to look at the LIS curriculum through the lens of the Frames, building a curriculum map that might be used to inform future program and course development. They chose to begin their work with the LIS curriculum because students in that program were future librarians. Were these students being fully acculturated into the threshold concepts of the Frames? What would this curriculum mapping project reveal? If the Frames were not fully embedded in an LIS curriculum, how likely would they be embedded in other disciplines outside the field of library science?

In this case study, the LDL and ID will share their original plan, the methodology they developed to answer their questions, and how they proceeded. Additionally, they will give an overview of the two levels of their project: the macro level (the “big picture”) and the micro level (“in the weeds”) as well as how and why these both shifted over time. Some overall preliminary findings will also be shared.



Websites / URLs Associated with Your Session:




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