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Findings at Northern Kentucky University reflect a holistic view of student information literacy learning and inform programmatic changes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/aha-centering-student-voices-to-better-understand-an-instruction-program-article/599451/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/aha-centering-student-voices-to-better-understand-an-instruction-program-article/599451.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1790064749","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How were aha moments used to assess student learning in this study?","Question",{"text":63,"@type":64},"Librarians asked students to share an aha moment after information literacy instruction sessions, then coded the responses to one of the six ACRL framework frames.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which ACRL frame appeared most frequently in student insights?",{"text":68,"@type":64},"Student insights most often reflected learning aligned with the “Searching as Strategic Exploration” frame.",{"name":70,"@type":61,"acceptedAnswer":71},"What impact did the results have on the information literacy program?",{"text":72,"@type":64},"The results provided a holistic picture of student information literacy learning and are driving programmatic changes at Northern Kentucky University.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599451,1792167836,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Communications in Information Literacy  \n\n| Volume 17  Issue 2 | Article 7 |\n| --- | --- |\n| 12-2023\u003Cbr>Aha! Centering Student Voices to Better Understand an Instruction Program\u003Cbr>Andrea Wilcox Brooks\u003Cbr>Northern Kentucky University, [brooksa2@nku.edu](brooksa2@nku.edu)\u003Cbr>Cathy Craig\u003Cbr>Cincinnati State Technical and Community College, [cathy.craig@cincinnatistate.edu](cathy.craig@cincinnatistate.edu)\u003Cbr>Meredith Riney\u003Cbr>Northern Kentucky University, [rineymeredith@gmail.com](rineymeredith@gmail.com)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nBrooks, A. W., Craig, C., & Riney, M. (2023) . Aha! Centering Student Voices to Better Understand an Instruction Program. Communications in Information Literacy, 17 (2), 451–465 . [https://doi.org/10.15760/](https://doi.org/10.15760/)[ ](https://doi.org/10.15760/)[comminfolit.2023.17.2.7](comminfolit.2023.17.2.7)  \nThis open access Research Article is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nAha! Centering Student Voices to Better Understand an Instruction Program  \nAndrea Wilcox Brooks, Northern Kentucky University Cathy Craig, Cincinnati State Technical and Community College Meredith Riney, Northern Kentucky University  \nAbstract  \nThis article describes using aha moments as an assessment approach to gain a better understanding of student learning in relation to the six frames in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Librarians asked students to share an aha moment following information literacy instruction sessions during the fall 2022 semester. Researchers coded responses to one of the six IL frames and found that student insights most often reflected learning aligned to the“Searching as Strategic Exploration” frame, though “Information Has Value” also had a strong presence. The results provided a holistic picture of student information literacy learning at Northern Kentucky University and are driving programmatic changes.  \nKeywords: assessment, student learning, ACRL Framework, aha moments, threshold concepts  \nBrooks, A. W., Craig, C., and Riney, M. (2023). Aha! Centering student voices to better understand an instruction program. Communications in Information Literacy, 17(2), 451– 465.  \nAha! Centering Student Voices to Better Understand an Instruction Program  \nAt Northern Kentucky University (NKU), teaching librarians sought to reinvigorate assessment practices ofthe library’s information literacy instruction program and pursued a wide-scale approach that would delineate student learning among the six frames presented in the Association of College and Research Libraries (ACRL, 2015) Framework for Information Literacy for Higher Education. The interconnected frames reflect core concepts of information literacy education and no one frame is meant to be privileged. Yet, when designing information literacy instruction or program outcomes, teaching librarians may find themselves emphasizing some concepts over others. The Framework authors wrote that the document was never intended to be prescriptive and, for some librarians, a focus on only one or two frames in their instruction work may be intentional. On the other hand, an over-or underemphasis on some frames over others may not be intentional nor fully understood by teaching librarians, especially when most information literacy instruction occurs in the one-shot context and is spread across academic levels and disciplines.  \nInspired by work from Gammons and Inge (2017), ","cbCaipJnsj5vtxZ8","https://ap.wps.com/l/cbCaipJnsj5vtxZ8","pdf",221616,16,"English","# Abstract\n## Introduction and Assessment Approach\n## Literature Review\n## Coding and Frame Mapping","[{\"question\":\"How were aha moments used to assess student learning in this study?\",\"answer\":\"Librarians asked students to share an aha moment after information literacy instruction sessions, then coded the responses to one of the six ACRL framework frames.\"},{\"question\":\"Which ACRL frame appeared most frequently in student insights?\",\"answer\":\"Student insights most often reflected learning aligned with the “Searching as Strategic Exploration” frame.\"},{\"question\":\"What impact did the results have on the information literacy program?\",\"answer\":\"The results provided a holistic picture of student information literacy learning and are driving programmatic changes at Northern Kentucky University.\"}]","Aha! Centering Student Voices to Better Understand an Instruction Program - Article | PDF",1792088793]