Communications in Information Literacy - Issue 1 - Article 2 - Writing Instructors’ Intentional Integration of the Information Literacy Framework

Oct 15, 2026

Exploratory research examines how 11 first-year writing instructors’ understandings of information literacy developed through participation in an inquiry group co-developed and co-facilitated by library teaching faculty and the Director of Composition & Rhetoric at a public U.S. university. A coding schema identifies information literacy themes and practices in instructors’ pre- and post-program course syllabi and reflective submissions. Results show increased use of the ACRL Framework after the program, with deeper integration into instructional practice. Analysis of instructor artifacts highlights collaboration pathways and scalability of information literacy integration within curricula.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Abstract

Introduction

Challenges and collaborative roles

Intersections of information literacy and composition studies

Collaboration models and scalability

Study approach and context

Communications in Information Literacy | Volume 18 Issue 1 | Article 2 | | --- | --- | | 6-2024
Writing Instructors’ Intentional Integration of the Information Literacy Framework
Catherine F. Riehle
University of Nebraska-Lincoln, [catherine.riehle@unl.edu](catherine.riehle@unl.edu)
Erica DeFrain
University of Nebraska-Lincoln, [edefrain2@unl.edu](edefrain2@unl.edu)
Deborah Minter
University of Nebraska-Lincoln, [dminter1@unl.edu](dminter1@unl.edu)
Janel Simons
University of Nebraska-Lincoln, [janel.simons@unl.edu](janel.simons@unl.edu)
Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)
Part of the Higher Education Commons, and the Information Literacy Commons
Let us know how access to this document benefits you. | | Recommended Citation Riehle, C. F., DeFrain, E., Minter, D., & Simons, J. (2024) . Writing Instructors’ Intentional Integration of the Information Literacy Framework. Communications in Information Literacy, 18 (1), 5–37 . [https://doi.org/](https://doi.org/)[ ](https://doi.org/)[10.15760/comminfolit.2024.18.1.2](10.15760/comminfolit.2024.18.1.2) This 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. Writing Instructors’ Intentional Integration of the Information Literacy Framework Catherine F. Riehle, University of Nebraska-Lincoln Erica DeFrain, University of Nebraska-Lincoln Deborah Minter, University of Nebraska-Lincoln Janel Simons, University of Nebraska-Lincoln Abstract This article presents an exploratory study that examines how 11 first-year writing instructors’ conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries’ teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre-and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors’ use and applications of the ACRL Framework increased after the program, showing greater personal engagement as evidenced by more preferential application of frames most relevant to their learning goals. Moreover, instructors integrated those frames more fully into their instructional practices. The authors’ analysis of instructor-created artifacts provides a unique lens into disciplinary instructors’ conceptualizations of and approaches to information literacy while examining the impact of one path for collaboration and scalability of information literacy integration within a curriculum. Keywords: information literacy, first-year writing, inquiry groups, intentional integration Riehle, C. F., DeFrain, E., Minter, D., & Simons, J. (2024). Writing instructors’ intentional integration of the information literacy Framework. Communications in Information Literacy, 18(1), 5–37. Writing Instructors’ Intentional Integration of the Information Literacy Framework The challenges of intentionally incorporating information literacy (IL) into undergraduate students’ academic experience and learning are well documented. Librarians are not, nor should they be, solely responsible for supporting student learning in these areas. There are multiple theoretical and practical approaches for information literacy teaching and learning. The Association of College and Research Libraries’ (ACRL, 2015) Framework for Information Literacy for Higher Education provides one path by articulating core conceptual understandings or “frames” central to information literacy. Framework authors

FAQs

What was the purpose of the study?

The study explores how first-year writing instructors’ conceptualizations of information literacy evolved during participation in a co-facilitated inquiry group.

How were information literacy themes and practices evaluated?

The authors created a coding schema and analyzed instructors’ pre- and post-program course syllabi as well as reflective pieces submitted by the instructors.

What were the main findings regarding use of the ACRL Framework?

Instructors increased their use and application of the ACRL Framework after the program, showing greater personal engagement and more complete integration of relevant frames into teaching practices.

Oct 15, 2026

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