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Instructors’ Intentional Integration of the Information Literacy Framework\u003Cbr>Catherine F. Riehle\u003Cbr>University of Nebraska-Lincoln, [catherine.riehle@unl.edu](catherine.riehle@unl.edu)\u003Cbr>Erica DeFrain\u003Cbr>University of Nebraska-Lincoln, [edefrain2@unl.edu](edefrain2@unl.edu)\u003Cbr>Deborah Minter\u003Cbr>University of Nebraska-Lincoln, [dminter1@unl.edu](dminter1@unl.edu)\u003Cbr>Janel Simons\u003Cbr>University of Nebraska-Lincoln, [janel.simons@unl.edu](janel.simons@unl.edu)\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  \nRiehle, 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)  \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.  \nWriting Instructors’ Intentional Integration of the Information Literacy Framework  \nCatherine F. Riehle, University of Nebraska-Lincoln Erica DeFrain, University of Nebraska-Lincoln Deborah Minter, University of Nebraska-Lincoln Janel Simons, University of Nebraska-Lincoln  \nAbstract  \nThis 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.  \nKeywords: information literacy, first-year writing, inquiry groups, intentional integration  \nRiehle, 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.  \nWriting Instructors’ Intentional Integration of the Information Literacy Framework  \nThe 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 ","cbCaim5zrZ3QXToI","https://ap.wps.com/l/cbCaim5zrZ3QXToI","pdf",393879,34,"English","# Abstract\n# Introduction\n## Challenges and collaborative roles\n## Intersections of information literacy and composition studies\n## Collaboration models and scalability\n# Study approach and context","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study explores how first-year writing instructors’ conceptualizations of information literacy evolved during participation in a co-facilitated inquiry group.\"},{\"question\":\"How were information literacy themes and practices evaluated?\",\"answer\":\"The authors created a coding schema and analyzed instructors’ pre- and post-program course syllabi as well as reflective pieces submitted by the instructors.\"},{\"question\":\"What were the main findings regarding use of the ACRL Framework?\",\"answer\":\"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.\"}]","Communications in Information Literacy - Issue 1 - Article 2 - Writing Instructors’ Intentional Integration of the Information Literacy Framework | PDF",1792088820,86]