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All of this discourse is rich in metaphoric language that can be used as a tool for critical reflection on teaching and learning, information literacy, and the nature and role of theory in the practice of teaching librarians. This article explores the metaphoric entailments of the Framework as a way to deepen our understandings and practices of information literacy.  \nKeywords: information literacy; teaching and learning; academic libraries  \nPerspectives edited by Carolyn Gamtso  \nHolliday, W. (2017). Frame Works: Using metaphor in theory and practice in information literacy. Communications in Information Literacy, 11(1), 4-20.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4 .0) .  \nFrame Works: Using Metaphor in Theory and Practice in  \nInformation Literacy  \nSince 2014, when the Association of College and Research Libraries (ACRL) released initial drafts ofthe Framework for Information Literacy in Higher Education (ACRL, 2015), the Framework has played a central role in the discourse on information literacy in academic libraries. That discourse has focused on multiple issues, including theory (threshold concepts and metaliteracy), the position of academic libraries within their institutions, and the role of official professional standards. During this time, I was having conversations with colleagues about the use of metaphor as a reflective and analytical tool to interrogate and better understand our teaching practices. The Framework, with metaphor central to its very title, was a common focus of these discussions. In one of these conversations I suggested, what if the current debates over the Framework are, in part, just a metaphor gone awry? What if the discourse reflects different understandings ofthe Framework’s central metaphors?  \nThis essay, then, emerged out of thinking and conversations with librarians about metaphor as a tool for critical reflection on teaching and learning and on the Framework itself. It is based, in part, on a workshop conducted with Anne-Marie Deitering and Merinda Hensley at the European Conference on Information Literacy in October 2016 and a keynote address at a Maricopa Community College conference, Implementing ACRL’s Information Literacy Framework: Instructional Strategies and Collaborative Opportunities, in November 2016.  \nThe title, Frame Works, is deliberate. It reflects my argument that metaphors do conceptual, theoretical work in shaping our teaching practice. Both the Framework and the Standards are discourses. Discourses, created in specific social contexts, are tools that mediate or guide our actions (Gee, 1999; Vygotsky, 1978; Wells, 2007) . Some tools, like hammers, make some actions possible (pushing a nail into a wall) and constrain others. The discourses in the Standards and the Framework are not necessarily right or wrong; rather, they are different tools that enable us to do (and not do) different things. As discourses, the Standards and the Framework include tacit assumptions about information literacy and learning, and metaphor is one way of teasing out these assumptions and determining how to best use the conceptual tools they afford.  \nBoth the Standards and ","cbCaicgdglrci6sP","https://ap.wps.com/l/cbCaicgdglrci6sP","pdf",165050,17,"English","# Abstract\n# Introduction\n## Purpose and research approach\n# Metaphor as a tool in the Framework discourse\n## Discourses as mediating tools\n# Standards vs. Framework\n## Learning outcomes and critique\n## Core concepts and threshold theory\n# Scope and limitations\n## Not a full discourse analysis\n# Conceptual foundations\n## Lakoff and Johnson’s view of metaphor","[{\"question\":\"What is the central focus of the article?\",\"answer\":\"The article explores how metaphors embedded in the ACRL information literacy Framework can deepen reflection and understanding of information literacy practice and teaching and learning.\"},{\"question\":\"How does the author characterize the relationship between metaphors and teaching practice?\",\"answer\":\"Metaphors do conceptual and theoretical work by shaping professional discourse; they function as tools that enable and constrain what teaching librarians can do.\"},{\"question\":\"How does the author distinguish the Standards from the Framework?\",\"answer\":\"The Standards emphasized learning outcomes and performance indicators and were critiqued as rigid and overly focused on generic skills, while the Framework focuses on interrelated core concepts and draws on threshold concept theory.\"}]","Frame Works - Using Metaphor in Theory and Practice in Information Literacy | PDF",1792087915,43]