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The argument treats standards as a malleable, evolving document rather than a fixed rule set, and calls for conversations on practical, pedagogical, and theoretical implications. It also situates the discussion within lifelong learning, librarians’ professional roles, and broader vision statements beyond the ACRL standards, emphasizing technology as only one limitation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/minding-the-gaps-exploring-the-space-between-vision-and-assessment-in-information-literacy-work-volume-7-issue-2-2013/598770/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/minding-the-gaps-exploring-the-space-between-vision-and-assessment-in-information-literacy-work-volume-7-issue-2-2013/598770.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the ACRL Information Literacy Competency Standard Review Task Force aim to reconsider?","Question",{"text":112,"@type":113},"It invites practitioners to rethink how the information literacy standards might be revised, rethought, and re-envisioned.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article argue that the standards should not be treated as fixed rules?",{"text":117,"@type":113},"The process is described as an opportunity to remember the standards are malleable and evolving, requiring questions about practical, pedagogical, and theoretical implications.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article relate information literacy to lifelong learning and librarianship?",{"text":121,"@type":113},"It states information literacy lies at the core of lifelong learning and frames librarians’ roles within educational mandates, while also referencing broader vision documents beyond the ACRL standards.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598770,1792165957,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nMINDING THE GAPS  \nExploring the space between vision and assessment in information literacy work  \nHeidi LM Jacobs University of Windsor  \nABSTRACT  \nThe current “ACRL Information Literacy Competency Standard Review Task Force”presents information literacy practitioners with an engaging intellectual endeavor: how might these standards be revised, rethought, re-envisioned? Regardless of what the review yields, the process is an excellent opportunity for us to think broadly and creatively about the Standards and to remember that they are not a fixed set of rules but a malleable and evolving document. Asking questions about the practical, pedagogical, and theoretical implications of the Standards and considering alternative approaches will yield engaging, fruitful, and necessary conversations not only about the teaching of information literacy but about our role as librarians within the educational mandates of our institutions.  \nJacobs, Minding the Gaps Communications in Information Literacy 7(2), 2013  \nIt would be nice if all of the data which sociologists require could be enumerated because then we could run them through IBM machines and draw charts as economists do.  \nHowever, not everything that can be counted counts, and not everything that counts can be counted. (William Bruce Campbell, 1963, p. 13)  \nInformation Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations. Lifelong learning enables individuals, communities and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for shared benefit. It assists them and their institutions to meet technological, economic and social challenges, to redress disadvantage and to advance the well being of all.  \n(Alexandria Proclamation on Information Literacy and Lifelong Learning, 2006)  \nThe current ACRL Information Literacy Competency Standard Review Task Force presents information literacy practitioners with an engaging intellectual endeavor: How might these standards be revised, rethought, re-envisioned? The June 2, 2012, memo regarding the Task Force Recommendations states that the Association of College and Research Libraries’s (ACRL’s) current Information Literacy Competency Standards for Higher Education (2000) document “should be extensively revised” because information  \nliteracy has evolved in the past decade due to “changes in technology, scholarly communication, and the information lifecycle” (ACRL 2013, p. 1) . Today’s college students, the document notes, are “tasked with navigating a much wider world of information than ever before   Students are not only information users, they are information creators. . . . Helping students become information literate is more critical than ever before” (p. 2) . While I do not dispute that these revisions are important and timely, technological matters are not the only limitations of the current version of the Standards. Revising the existing standards to be more in keeping with technological advances does not address the questions that have been raised recently (Harris, 2009; Pankl & Coleman, 2009; Schroeder & Cahoy, 2010; Seale, 2009; Sutherland, 2009) .  \nRegardless of what the review yields, I think the process is an excellent opportunity for us to think broadly and creatively about the individual standards and to remember that they are not a fixed set of rules but a malleable and evolving document. More importantly, to my mind, this process is also an opportunity for all information literacy practitioners to consider the Standards writ large: What work does a document like the Standards do in our profession? What work might we want this document (or anothe","cbCaioLw9KZxFS49","https://ap.wps.com/l/cbCaioLw9KZxFS49","pdf",470048,11,"English","# Reflecting on the Standards\n## Minding the Gaps\n## Abstract and Core Arguments\n## Standards Revision and Broader Implications\n## Lifelong Learning and Librarians’ Roles","[{\"question\":\"What does the ACRL Information Literacy Competency Standard Review Task Force aim to reconsider?\",\"answer\":\"It invites practitioners to rethink how the information literacy standards might be revised, rethought, and re-envisioned.\"},{\"question\":\"Why does the article argue that the standards should not be treated as fixed rules?\",\"answer\":\"The process is described as an opportunity to remember the standards are malleable and evolving, requiring questions about practical, pedagogical, and theoretical implications.\"},{\"question\":\"How does the article relate information literacy to lifelong learning and librarianship?\",\"answer\":\"It states information literacy lies at the core of lifelong learning and frames librarians’ roles within educational mandates, while also referencing broader vision documents beyond the ACRL standards.\"}]","MINDING THE GAPS - Exploring the space between vision and assessment in information literacy work - Volume 7, Issue 2 - 2013 | PDF",1792087568,28]