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It frames information literacy as a codified approach enabling quantitative assessment of student learning, noting institutional pressure to document impact. 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The two serve different “vertical” and “horizontal” agendas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author argue institutions feel compelled to teach information literacy?",{"text":117,"@type":113},"Institutions must document impact on student learning. Teaching that cannot assess results risks marginalization and reduced funding.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the geometry metaphor contribute to the author’s argument?",{"text":121,"@type":113},"The metaphor characterizes a tension between hierarchical institution-wide control and deep/narrow disciplinary interests, explaining how library services evolve to serve either or both agendas.","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},598773,1792902515,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nA RECONSIDERATION OF INFORMATION LITERACY  \nStanley J. Wilder  \nUniversity of North Carolina, Charlotte  \nABSTRACT  \nThis article is a reflection on the author's 2005 Chronicle of Higher Education article\"Information Literacy Makes All the Wrong Assumptions.\" In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's \"vertical\" disciplinary agendas, while information literacy serves its \"horizontal\" institution-wide agenda.  \nWilder, A Reconsideration of Information Literacy Communications in Information Literacy 7(2), 2013  \nThe publication of my 2005 Chronicle of Higher Education article “Information Literacy Makes All the Wrong Assumptions” led to a long series of speaking engagements. In the question-andanswer period after one presentation, a woman asked me,“What do you have to say to those of us practitioners who face institutional obligations to teach information literacy as described in the ACRL standards?”  \nThis was an excellent question. I responded:“My advice is that you do whatever is required of you. Those standards describe what you must do, but I’m talking about what we should do. I only mean to suggest that we re-think what our library teaching is for.” The woman just shook her head, and the exchange ended there. But her question, and my wholly inadequate answer, rattled around in my mind for many months: What to make of the institutional obligations she faced, and what ought the library do about them? This paper is an attempt to frame abetter answer to her question and so to provide a more nuanced view of information literacy.  \nFor my purposes, information literacy is not a synonym for the academic library’s instruction function. It refers instead to an approach to instruction as codified in ACRL’s Information Literacy Competency Standards for Higher Education, as well as standardized tests such as those produced by Standardized Assessment of Information Literacy Skills (SAILS) and the Educational Testing Service, and as prescribed in requirements for the regional accrediting bodies. The word codified is key here, as information literacy is designed in part so as to allow for quantitative assessment, as, for example in measuring the library’s impact on student learning.  \nThe pressure institutions feel to document their impact on student learning is unrelenting, and teaching that fails to assess its results in these terms risks marginalization and declining financial support. In this climate, if information literacy didn’t already exist, libraries would need to invent it. In a word, we do information literacy because we have to.  \nTo leave it there, however, comes perilously close to the answer I gave in 2006. In 2008, I published a paper titled “The Geometry of the Academic Library” which attempted to provide a more nuanced view of the library’s institutional obligations, including those relating to instruction. The geometry in the title refers to a way of characterizing a central tension between two university agendas: its institution-wide interests with their hierarchical locus of control (its horizontal agenda) and the deep/narrow disciplinary interests that flow from discipline-based controls such as accreditation (its vertical agenda) . At bottom, the geometry metaphor might be a simple recasting of the traditional conflict between university administrators and faculty.  \nThe metaphor works, however, if only by portraying this age-old conflict as something more illuminating than sheer cantankerousness. For example, this lens makes it clear that academic library services have evolved naturally so as to serve one agenda or the other, and sometimes both. For example, library facilities generally serve horizontal functions, whereas collec","cbCaivcF85S0SoH2","https://ap.wps.com/l/cbCaivcF85S0SoH2","pdf",335043,"English","# ABSTRACT\n## Information literacy as an institutional obligation\n## Quantitative assessment and impact pressure\n## Vertical and horizontal agendas in academic libraries\n## Discipline-based orientation for instruction","[{\"question\":\"How does the article distinguish library instruction from information literacy?\",\"answer\":\"Library instruction is grounded in disciplinary norms, while information literacy fulfills a vital institution-wide obligation. The two serve different “vertical” and “horizontal” agendas.\"},{\"question\":\"Why does the author argue institutions feel compelled to teach information literacy?\",\"answer\":\"Institutions must document impact on student learning. Teaching that cannot assess results risks marginalization and reduced funding.\"},{\"question\":\"What does the geometry metaphor contribute to the author’s argument?\",\"answer\":\"The metaphor characterizes a tension between hierarchical institution-wide control and deep/narrow disciplinary interests, explaining how library services evolve to serve either or both agendas.\"}]","Volume 7 - Issue 2 - Reflecting on the Standards - A Reconsideration of Information Literacy | PDF",1792087571]