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It offers perspectives on how the Standards have supported academic librarians over the past 15 years, while considering how the Framework might advance instruction. The authors argue both are valuable because they serve different purposes and audiences within the profession.",{"@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/volume-9-issue-2-thoughts-on-the-framework-continuing-the-conversation/598786/",{"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/volume-9-issue-2-thoughts-on-the-framework-continuing-the-conversation/598786.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central question does the essay raise about information literacy?","Question",{"text":112,"@type":113},"It questions how information literacy’s future will unfold in higher education given the Framework’s emergence and the debate over whether it can harmoniously coexist with the existing competency Standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do the authors advocate retaining the Information Literacy Competency Standards?",{"text":117,"@type":113},"They believe the Standards have served academic librarians well, are clearly written for broad stakeholders, and have provided persuasive vocabulary that supports advocacy within higher education institutions.",{"name":119,"@type":110,"acceptedAnswer":120},"How might switching from standards to threshold concepts affect librarians’ work with faculty and administrators?",{"text":121,"@type":113},"A dramatic shift could undermine efforts built over many years, because acceptance of the Standards and their terminology has been important for communicating the value of information literacy to faculty and administration.","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},598786,1792190256,{"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":24,"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":41},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 9, Issue 2, 2015 [THOUGHTS ON THE FRAMEWORK]  \nCONTINUING THE CONVERSATION  \nQuestions about the Framework  \nMegan E. Dempsey  \nRaritan Valley Community College  \nHeather Dalal Rider University  \nLynee R. Dokus  \nCounty College of Morris  \nLeslin H. Charles  \nRutgers, The State University of New Jersey  \nDavida Scharf  \nNew Jersey Institute of Technology  \nThis essay raises questions about the future of information literacy in higher education, given the prevalence of the Information Literacy Competency Standards in the library profession for the past 15 years, and the heated debate that took place regarding whether the Framework for Information Literacy and the Standards could harmoniously co-exist. We do not have answers to these questions, but we offer our perspectives on how the Standards have served academic librarians in the past and on how we envision the Framework and the Standards working together to further information literacy instruction. Our conclusion is that the Framework and the Standards serve different purposes and have different intended audiences and are thus both valuable to the profession.  \n[PERSPECTIVES EDITED BY ROBERT SCHROEDER]  \nDempsey, et al, Continuing the Conversation Communications in Information Literacy 9(2), 2015  \nINTRODUCTION  \nWhen the Framework for Information Literacy for Higher Education (Framework) was filed by the Association of College & Research Libraries (ACRL) Executive Board, it became part of the association’s“constellation of information literacy documents” (ACRL, 2015), including the existing Information Literacy Competency Standards for Higher Education (Standards) and numerous discipline-specific information literacy (IL) standards. The discussion and debate generated by the Framework has been a revitalizing force in the profession. The authors of this essay advocated for retention of the Standards in our Open Letter (Dalal, 2015) because we believe that both documents offer librarians important ideas from which to draw inspiration and guidance. As we see it, the Standards are broader in their aim of articulating information skills for lifelong learning, are clearly and simply written, and are easy to communicate to a wide range of stakeholders (e.g., other librarians, coteachers, disciplinary faculty,  \nadministrators, and accreditors) . The Framework explicates a deeper level of understanding of academic research using the language of scholarship and is intended for an expert audience. Here we look more deeply into the Framework and its relationship to the Standards, and we share some of our questions and thinking about the strengths of each.  \nHOW WILL THE FRAMEWORK IMPACT IL ADVOCACY AND ORGANIZATIONAL SUPPORT?  \nFor many of us, the Standards have served as the basis for course, program, and  \ninstitutional IL learning outcomes, but the Framework is not intended for this purpose. Instead, its creators felt that IL learning outcomes should be created locally using the threshold concepts for guidance. Librarians are being asked to discard the five benchmark information literacy competencies that have become part of the higher education vernacular, and substitute new language without a compelling reason to do so. The Framework may be in its infancy, but if it does not set standard national outcomes, will it receive the same kind of widespread recognition and endorsement as the Standards? Such recognition has been key for many of us in communicating the importance of IL to our faculty and administrators. How might the dramatic shift from standards (recognized in K-12 and in higher education) to threshold concepts impact the efforts librarians have put into educating their faculty and administration about information literacy? We see this broad acceptance of the Standards and its vocabulary over the past 25 years as a persuasive reason to retain them even while enriching them with the benefit of those years and with some of the new viewpoints presented in the Framewor","cbCaijaOyUDOSr6m","https://ap.wps.com/l/cbCaijaOyUDOSr6m","pdf",447493,12,"English","# Introduction\n# How will the Framework impact IL advocacy and organizational support?\n## Standards in institutional outcomes\n## Threshold concepts vs benchmarks\n## Adoption by accrediting and assessment bodies\n## Statewide support and progression standards","[{\"question\":\"What central question does the essay raise about information literacy?\",\"answer\":\"It questions how information literacy’s future will unfold in higher education given the Framework’s emergence and the debate over whether it can harmoniously coexist with the existing competency Standards.\"},{\"question\":\"Why do the authors advocate retaining the Information Literacy Competency Standards?\",\"answer\":\"They believe the Standards have served academic librarians well, are clearly written for broad stakeholders, and have provided persuasive vocabulary that supports advocacy within higher education institutions.\"},{\"question\":\"How might switching from standards to threshold concepts affect librarians’ work with faculty and administrators?\",\"answer\":\"A dramatic shift could undermine efforts built over many years, because acceptance of the Standards and their terminology has been important for communicating the value of information literacy to faculty and administration.\"}]","Volume 9 - Issue 2 - Thoughts on the Framework - Continuing the Conversation | PDF",1792087596]