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The article presents a spectrum of curricular and co-curricular implementation options, framed as a continuum of deeper engagement: redesigned one-shot sessions, unit-based assignments within courses, redesigned degree courses, coordinated course sequences, and capstone synthesis courses. Two concrete examples illustrate integrating framework elements through instructional redesign and a hybrid course model that blends unit work with broader course redesign.",{"@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-first-thoughts-on-implementing-the-framework-for-information-literacy/598801/",{"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-first-thoughts-on-implementing-the-framework-for-information-literacy/598801.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","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 prompted the discussion on implementing the Framework in 2015?","Question",{"text":112,"@type":113},"The ACRL Board accepted the Framework for Information Literacy for Higher Education in February 2015, and library-community discussions continued on steps for implementation and experimentation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What implementation options does the article propose across the spectrum?",{"text":117,"@type":113},"It outlines redesigned single instruction sessions, unit-based “frames” assignments within one course, redesigned courses in general education or majors, coordinated course sets, and capstone or “synthesis” courses.",{"name":119,"@type":110,"acceptedAnswer":120},"How can librarians and faculty use curriculum mapping and learning pathways?",{"text":121,"@type":113},"They should conduct systematic curriculum analyses and design curriculum maps to identify the best “fit” homes for the six Frames, charting learning pathways to guide conversations with key campus stakeholders.","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},598801,1792190255,{"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":44,"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":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 9, Issue 2, 2015 [THOUGHTS ON THE FRAMEWORK]  \nFIRST THOUGHTS ON IMPLEMENTING THE FRAMEWORK FOR INFORMATION LITERACY  \nTrudi E. Jacobson  \nUniversity at Albany, SUNY  \nCraig Gibson  \nThe Ohio State University  \nFollowing the action of the ACRL Board in February 2015 in accepting the Framework for Information Literacy for Higher Education as one of the “constellation of documents” that promote and guide information literacy instruction and program development, discussion in the library community continues about steps in implementing the Framework. The spectrum of possibilities for implementing the Framework encompasses both curricularand co-curricular settings within colleges and universities. At this early stage of implementing the Framework, we suggest five curricular and instructional structures that can be thought of as a continuum of deepened engagement with its core ideas. The second half of this article presents two examples that show possible ways to incorporate elements of the Framework: a redesigned single instruction session and a course that illustrates a hybrid model blending the unit-based assignments with a course redesign.  \n[PERSPECTIVES EDITED BY ROBERT SCHROEDER]  \nJacobson & Gibson, First Thoughts on Implementing Communications in Information Literacy 9(2), 2015  \nINTRODUCTION  \nIn February 2015 the ACRL Board accepted the Framework for Information Literacy for Higher Education as one of the“constellation of documents” that promote and guide information literacy instruction and program development. Following the acceptance, discussion in the library community continues about steps in implementing the Framework, through blog postings, Twitter, conference presentations, and discussions among colleagues at many institutions. Much experimentation is underway as evidenced by continued discussion in these forums.  \nFRAMEWORK IMPLEMENTATION SPECTRUM  \nThe spectrum of possibilities for implementing the Framework encompasses both curricular and co-curricular settings within colleges and universities. The concepts identified in the Framework can be calibrated to deepen student understanding of scholarship, inquiry, searching, evaluation, publishing, and their rights as creators as well as consumers of knowledge, in a variety of complementary ways that build on introductions to those concepts in first-year courses.  \nAt this early stage of implementing the Framework, we suggest that the spectrum of possibilities includes:  \n􀁸 Redesigned single instruction sessions  \n􀁸 Assignments in one course that form a “unit” around one or more of the Frames.  \n􀁸 Redesigned courses, either in  \ngeneral education or in a major field  \n􀁸 Sets of coordinated courses in a major or in an interdisciplinary area of concentration  \n􀁸 Capstone or “synthesis” courses  \nThese curricular and instructional structures can be thought of as a continuum of deepened engagement with the core ideas of the Framework, with foundational ideas introduced even in retooled one-shot sessions. Foundational ideas drawn from the Framework about scholarly influence, the process of inquiry, and types of authority can serve to “frame” discussions of tools and resources, whether databases, citation manuals, or social media sites, in a more integrated way. Deeper engagement will come through a series of assignments or“course units” co-developed between librarian and faculty member, where student exploration of the core ideas allows them to understand connections among them more completely. Redesigned courses into which one or more of the Frames are woven provide expanded opportunities for selfreflection (metacognition), one of the key elements of the Framework, as well as student projects that demonstrate student contributions to the information ecosystem. Coordinated courses allow for the core concepts of the Framework to be reinforced in a complementary manner. Capstone courses, if available, present opportunities to integrate the Framework’s concepts in wid","cbCaiaED0cZ8BYQB","https://ap.wps.com/l/cbCaiaED0cZ8BYQB","pdf",500541,"English","# Introduction\n# Framework Implementation Spectrum\n## Curricular and instructional structures\n## Learning pathways and curriculum mapping\n## Co-curricular expansion and examples","[{\"question\":\"What prompted the discussion on implementing the Framework in 2015?\",\"answer\":\"The ACRL Board accepted the Framework for Information Literacy for Higher Education in February 2015, and library-community discussions continued on steps for implementation and experimentation.\"},{\"question\":\"What implementation options does the article propose across the spectrum?\",\"answer\":\"It outlines redesigned single instruction sessions, unit-based “frames” assignments within one course, redesigned courses in general education or majors, coordinated course sets, and capstone or “synthesis” courses.\"},{\"question\":\"How can librarians and faculty use curriculum mapping and learning pathways?\",\"answer\":\"They should conduct systematic curriculum analyses and design curriculum maps to identify the best “fit” homes for the six Frames, charting learning pathways to guide conversations with key campus stakeholders.\"}]","Volume 9 - Issue 2 - Thoughts on the Framework - First Thoughts on Implementing the Framework for Information Literacy | PDF",1792087625,23]