Aligning ACRL's Framework for Information Literacy with Communication Studies' Learning Outcomes for Library Instruction : An Exploratory Study

Bibliographic Details

Title
Aligning ACRL's Framework for Information Literacy with Communication Studies' Learning Outcomes for Library Instruction: An Exploratory Study
Authors and Corporations
Raymond Pun
Published in
Education Quarterly Reviews 3(3) 386-397
published
Zenodo, 2020
Type of Resource
E-Article
Source
Zenodo
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Summary
Integrating the ACRL Framework for Information Literacy in a library instruction class can be challenging. In addition, some disciplines such as communication studies have their own learning outcomes with similar connections to the framework to consider. This study explored how the framework can be positioned with learning outcomes from the National Communication Association (NCA). This study was guided by two research questions: 1. what are the intersections and shared values between ACRL’s Framework for Information Literacy and NCA’s Learning Outcomes, and how can these outcomes and frames be integrated into a library instruction workshop for undergraduate students in communication studies? To address these questions, the study identified, synthesized, and presented learning outcomes from two disciplines to communication studies faculty and academic instruction librarians in focus groups and interviews. Based on the interviews and focus groups, two themes emerged in this study: concept to practice and communicating information in society. These themes illuminate the connections between the two disciplines in the context of library instruction. By gathering their perceptions, the study explored a synthesized guideline to support future library instruction for communication studies courses at the undergraduate level.
Language
English