A critical praxis in the information literacy education classroom using the ACRL Framework for Information Literacy for Higher Education

Abstract

The University of the Western Cape Library uses the ACRL Framework for Information Literacy for Higher Education to introduce an alternative, nuanced approach to information literacy training by transforming librarians’ teaching praxis. The Framework presents a new perspective on teaching and learning and is built around six frames, each consisting of a threshold concept which is central to information literacy. To this end, the Library coordinated the Information Literacy Programme for the University’s Library and Information Science Department. By using a qualitative approach, this case study describes the integration of the Framework in the Information Literacy Education module to teach prospective librarians to internalise the core concepts of the Framework. The paper discusses how the Framework was operationalised to enhance students’ critical thinking through the application of formative and summative assessments and a number of student artifacts.