Equipping academic librarians to integrate the Framework: A theoretical application

Abstract

Academic librarians are increasingly charged with providing instruction in conducting research and using library resources to students, faculty, and staff in higher education. In early 2015, the Association of College and Research Libraries released the Framework for Information Literacy in Higher Education and this new set of guidelines significantly impacts how academic libraries and librarians approach library instruction. However, little meaningful research has been done on how to equip this particular group of educational professionals through job-situated or job-related learning to reframe their instructional practices to fit this new mold. In seeking to best address these changing instructional needs, the author proposes that those involved in designing professional learning for academic librarians – such as conference planning committees, instructional designers, and library leaders charged with providing and supporting professional learning on information literacy instruction – design and deliver learning experiences that incorporate transformational learning theory, use principles of social learning theory, and consider learners’ goal orientation and motivation. Incorporating these theories into professional learning practice, academic librarians can more effectively and meaningfully integrate the ACRL Framework into their instruction.