The last chapter briefly mentioned the six basic principles of the ACRL (Association of College & Research Libraries) Framework. This section will now examine these in more detail by presenting the associated practical knowledge and attitudes.

---

Authority Is Constructed and Contextual

Knowledge practices

• Define different types of authority.
• Determine the reliability of sources.
• Understand how authority is established in various disciplines.
• Recognize that there are different authorities, depending on media type.
• Recognize the responsibility of authorities and your own.
• Understand the interplay and change of authorities.

Dispositions

• Be open to different perspectives.
• Find standard information from authorities.
• Look at information critically and without prejudice.
• Question authority.
• Be critical of yourself.

---

Information Creation as a Process

Knowledge practices

• Know the possibilities and limitations of information.
• Evaluate information also on the basis of its creation process.
• Know the processes for creating and disseminating information in different disciplines.
• Recognize the implications of information formats that contain static or dynamic information;

Dispositions

• See the characteristics of information created through the information process.
• Recognize the power of finding an appropriate source of information for a specific requirement.
• Accept the different formats of information.
• Accept complexity.
• Understand the different ways of disseminating information.

---

Information Has Value

Knowledge practices

• Quote correctly.
• Understand the importance of intellectual property.
• Understand copyright and open access.
• Understand the consequences of lacking or restricted access to information.
• Decide what information to publish, where and how.
• Use your information responsibly.

Dispositions

• Respect intellectual property.
• Recognize that creating information requires skills, time and effort.
• See yourself as a provider and disseminator of information, not just a consumer of it.
• Be aware of your own privileges when dealing with information.

---

Research as Inquiry

Knowledge practices

• Formulate search queries.
• Determine the scope of investigation.
• Break complex questions into simple ones.
• Use different research methods.
• Keep track of the information gathered.
• Organize information in a meaningful way.
• Draw ideas from different sources.
• Draw reasonable conclusions based on careful analysis of information.

Dispositions

• View research as an open-ended exploration.
• Be aware that a question may be more complex than it first appears.
• Be curious.
• Be open and critical.
• Be persistent and flexible in the research process.
• Take different perspectives.
• Seek support when needed.
• Follow ethical and legal guidelines.

---

Scholarship as Conversation

Knowledge practices

• Acknowledge the contributions of others.
• Participate in scientific exchange in an appropriate way.
• Identify barriers to scientific exchange.
• Critically evaluate the contributions of others.
• Recognize changes in science over time.
• Recognize that there is more than just one view.

Dispositions

• Recognize science as an ongoing conversation.
• Seek out conversations taking place in your discipline.
• Contribute actively to scientific conversations.
• Recognize that scientific conversations takes place in different formats.
• Judge carefully and in context.
• Understand the responsibilities that comes with entering the scholarly conversation.
• Appreciate and evaluate your own contributions.
• Recognize that knowledge is a prerequisite for participation and engagement.

---

Searching as Strategic Exploration

Knowledge practices

• Determine your information needs.
• Find and access appropriate sources of information.
• Choose appropriate search strategies and tools according to your information needs.
• Adapt the search strategies according to the results.
• Understand how information systems work.
• Manage search processes and results.

Dispositions

• Show flexibility and creativity.
• Understand the recursive nature of research.
• Be aware that information sources have varying relevance and value.
• Seek guidance from experts.
• Recognize the value of browsing and serendipity. vSee research as a challenge.

---

The ACRL Framework does not see information literacy education simply as acquisition of knowledge and practical experience. Rather, it is a holistic view of the handling of information in professional and social life.

---

Literatur

Association of College & Research Libraries (2015). Framework for Information Literacy for Higher Education. Retrieved from: http://www.ala.org/acrl/standards/ilframework (02.12.2021).

Lizenz