This chapter will discuss how one small liberal arts school utilized the ACRL Framework for Information Literacy for Higher Education, a year after it was filed, to build LibGuides as they adopted the software for the first time. The goal being to create guides that would not simply be topical lists of resources but conceptual starting points for discipline-specific research that also integrated the ACRL Framework. As work on the guides continued and staffing transitions occurred the intention to utilize guides as instructional tools was solidified so that they could be used as a way to introduce threshold concepts in face to face library instruction and as points of reference for reinforcing these concepts after these sessions. Librarians at this institution created best practices, templates, and workflows in order to emphasize visualization of the Framework for students and further utilized learning theory concepts to map Framework outcomes to different styles of learning. Readers will come away understanding how to develop, implement, and cultivate similar LibGuide design at their own institutions.
LibGuides, ACRL framework, research guides, instructional tools, critical thinking, point of need learning
Scholarship of Teaching and Learning
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Duffy, Brooke; Kelleen Maluski; and Gina Levitan. "FRAMING THE GUIDES Transforming LibGuides Creation through Conceptual Integration with the ACRL Framework." (2021). https://digitalrepository.unm.edu/hslic-publications-papers/55