Organization, Information and Learning Sciences ETDs

Publication Date

6-9-2016

Abstract

"The Framework for Information Literacy for Higher Education ("the Framework") may serve to influence academic library praxes. A total of 138 academic librarian participants were randomly selected (32 deans and 106 non-deans) from public and private institutions. The institutions spanned across six accrediting regions recognized by the Council for Higher Education Accreditation. Participants completed a 22-item survey designed to elicit their perceptions of the Framework's impact. Professional position (deans or non-deans) was significantly correlated with the perceived level of impact that the Framework might have on library praxes. That is, deans tended to rate the Framework at a higher level of impact than non-deans. The final question on the survey was open-ended, asking participants to explain their rating of overall impact the Framework may have on library practices at their institutions. Qualitative coding of responses to the final question revealed three themes indicating advantages of the Framework, and twelve themes indicating challenges of the Framework. Findings from this study may be useful to academic librarians, discipline faculty, and other institutional stakeholders in determining how information literacy instruction is defined, promoted, and taught in higher education. Findings may also serve to initiate and illuminate conversations around the Framework, and how to approach possible implementation.

Degree Name

Organization, Information and Learning Sciences

Level of Degree

Doctoral

Department Name

Organization, Information & Learning Sciences

First Committee Member (Chair)

Wilkinson, Frances

Second Committee Member

Green, Alison

Third Committee Member

Emmons, Mark

Language

English

Keywords

Information literacy, Framework for Information Literacy, Academic Librarianship, Information Literacy Standards, Library Science, Library Instruction

Document Type

Dissertation

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