• Reframing the Framework: Situated Information Literacy in the Music Classroom

    Author(s):
    Erin Conor (see profile)
    Date:
    2017
    Group(s):
    Music Library Association
    Subject(s):
    Information literacy, Library science, Information science, Music libraries
    Item Type:
    Article
    Tag(s):
    ACRLframework, Library and information science
    Permanent URL:
    http://dx.doi.org/10.17613/M6BP2W
    Abstract:
    In 2016, the Association of College and Research Libraries (ACRL) released the Framework for Information Literacy for Higher Education (the Framework). The Framework replaces ACRL's Information Literacy Competency Standards for Higher Education, which had been in place since 2000. The departure of the Standards and the subsequent arrival of the Framework represents both a challenge and an opportunity for music librarians. How do we as a profession respond to the Framework, and how can we use it to work most effectively with music students and faculty? In this article, the author connects the ideas underlying the Framework with the concept of situated information literacy, outlining ways in which a situated approach to information literacy instruction enables music librarians to engage with disciplinary faculty, use our subject expertise to its fullest extent, and more readily grapple with changing national standards and guidelines.
    Notes:
    Pre-print.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Publisher:
    A-R Editions
    Pub. Date:
    2017
    Journal:
    Fontes Artis Musicae
    Volume:
    64
    Issue:
    4
    Page Range:
    346 - 354
    ISSN:
    0015-6191
    Status:
    Published
    Last Updated:
    6 years ago
    License:
    All Rights Reserved
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