Education Quarterly Reviews

ISSN 2621-5799

Published: 14 September 2020

Aligning ACRL’s Framework for Information Literacy with Communication Studies’ Learning Outcomes for Library Instruction: An Exploratory Study

Raymond Pun

Alder Graduate School of Education, USA

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10.31014/aior.1993.03.03.147

Pages: 386-397

Keywords: Information Literacy, Communication Studies, Faculty Collaboration, Library Instruction and Research Skills

Abstract

Integrating the ACRL Framework for Information Literacy in a library instruction class can be challenging. In addition, some disciplines such as communication studies have their own learning outcomes with similar connections to the framework to consider. This study explored how the framework can be positioned with learning outcomes from the National Communication Association (NCA). This study was guided by two research questions: 1. what are the intersections and shared values between ACRL’s Framework for Information Literacy and NCA’s Learning Outcomes, and how can these outcomes and frames be integrated into a library instruction workshop for undergraduate students in communication studies? To address these questions, the study identified, synthesized, and presented learning outcomes from two disciplines to communication studies faculty and academic instruction librarians in focus groups and interviews. Based on the interviews and focus groups, two themes emerged in this study: concept to practice and communicating information in society. These themes illuminate the connections between the two disciplines in the context of library instruction. By gathering their perceptions, the study explored a synthesized guideline to support future library instruction for communication studies courses at the undergraduate level.

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