Information Has Value: Teaching with the ACRL Framework in a STEM Setting

ABSTRACT

This paper is adapted from a conference lightning talk held at the Special Libraries Association Annual Conference in Baltimore, MD, in June 2018. It describes two teaching examples of how the Framework for Information Literacy for Higher Education, published by the Association of College and Research Libraries in 2015/2016, can inform discussion and dialogue with STEM researchers. Specifically, the frame Information Has Value is helpful for explaining the types of electronic resource access colleges and universities provide to our constituencies. The first example, a workshop for physics graduate students and postdocs, focused on information resources, concepts, and tools that would be helpful for those considering transitions away from academia. The second, an instruction session for undergraduates in a course on global warming, combined Information Has Value with Scholarship as a Conversation to talk to students about the changes in scholarly publishing from the nineteenth century to the present.

KEYWORDS:

• ACRL framework
• information has value
• information literacy
• library and information science
• science library instruction

Notes

^1. Slides used during the original lightning talk are available on the Open Science Framework web site at https://osf.io/b7nv6/; other lightning talks from the session can be explored using the content tag “STEMLightning2018.”