Faculty Perceptions of the Framework for Information Literacy for Higher Education

Abstract

Applying the Framework for Information Literacy for Higher Education (Framework) to an institutional context can seem like a daunting task, especially for a new librarian. As part of efforts to investigate how these guidelines can best meet student information literacy needs, a librarian at one university surveyed local faculty to learn what role they believe the Framework’s knowledge practices should play in student learning. Faculty read knowledge practices and indicated their beliefs about the importance, timing, and responsibility for each one. Findings are instrumental in updating the information literacy instruction curriculum and communicating with faculty about information literacy. This research may be useful for those interested in gathering faculty input as they determine how the Framework can support the unique needs of students at their own institutions.