Guidelines, Standards, and Frameworks

Permanent URI for this collectionhttps://hdl.handle.net/11213/7667

ACRL Standards, Guidelines, and Frameworks help libraries, academic institutions, and accrediting agencies understand the components of an excellent library.

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Open Access
ACRL Code of Ethics for Special Collections Librarians, 2020 Revision
(Association of College and Research Libraries, 2020-06-19)
Open Access
ACRL Framework for Impactful Scholarship and Metrics
(Association of College and Research Libraries, 2020-11-16) Borchardt, Rachel; Beamer, Jennifer; Bivens-Tatum, Wayne; Boruff-Jones, Polly; Roemer, Robin Chin; Chodock, Ted; DeGroote, Sandra; Hodges, Alex; Kelsey, Sigrid; Linke, Erika; Matthews, Jennifer
The ACRL Impactful Scholarship and Metrics Task Force was formed primarily to create a framework for the measurement and evaluation of academic librarian scholarship. The framework is designed to address gaps between current scholarly evaluation practices and impactful scholarly activities within academic librarianship, including ways to measure and evaluate the impact of a wide range of research outputs.
Open Access
ACRL Plan for Excellence - Revised November 2019
(2019-11) Association of College & Research Libraries
Open Access
ACRL Standards for Academic Librarians Without Faculty Status
(Association of College and Research Libraries, 2021-04) ACRL Committee on the Status of Academic Librarians; Status of Academic Librarians Standards and Guidelines Review Task Force
Open Access
ACRL Standards for Faculty Status for Academic Librarians
(Association of College and Research Libraries, 2021-04) Status of Academic Librarians Standards and Guidelines Review Task Force; ACRL Committee on the Status of Academic Librarians
In order to formally recognize the importance of faculty status for academic librarians and their contributions, ACRL endorses these standards. Institutions of higher education and their governing bodies are urged to adopt these standards.
Open Access
ACRL Visual Literacy Competency Standards for Higher Education
(Association of College and Research Libraries, 2011-10) Hattwig, Denise; Burgess, Joanna; Bussert, Kaila; Medaille, Ann
The importance of images and visual media in contemporary culture is changing what it means to be literate in the 21st century. Today's society is highly visual, and visual imagery is no longer supplemental to other forms of information. New digital technologies have made it possible for almost anyone to create and share visual media. Yet the pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view, use, and produce visual content. Individuals must develop these essential skills in order to engage capably in a visually‐oriented society. Visual literacy empowers individuals to participate fully in a visual culture.
Open Access
Chapters Council Officers Manual
(2021-07)
Open Access
Companion Document to the ACRL Framework for Information Literacy for Higher Education: Politics, Policy, and International Relations
(Association of College and Research Libraries, 2021-06-24) Oberlies, Mary K.; Cloyd, Brett; Morse, Catherine; Ackerman, Erin; Crowe, Stephanie; Lemery, Christopher; Nesvig, Chelsea; Wasson, Winn
The PPIRS Companion Document to the ACRL Framework for Information Literacy is the culmination of a two and a half-year collaborative effort involving PPIRS membership, faculty in PPIRS disciplines, and members of the Ad Hoc Committee charged with revising the former Political Science Research Competency Standards to bring them into alignment with the new ACRL Framework for Information Literacy.
Open Access
Companion Document to the ACRL Framework for Information Literacy for Higher Education: Research Competencies in Writing and Literature
(Association of College and Research Libraries, 2021-11-09) De Voe, Kristina M.; Richardson, Hillary A. H.; Coffey, Daniel P.; Blanchat, Kelly M.; Borgerding, Jodie; Cooper, Camille; Dahlquist, Mark; Diamond, Kelly; Durham, Erin; Foasberg, Nancy; Hartsell-Gundy, Arianne; Ornat, Natalie M.; Roberts, Matthew; Willoughby, Lydia Anne
In accordance with the formal adoption of the Framework for Information Literacy for Higher Education in 2017, the Association of College and Research Libraries’ (ACRL) Literatures in English Section (LES) seeks to provide guidelines for helping librarians collaborate with faculty, students, and researchers in creating new literary scholarship and creative works through navigating and engaging with texts and scholarship.
Open Access
Companion Document to the ACRL Framework for Information Literacy for Higher Education: Social Work
(Association of College and Research Libraries, 2021-06-24) Feng, Yali; Castello, Olivia Given; Graves, Carin; Johnson, Sarah; Maher, Stephen; Barry, Maureen; Marsalis, Scott
In 2018 the Association of College and Research Libraries (ACRL) Educational and Behavioral Sciences Section (EBSS) Social Work Committee was charged with developing a companion document to the ACRL Framework for Information Literacy for Higher Education as it relates to social work education and practice. This document is the result of a two-year process to bring about a usable, accessible companion document. The overarching goal of creating this companion document is to clearly demonstrate where the ACRL Framework and social work educational competencies and standards, as well as professional ethics and values, intersect.
Open Access
Companion Document to the ACRL Framework for Information Literacy for Higher Education: Women’s and Gender Studies
(2021-06-24) Adamo, Julie M.; Ahnberg, Katherine Emily; Baillargeon, Tara; Blunk, Becky W.; Couture, Juliann; Elder, Jennifer J.; Farmer, Lesley; Gammons, Rachel Wilder; Gomez, Ali; Hallerduff, Martinique; Labadorf, Kathleen; Ladenson, Sharon; Leibiger, Carol A.; Maddock, Amanda; Nataraj, Lalitha; Pinto, Caro; Saines, Sherri B.; Seale, Maura; Shanley, Caitlin; Smith, Sarah I.; Twomey, Beth; Willenborg, Amber; Wood, Susan
In 2015, the Association of College and Research Libraries (ACRL) completed the Framework for Information Literacy for Higher Education. Recognizing that diverse academic disciplines engage with information differently, the ACRL Women and Gender Studies Instruction Committee used the feminist lens of intersectionality to critically examine and adapt each of the original information literacy Frames to better address the needs and concerns of women’s and gender studies (WGS).
Open Access
Escape The Show and Tell: Engaging Primary Source Literacy through Immersive Game-based Instruction
(2021) Cannon-Rech, Dawn; Johnson, Autumn M
Open Access
A Framework for Access Services Librarianship: An Initiative Sponsored by the Association of College and Research Libraries’ Access Services Interest Group
(Association of College and Research Libraries, 2020-04) Warren, Brad; Armstrong, DaVonne; Boucher, Amy; Harper, James; Pierard, Cindy; Thoulag, Jean; Ketchum, David
This framework is a culmination of a three-year effort by Access Services professionals1 across the United States to define and describe a framework for Access Services librarianship. The ACRL Access Services Interest Group, established in July 2016, produced this work through a multi-step process that began with discussing and drafting a charge (Appendix A). After group discussions at ALA Midwinter in 2018, the IG identified four primary sections for the framework2. Subsequently, the group established four focus groups with seven members each chaired by volunteers to address each section. Unedited drafts from each focus group were submitted for additional review and discussion at ALA Annual in 2018, and through the ACRL Access Services Interest Group listserv. This document represents the collective work of these thirty-one individuals along with the feedback, suggestions, and encouragement from Access Services professionals across the country over the past 18 months. This framework should be of interest to academic librarians both inside and outside of Access Services as it intends to help shape, define, and explain the scope of this branch of librarianship as it continues to provide essential services and oversight of core library functions in 21st century college or research libraries. While the concept of Access Services is not new, this framework stands on the works of several individuals, groups, and reports submitted over the last 25 years and is hoped to bring a concrete framework to bear that will continue to build upon, expand, and greater define this specialization for the foreseeable future.
Open Access
Framework for Information Literacy for Higher Education
(Association of College and Research Libraries, 2016-01-11) ACRL Framework Task Force; ACRL Information Literacy Standards Committee; ACRL Standards Committee
Includes Chinese, French, Persian, and Spanish translations.
Open Access
Framework for Information Literacy for Higher Education
(Association of College and Research Libraries, 2014-02-20) Task Force, ACRL Framework
In June 2012, the ACRL Board approved a unanimous recommendation that the Information Literacy Competency Standards for Higher Education be significantly revised. This online blog and accompanying documents were part of the process used to create the new Framework for Information Literacy for Higher Education, which were adopted in January 2015.
Open Access
Guidelines for Primary Source Literacy
(2018) Bahde, Anne; Grob, Julie; Horowitz, Sarah; Richardson, Leah; Smedberg, Heather; Swan, Morgan; Crisp, Samantha; Daines, Gordon; Katz, Robin; Landis, Bill; Morris, Sammie; Sjoberg, Lisa
Primary sources provide compelling, direct evidence of human activity. Users who encounter primary sources gain a unique perspective on the subject they are studying, and an opportunity to learn firsthand how primary sources are used for original research. As users learn to successfully engage with primary sources, they also gain important skills that help them navigate the use of other information sources, and further develop their critical thinking skills. Primary sources can also be challenging to those who use them. The formats of primary sources may be unique and unfamiliar. They require critical analysis due to their creators’ intents and biases; the variety of contexts in which they have been created, preserved, and made accessible; and the gaps, absences, and silences that may exist in the materials.
Open Access
Guidelines for Standardized Holdings Counts and Measures for Archival Repositories and Special Collections Libraries
(2019) Gustainis, Emily R. Novak; Cuervo, Adriana; Fritz, Angela; Miller, Lisa; Shein, Cyndi; Conway, Martha O'Hara; Bregman, Alvan; D'Agostino, Rachel; Friedman-Shedlov, Lara; Hawley, Elizabeth Haven; Rawdon, Katy
The guidelines embodied in this document were developed to help archival repositories and special collections libraries quantify and communicate information about holdings.
Open Access
Information Literacy Competency Standards for Higher Education
(2000-01)
The Information Literacy Competency Standards for Higher Education (originally approved in January 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force.
Open Access
Information Literacy Competency Standards for Journalism Students and Professionals
(Association of College and Research Libraries, 2011-10) Murphey, Missy; Adams, Kate E.; Cooper, Natasha; Hornby, Amanda; Michael, Cathy; Senior, Heidi; Guthrie, Jessica; Threatt, Monique; Gola, Christina; Dabbour, Kathy; Hofschire, Linda; Rowland, Danielle; Garczynksi, Joyce; Borgerding, Jodie; Petr, Julie Ann
Beginning in 2006, the Communication Studies Committee (Association of College & Research Libraries, Education & Behavioral Sciences Section) collaborated with a variety of organizations to develop information literacy competency standards for journalism undergraduate students, graduate students, and professionals. Committee members conducted a literature review, consulted with professional journalism organizations from 2007-2009, met with communication and journalism faculty in 2007, presented a draft at the 2007 National Communication Association conference, participated in ACRL discussions related to information literacy competency standards in the disciplines, and met with an ACRL Information Literacy consultant in 2008.
Open Access
Information Literacy Competency Standards for Nursing
(Association of College and Research Libraries, 2013-10) Information Literacy Standards for Nursing Task Force
The Information Literacy Competency Standards for Nursing were completed and submitted to ACRL by the Health Sciences Interest Group - Information Literacy Standards for Nursing Task force in the spring of 2013. Preparation for the writing of the standards was based on two years of research on the information literacy needs of nursing students who are preparing for a profession in which evidence-based practice and translational research are fundamental values. This process included an extensive review of library and nursing literature; study of nursing standards used for accreditation; examining documents respected by nursing professionals and academics; as well as consultation with nursing faculty and library colleagues.