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 Plan for Excellence - Revised November 2019
(2019-11) Association of College & Research Libraries
Open Access
Chapters Council Officers Manual
(2021-07)
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
Psychology Information Literacy Standards
(Association of College and Research Libraries, 2010-06) Crosser, Cynthia; Goebel, Nancy; Day, Evelyn; Neff, Paul
Open Access
Information Literacy Standards for Anthropology and Sociology Students
(Association of College and Research Libraries, 2008-01-15) Caravello, Patti S.; Kuchi, Triveni; Macicak, Susan
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.
Open Access
Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians
(Association of College and Research Libraries, 2001-01) Forys, Marsha; Rasmus, Francesca Lane; List, Carla; Pask, Judith; Ragains, Patrick; Reinhold, Nancy; Satterwhite, Robin R.; Taylor, Terry S.; Warmkessel, Marjorie M.; Grassian, Esther
The following Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians updates and replaces the older Model Statement. The Objectives will herein be referred to as the IS Objectives for clarity and to indicate that they were written by a Task Force of the Instruction Section (IS), formerly the Bibliographic Instruction Section of ACRL.
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
Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries
(2017) Dupont, Christian; Schindler, Amy; Fitzgerald, Moira; Flynn, Thomas; Hardman, Emilie; Lacher-Feldman, Jessica; McClurkin, Brenda; Polirer, Sarah; Swift, Gabriel; Tabb, Bruce; Yakel, Elizabeth
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
ACRL Code of Ethics for Special Collections Librarians, 2020 Revision
(Association of College and Research Libraries, 2020-06-19)
Open Access
Roles and Strengths of Teaching Librarians
(Association of College and Research Libraries, 2017-04-28) Amsberry, Dawn; Benjes-Small, Candice; Harrington, Sara; Miller, Sara; Mlinar, Courtney; Wilkinson, Carroll Wetzel
In 2014, the Standards for Proficiencies for Instruction Librarians and Coordinators Revision Task Force was charged “to update and revise the Standards for Proficiencies for Instruction Librarians and Coordinators document in accordance with the recommendations published in the report of the Standards for Proficiencies for Instruction Librarians and Coordinator Review Task Force.” The Review Task Force recommended that the new document adopt a contextual, holistic approach and wider vision which encompasses the roles and responsibilities of the instruction librarian within the academy, bridge the broader context and potential practical applications, and simplify the document. This new Roles and Strengths of Teaching Librarians in Higher Education document represents major change in this revision. Major changes in the revision include language changes such as the shift from “proficiencies” to “roles” and from “instruction librarian” to “teaching librarian,” a structural change from a list to a conceptual model, and an altered focus in the document from skills to strengths needed to thrive in each of the roles. This document uses the phrase “teaching librarian,” defined as a librarian who teaches in various contexts, and for whom teaching may be all or part of their professional responsibilities. This phrase is used because it is deemed broader and more participatory than “instruction,” which is indicative of the importance of teaching and the broader educational goals held by librarians.
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
Standards for Libraries in Higher Education
(Association of College and Research Libraries, 2018-02-12) Falcone, Andrea M.; Maciejewski, Felice; Ashby, Hayley; Calia-Lotz, Gina Marie; Dion, Danielle; Elliott, Tracy Ann; Fogarty, Ellie A.; Fritts, Jack Jr.; Garrison, Julie Ann; Huisman, Rhonda Kay; Jadlos, Melissa E.; Taylor, Laura R.; Tipton, Jocelyn T.; Gelfand, Julia; Jacobsma, Kelly Gordon; Malenfant, Kara J.
The Standards for Libraries in Higher Education are designed to guide academic libraries in advancing and sustaining their role as partners in educating students, achieving their institutions’ missions, and positioning libraries as leaders in assessment and continuous improvement on their campuses. Libraries must demonstrate their value and document their contributions to overall institutional effectiveness and be prepared to address changes in higher education, including accreditation and other accountability measures. These Standards were developed through study and consideration of issues and trends in libraries, higher education, and accrediting practices. The committee solicited input from librarians and library stakeholders at various types of institutions as well as drawing on research and best practices in the field.
Open Access
Information Literacy Standards for Teacher Education
(Association of College and Research Libraries, 2011-05-11) EBSS Instruction for Educators Committee
The quickly changing information and technology landscape requires increasingly sophisticated information literacy skills for the navigation, evaluation, and use of information (Jenkins, 2006). Teachers play a key role in providing students with diverse opportunities to learn how to use information wisely. Those preparing to become pre-kindergarten to twelfth grade (PK-12) teachers require a comprehensive understanding of information literacy to guide their own knowledge creation activities that will ultimately affect their future students. Yet, researchers have shown that future teachers often enter teaching without the necessary information literacy skills and knowledge (Laverty & Reed, 2006). Experiences in pre-service, graduate, and continuing education programs shape how teachers model and facilitate student learning in their own classrooms. The development of information literacy tools and knowledge is fundamental to teacher education students’ abilities to evaluate and use diverse and continually changing information sources in their academic work and pre-service teaching. Once in their own classrooms, PK-12 teachers model for their students how to critically navigate the current maze of information and how to use information to construct credible arguments: Information literacy competence enables pre-service teachers to develop a robust understanding of the role of information in their lives, and to model information literacy to PK-12 students.
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
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
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
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.