This personal narrative describes strategies for incorporating relevant lived experience as narrative storytelling during library instruction in an academic classroom setting. Integrating personal narrative into curriculum is proposed as a technique for expanding instruction librarians' development as teachers and mentors, and for motivating and…

This study explores the science, technology, engineering, and mathematics (STEM) community college faculty's perspectives on the Association of College and Research Libraries' (ACRL) "Framework for Information Literacy for Higher Education" ("Framework"). Previous studies of the "Framework" implementation have…

This article addresses the challenge that post-truth politics poses to teaching authority in information literacy. First, it isolates an element of the post-truth phenomenon, an element it calls "post-facts", to elucidate why teaching source evaluation is not, by itself, an antidote to fake news or other evidence of Americans' media…

In this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the "Framework for Information Literacy for Higher Education." The results indicate that students have…

The Framework for Information Literacy for Higher Education ("the Framework") may serve to influence academic library praxes. A total of 138 academic librarian participants were randomly selected (32 deans and 106 non-deans) from public and private institutions. The institutions spanned across six accrediting regions recognized by the…

Provides 13 suggestions for academic library instruction, focusing on creating handouts for students, faculty and staff; promotional materials; creating Web pages; putting lecture notes on the Web; flexible scheduling; staying concise; providing materials in multiple formats; creating assignments to be returned to a librarian; group instruction;…