Rethinking Assessment: Information Literacy Instruction and the ACRL Framework

Most information literacy instruction (ILI) done in academic libraries today is based on the ACRL’s Information Literacy Competency Standards for Higher Education, but with the replacement of these standards by the new Framework for Information Literacy for Higher Education, there is a need to re-evaluate current teaching strategies and instructional techniques so that they can better serve the Framework’s goals. This paper explores current trends in ILI instruction and in the area of assessment in particular, since ILI assessment provides an opportunity not only to evaluate teaching effectiveness but also to reinforce the learning goals of the new Framework itself. It proposes several ways that assessment strategies can be aligned with the goals of the Framework by using guided group discussion, online discussion platforms, and social media platforms, and proposes further avenues for research in the evaluation of such strategies

A Generic Information and Consent Framework for the IoT

The Internet of Things (IoT) raises specific issues in terms of information and consent, which makes the implementation of the General Data Protection Regulation (GDPR) challenging in this context. In this report, we propose a generic framework for information and consent in the IoT which is protective both for data subjects and for data controllers. We present a high level description of the framework, illustrate its generality through several technical solutions and case studies, and sketch a prototype implementation

A framework for investigating the interaction in information retrieval

To increase retrieval effectiveness, information retrieval systems must offer better supports to users in their information seeking activities. To achieve this, one major concern is to obtain a better understanding of the nature of the interaction between a user and an information retrieval system. For this, we need a means to analyse the interaction in information retrieval, so as to compare the interaction processes within and across information retrieval systems. We present a framework for investigating the interaction between users and information retrieval systems. The framework is based on channel theory, a theory of information and its flow, which provides an explicit ontology that can be used to represent any aspect of the interaction process. The developed framework allows for the investigation of the interaction in information retrieval at the desired level of abstraction. We use the framework to investigate the interaction in relevance feedback and standard web search

Reframing the Framework: Situated Information Literacy in the Music Classroom

In 2016, the Association of College and Research Libraries (ACRL) released the Framework for Information Literacy for Higher Education (the Framework). The Framework replaces ACRL's Information Literacy Competency Standards for Higher Education, which had been in place since 2000. The departure of the Standards and the subsequent arrival of the Framework represents both a challenge and an opportunity for music librarians. How do we as a profession respond to the Framework, and how can we use it to work most effectively with music students and faculty? In this article, the author connects the ideas underlying the Framework with the concept of situated information literacy, outlining ways in which a situated approach to information literacy instruction enables music librarians to engage with disciplinary faculty, use our subject expertise to its fullest extent, and more readily grapple with changing national standards and guidelines

Why the ACRL Framework for Information Literacy for Higher Education Enhances Information Literacy Instruction

This article attempts to clarify what the ACRL Framework is designed to do for teaching librarians. The article looks briefly at the need for change from the Competency Standards based on librarian concerns about their own teaching effectiveness. The short description of two of the foundational books, on which the Framework was based, are introduced so that instruction librarians can do their own research into the foundational concepts of the Framework for a deeper understanding of the value of this new approach to library teaching. Links to teaching resources are included

Report on the Standardization Project ``Formal Methods in Conformance Testing''

This paper presents the latest developments in the “Formal Methods in Conformance Testing” (FMCT) project of ISO and ITU–T. The project has been initiated to study the role of formal description techniques in the conformance testing process. The goal is to develop a standard that defines the meaning of conformance in the context of formal description techniques. We give an account of the current status of FMCT in the standardization process as well as an overview of the technical status of the proposed standard. Moreover, we indicate some of its strong and weak points, and we give some directions for future work on FMCT