Cover of book entitled "Explre Everything" by Bradley L. Garrett,

by byzantium books CC BY-NC 2.0

Hey there! Get ready for the final Frame and some fond remembrances. There’s still 6 years to go before we put together the inevitable task force to completely replace the Framework, so to kill some time, here are links to my other Frame reviews:

Authority Is Constructed and Contextual: A-
Information Creation as a Process:C-
Information Has Value: A-
Research as Inquiry: D
Scholarship as Conversation: F
Searching as Strategic Exploration

Let’s get to exploring!

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Three people seated around a table having a conversation.

by Int’l Research Institute for Climate and Society, CC BY-NC


You know, that last Frame review really bummed me out. I mean, “research as inquiry” is a great concept, but it’s hardly unique to information literacy, and now I’m sort of questioning the whole pretense behind the Framework. But, I’m not going to give up. Time for the penultimate frame: Scholarship as Conversation. To sum up where we’ve been:

Authority Is Constructed and Contextual: A-
Information Creation as a Process: C-
Information Has Value: A-
Research as Inquiry: D
Scholarship as Conversation
Searching as Strategic Exploration

On to the conversation!

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A woman holding a laptop in the library stacks.

by Leo Hidalgo, CC BY-NC

Three down, three to go. Welcome back to another round of “Revisiting the Framework” where I’m going through and looking at how the ACRL Framework changed between the original draft version I reviewed in 2014 and the final, ACRL-approved version. It’s been a week or so since my last post, but I’m smoking some chicken leg quarters and I have some time to write, so here it goes. Here’s where we’re at so far:

So, on to the next one: Research as Inquiry.

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graffiti of the word 'value' on a freight train

by carnagenyc, CC BY-NC

Our library has a journal article reading club and yesterday we read the famous Delphi study that’s at the center of the ACRL Framework. And then I realized I haven’t posted about a Frame this week. So, here you go. I’ve already looked at “Authority is Constructed and Contextual” “and “Information Creation is a Process.” Today I’ll look at the next frame in line: “Information has Value

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photo of a flowchart and template

by Gautler Poupeau, CC BY 2.0

Hey, ready for another round of “let’s revisit the Framework?” Like I wrote last time, I never got around to seeing how the final version of the ACRL Framework stacks up against the draft I originally reviewed. So, over the next few weeks I’ll be revisiting the frames one at a time. Last time was “Authority is Constructed and Contextual;” today it’ll be “Information Creation as a Process.” Let’s dive in.

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An image of wooden framework in which none of the beams line up or meet at right angles. It looks aesthetically pleasing but is structurally unsound.

by Nathan Umstead, CC BY-NC-ND 2.0

Okay. I really thought I was done with the ACRL Framework. I even wrote what I thought was the final word a few weeks ago…that it doesn’t matter. But, last night I was having a discussion with someone about blogging and the Framework and other stuff; and I realized that most of what I have said about the Framework dates to the Summer of 2014, where I addressed the draft framework. I never actually followed up to see how the final version stacked up. I still think the So, as a writing exercise for a slow reference desk shift, I thought it might be interesting to see what’s changed in two years. So, let’s take another look at the frames, starting with Authority is Constructed and Contextual.

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You’ve probably heard of #critlib: that loose affiliation of librarians interested in “critical perspectives on library practice” [link]. Now, I don’t identify with #critlib because. . .reasons. But I do think that the work being done under the mantle of critical librarianship is vital and important work, so it’s something I pay attention to. And one of the things I see an awful lot in #critlib discussions is an uncertainty about the role of critical theory. Reflecting on this, last week I wondered aloud whether anyone would be interested in short overviews of important figures in critical theory. And quite a few people expressed interest. So, I thought a little and I realized something: #critlib is absolutely saturated in the themes and ideas of Paulo Freire–chief architect of critical pedagogy. While his name is rarely explicitly mentioned,1 you still see his influence in talk of praxis, the banking model of education, problem-based learning, enabling student voices, authority being constructed and contextual, scholarship as a conversation, and so on. Personally, I think Freire is one of the greatest educators of the 20th century and his work had a big impact on my development as a teacher. But, I think his work also had some major flaws that people interested in Freire may want to consider. And that’s why I thought I’d take the time to give a brief overview of Paulo Freire and critical pedagogy. This is NOT authoritative. It’s just how one librarian who studied Freire back in the day understands critical pedagogy. The goal is fourfold:

  1. To give an overview of Freire’s thought.
  2. To provide definitions and context for frequently used terms (hello, ‘praxis’).
  3. To identify potential criticisms and considerations.
  4. To identify where librarians may find something useful

So, let’s begin…

Caricature of Paulo Freire

by Andre Koehne, CC BY-SA 3.0

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