Much of the focus in the analysis of the ACRL Information Literacy Framework in recent years has been on library instruction as a means to advance student abilities to find, evaluate, and use information. However, evolving workforce demands deeply affect what proficiencies the 21st-century student needs. This poster uses the recent collaborative work between the University of Northern Colorado Libraries and the Center for International Education as the lens to examine the ACRL Framework as crucial to the development of a wide range of cultural competencies that complement information literacy.
The poster details the effort of the UNC Education Librarian to enhance the current library instructional offerings for UNC’s growing population of international scholars by blending the six ACRL frames with the Building Blocks to Cultural Competence adapted from Cross (1989). The librarian used several curriculum analysis techniques, including curriculum coherence, difficulty estimation, and dependence estimation, to incorporate discussions of cultural, interpersonal, and environmental factors that make up cultural competency into conventional information literacy instruction.
This poster presents formative assessment data collected in Fall 2018 and Spring 2019 through strategic questioning, instructor observations of student query construction, think-out-loud protocols, and think-pair-share exercises. The findings reveal heightened levels of self-awareness, shared cultural knowledge, and sensitivity to cultural difference—outcomes that are difficult to accomplish in library instruction, particularly involving minority populations. Thus, the poster opens new possibilities in thinking about literacy in the 21st century as the foundation that prepares students to adapt to imminent change in technology, culture, and society.
Stan Trembach– Education Librarian, University of Northern Colorado James A Michener Library