Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge
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Publisher:Taylor & Francis
Citation:Published version: Joshua Sadvari (2019) Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge, Journal of Map & Geography Libraries, 15:2-3, 101-133, https://doi.org/10.1080/15420353.2020.1719270
The adoption of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education in 2016 coincided with the launch of the digital edition of the Geographic Information Science and Technology (GIS&T) Body of Knowledge. The GIS&T Body of Knowledge and the ACRL Framework share a common goal of providing a flexible, community-driven, living document to support teaching and learning in higher education. The Body of Knowledge serves as a representation of the GIS&T knowledge domain, while the ACRL Framework aids librarians in integrating core information literacy concepts into instruction in their respective knowledge domains. Despite this connection, no attempt to evaluate how these guiding documents can be aligned to one another to inform instructional practice has yet been reported. This study uses a relative crosswalk approach to map connections between the knowledge practices and dispositions in the ACRL Framework and the learning objectives in the GIS&T Body of Knowledge. This analysis highlights alignment between these documents and can serve as a conceptual foundation to make it easier for map, geospatial, and subject librarians to identify practical opportunities for integrating information literacy instruction into GIS&T education, both independently and in collaboration with disciplinary faculty.
This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Map & Geography Libraries on February 24, 2020, available online: https://doi.org/10.1080/15420353.2020.1719270
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