Abstract

This article explores the tension between information literacy as a generalizable skill and as a skill within the disciplines. The new ACRL Framework for Information Literacy for Higher Education addresses many challenges facing the previous ACRL Information Literacy Competency Standards for Higher Education, but the tension between disciplinary expertise and generalizable skills remains. Viewing the documents through the lens of teaching for transfer—that is, instruction that enables students to utilize knowledge and skills gained in one context in other situations—offers a useful approach. Exploring the Framework from the point of view of teaching for transfer addresses both practical and theoretical challenges. This viewpoint respects both the generalizable nature of information literacy and the highly contextual nature of its application in an academic setting.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 457-470
Launched on MUSE
2015-07-06
Open Access
No
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