Can't help my-shelf

In reading and researching this week I came across a germane analysis of the Association of College and Research Libraries' (ACRL) information literacy framework, in a piece from the Institute of Electrical and Electronics Engineers (IEEE). Professor Cliff Lampe (2021) writes: This framework focuses more on the dynamic nature of information, the constructed and contextual nature of authority, and information literacy as an ongoing, strategic process in which people engage. This avoids the problems of less complex methods by teaching people to think more deeply and critically about the information they receive, and by rejecting simple ideas of what is true or false (para. 3). I appreciate how concisely Lampe identifies both context for and considerations made in generating the ACRL framework. His explanation pinpoints so many of the big ideas of effectively teaching young learners how to practice and prioritize information literacy. Information on any number of topics, and from the

  AASL and ISTE Standards: Common Denominators, Core Differences According to the AASL, their National School Library Standards are designed to "help school librarians establish effective school libraries, and provide goals to advance programs and prepare students (K-12) for college, careers, and life" (AASL, n.d., Research Objectives). Their most recent Standards update aims to empower school librarians with a common framework to apply to and inform their work. The revised Standards still identify all the same common beliefs inherent to the profession, and both these beliefs and the Standards themselves revolve around the 3 components of the school library: the library itself, the community of learners served by the library, and the librarians whose job it is to connect learners with information resources in an ever-evolving learning environment. Standards are integrated for all 3, and they are composed of 6 shared foundations with a framework for each of the 6. 4 domains (t