This week, I tackled the “Information Has Value” frame. I continue to look at the framework through the lens that “knowledge is not reducible to knowing” (Maton, 2014, p. 8). Maton’s goal with legitimation code theory is to make knowledge itself an object of study, to take it out of the mind (knowing) and to make it visible (this is the way I think knowledge practices should be written).
Again, I found an emphasis on cognitive processes in this frame. As I see it, cognitive processes serve as the step prior to knowledge practices, and I think it is very important that we, as a profession, describe what the knowledge practices themselves look like. While they may look slightly different in different contexts, there are enduring similarities among these knowledge practices between contexts and cultures that are objective and that need to be identified and described. In that respect, I see the ACRL framework as only partially finished.
Information Has Value
|Knowledge Practice||IL Facet||Knowing in Action||Instructional Strategies|
|Give credit to the original ideas of others through proper attribution and citation;||Communication||This is knowing in action.||To really become an expert in this KP (and this is an important one in both the academic and “real” world), students need ongoing and consistent feedback related to citing works. The embedded librarian plays a vital role in fostering this KP.|
|Understand that intellectual property is a legal and social construct that varies by culture;||Problem Solving||Follow both national and international intellectual property laws.||Many students may never tackle this KP at a scholarly level. However, the realities of intellectual property law are present in policies such as those related to illegal downloading and file sharing, so this KP must be addressed as soon as students enter higher education (library orientation is a good entry point).|
|Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;||Ways of Thinking; Communication||Utilize information sources in a way that reflects copyright and fair use laws.||As discussed above, this KP should be addressed as soon as students enter higher education. It will be assessed through students’ actions across courses (e.g., plagiarism checker tools).|
|Understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;||Ways of Thinking||Participate in or support activities that provide voice to a diversity of students.||Working with student services, the library can serve as a sounding board for a variety of activities that support diversity (e.g., writing contests, library displays). In the classroom, critical pedagogies support this KP.|
|Recognize issues of access or lack of access to information sources;||Ways of Thinking; Communication||Participate in campus or community activities that improve accessibility to information resources.||Librarians can work with campus and community groups to collaborate on programs that support this KP. For example, adult literacy outreach, collecting books to donate to local schools, etc.…|
|Decide where and how their information is published;||Communication
|All three of these KP’s are inter-related. The results of decision-making are the actions that express them.||For many students, this KP will impact them primarily at the personal and career levels. Maturity plays a big role here, and it really requires cross-campus participation in programs that address the underlying implications of bad decision-making regarding this KP. The library can certainly spearhead such a program, but should include other areas of campus such as the career center and campus safety.
|Understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;
|Make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.|