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首页> 外文期刊>The Journal of Academic Librarianship >Diving Deep: Reflective Questions for Identifying Tacit Disciplinary Information Literacy Knowledge Practices, Dispositions, and Values through the ACRL Framework for Information Literacy
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Diving Deep: Reflective Questions for Identifying Tacit Disciplinary Information Literacy Knowledge Practices, Dispositions, and Values through the ACRL Framework for Information Literacy

机译：深深地潜水：通过ACRL框架识别默契学科信息素养知识实践，处置和价值的反思问题

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摘要

The ACRL Framework for Information Literacy for Higher Education combined with the Decoding the Disciplines model provides a structure for critical reflection to help unearth and clarify tacit, or unspoken, expert disciplinary processes and values related to information literacy. This article details a pilot project designed to explore the process of unearthing unspoken assumptions about disciplinary information literacy through reflective questions designed using the theory of Decoding the Disciplines and the structure of the Framework, and details themes which emerged from several of the author's experiences with librarians and teaching faculty working through the reflections. The themes are presented as potential further sites for inquiry and to generate ideas for identifying and addressing discipline-specific roadblocks, both practical and cultural, through the Framework.
机译：关于高等教育的信息素养的ACRL框架与解码学科模型相结合，提供了一个批判性反思的结构，以帮助无法解决并阐明默认，或者不言而喻，专家纪律流程和与信息素养相关的价值观。 本文详细介绍了一项试点项目，旨在通过利用解码学科和框架结构的结构设计的反思问题来探讨挖掘纪律信息识字的纪律信息识字的过程，以及从一些作者与图书馆员的经验中出现的详细信息主题 和教师通过思考工作。 这些主题作为潜在的进一步网站，以便通过框架识别和解决纪律特定的路障识别和解决特定纪律的障碍的想法。

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