Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices (Off-RoadShow Virtual Workshop)

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The ACRL Framework for Information Literacy for Higher Education - with its emphasis on self-reflective, lifelong learning and conceptual understandings of information, research, and scholarship - has prompted many librarians to consider their teaching practices from fresh angles, as they explore their evolving instructional roles within and beyond the library classroom. The Framework’s vision of information literacy education as a shared responsibility of all educators suggests both opportunities and challenges for teaching librarians, as we expand pedagogical approaches and partnerships. This online workshop supports librarians seeking to engage more deeply with the Framework and explore ways it may help to enrich their individual teaching practices, as well as their local instruction programs and institutions.

Participants will reflect on how their prior knowledge of and attitudes towards information literacy instruction can influence their understanding of, approaches to, or attitudes towards the Framework. Participants will consider how perceptions of and experiences with teaching and learning can be both opportunities and barriers.

Throughout this online workshop, participants will explore concepts and pedagogical approaches outlined in the Framework and their significance to their own instructional work. Attendees will apply their learning and reflection by creating instruction plans with the Framework as a guide.

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Who Should Participate?

This online workshop is for any librarian who supports teaching and learning, whether through direct instruction or through instructional programming or initiatives. While the workshop is most relevant to academic librarians, librarians working in other types of libraries and educators who are employed outside of a library will also benefit from engaging with the theoretical concepts and practical applications explored among participants.

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Learning Outcomes

After attending this online workshop, participants will be able to:

  • Recognize the major components of the Framework and theories influencing  the document's development.
  • Reflect on their personal perspectives on and experiences with the Framework and how these influence their engagement with the document.
  • Examine their unique institutional and instructional contexts and the possibilities and constraints these contexts present for their pedagogical work.
  • Apply principles of instructional design to develop instruction that is centered on the Frames and that fosters learning transfer and metacognition.
  • Explore strategies for integrating diversity, equity and inclusion principles into information literacy instruction, with reference to the Framework.
  • Explore the unique knowledge and experiences that librarians bring to teaching and learning and their implications for expanding librarians' instructional roles and partnerships.
  • Explore how the Framework can be used to foster dialogue and collaboration among educators.

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Sample Schedule

This workshop takes place across three half-days, and the schedule is flexible. Each session should be scheduled over three separate days with at least one day in between each session for participants to complete asynchronous activities and facilitator to synthesize feedback. Below is a sample agenda of a workshop scheduled over one week:

Day 1 (Mon)

9:00-9:15am: Welcome, introductions, and setting expectations for the workshop
9:15-9:40am: Presentation and Jamboard activity on "What is information literacy and why does it matter?"
9:40-10:00am: Breakout room discussion on teaching practices
10:00-10:15am: Break and reflection question
10:15-10:45am: Identifying an instructional idea; Overview of the Framework and other key theories
10:45-11:00am: Q&A
11:00am-12:00pm: Overview of Stage 1 of Understanding by Design

After session: asynchronous work (readings, reflection questions, etc.)

Day 2 (Weds)

9:00-9:30am: Recap of Session 1 - presenter provides synthesis/feedback of UBD Stage 1
9:30-10:00am: Breakout room share of Stage 1
10:00-10:15am: Break and reflection
10:15-11:00am: Inclusive Instructional Practices
11:00am-12:00pm: Overview of Stage 2 of Understanding by Design & critical assessment practices

After session: asynchronous work (readings, reflection questions, etc.)

Day 3 (Fri)

9:00-9:30am: Recap of Session 1 & 2 (Presenter provides synthesis of feedback of Stage 2 of understanding by design)
9:30-10:00am: Framework and the Significance of Context
10:00-10:15am: Break
10:15-10:45am: Librarians’ role as educator - Breakout room discussion
10:45am-12:00pm: Stage 3 of Understanding by Design
12:00-12:30pm: Where to go from here


Click a photo to read more.

Jenny Dale
Jenny Dale
Kate L. Ganski
Kate L. Ganski
Samantha Godbey
Samantha Godbey
Brittney Johnson
Brittney Johnson
Lindsay Matts-Benson
Lindsay Matts-Benson
Kim Pittman
Kim Pittman


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Smaller Groups

Cost: $3,500 (as low as $145/person!)
Participants: up to 24
Presenters: 1

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Larger Groups

Cost: $6,000 (as low as $100/person!)
Participants: 25 - 60
Presenters: 2

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Even Larger Groups

Have more than 60 participants? Get in touch and we'll work to accommodate your community!

Organizational members of ACRL receive a 10% discount off the hosting cost. Not sure about your organization's membership status? Contact Margot Conahan at mconahan@ala.org to find out.

Host Responsibilities

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Technology Requirements

Virtual Meeting Platform License and DJ

Host should have a virtual meeting platform license and provide someone to coordinate technical issues for the live sessions. Note: Presenters have a strong preference for Zoom or WebEx. Please let ACRL know if your institution uses a different virtual meeting platform.

Host's virtual meeting software must have the following features:

  • Screen sharing capabilities
  • Breakout rooms
  • Chat
  • Polling
  • Ability to mute participants
  • Virtual hand-raise feature
  • Closed captioning

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Other Host Responsibilities

  • Management of registration process
  • Communicating with presenters and attendees
  • Marketing and publicity of the virtual workshop
  • Limit attendance to participant level set by ACRL
  • Provide attendee roster to presenters and ACRL
  • Ensuring a safe and harassment-free learning environment. We invite and encourage you to use ACRL's Statement of Appropriate Conduct as a model.

Ready to take your library off-road? Get in touch!

To schedule a virtual workshop, please contact Margot Conahan at mconahan@ala.org.