Checklist for Developing and Reviewing Framework Companion Documents

Information Literacy Frameworks and Standards Committee

Association of College and Research Libraries

May 2008; Revised March, 2010; Revised July 2016; Revised March 2018; Revised February 2020

Please note: The Checklist serves as a general guide for committees developing and reviewing Framework Companion Documents. It is the responsibility of the ACRL committee or unit submitting the draft standards to develop a timeframe and related deadlines for efficiently navigating the checklist and to progress the draft document through the process. It is not the responsibility of the assigned Information Literacy Frameworks and Standards Committee (ILFSC) liaison to assign or monitor Committee deadlines relevant to the Checklist. Please consult the document “Tips for Developing Framework Companion Documents” for further information.

For the review of existing Framework Companion Documents, follow steps one through six. If changes in the document are required continue following the steps in the checklist.

  1. Notify ILFSC of the intention to develop or review the Framework Companion Documents.
  2. If the document is a collaboration with an organization or group outside of ACRL (such as the Society of American Archivists), contact the ACRL Executive Director in order to get approval from the ACRL Board.
  3. Charge a committee or task force to develop the standards. The committee composition should adhere to principles of equity, diversity, and inclusion.
  4. ILFSC liaison is assigned to the committee or task force.
  5. Review relevant literature and accreditation standards for the discipline. Pay particular attention to any efforts made within the discipline to address issues of equity, diversity, and inclusion.
  6. Consult with subject specific library associations including the ALA units, as relevant.

    List associations consulted: ______________________________________________________________________

  7. Consult with related faculty and associations, as relevant.

    List persons or associations consulted:______________________________________________________________

  8. Draft document and submit to the leadership of your ACRL unit for initial review. Entitle the document: “Companion Document to the Framework for Information Literacy for Higher Education: INSERT SUBJECT HERE”.
  9. Receive comments and revise draft document as appropriate.
  10. Distribute draft broadly and solicit comments from librarians, library association, disciplinary faculty, and organizations. In addition, seek input from non-institutional groups with stakes in the conversation. Pay particular attention to stakeholders who have addressed equity, diversity, and inclusion in the relevant area.

    List publications/lists and dates draft was distributed: ___________________________________________________

  11. Receive comments and revise draft as appropriate.
  12. Submit to your unit’s leadership for review.
  13. Once unit leadership approves, submit to ILFSC for review along with a completed “Transmittal Sheet for Draft Standards and Guidelines”
  14. ILFSC approves or returns for revisions.
  15. After approval is given, ILFSC will forward the document and the transmittal sheet to the ACRL Standards Committee (SC).
  16. SC approves or returns for revisions.
  17. After the document is approved by the SC, they will submit the document and a final recommendation to the ACRL Board for its action.
  18. Once ACRL Board approves, publish and announce Framework Companion Documents officially. Options for announcing standards include:
  • Publishing the document on the unit’s web site.
  • Creating a link to the document on the ACRL Standards and Guidelines web site as a sub-listing underneath the Framework for Information Literacy for Higher Education.
  • Submitting a short news article with the URL to C&RL News.
  • Submitting for inclusion in the Instruction Section’s Information Literacy in the Disciplines wiki.
  • Submitting a short news article to other relevant professional organizations.
  • Distributing to non-institutional groups who have stakes in the conversation.
  • Distributing to groups with equity, diversity, and inclusion commitments that align with those of the unit.