Abstract
If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3
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