Diving Deep: Reflective Questions for Identifying Tacit Disciplinary Information Literacy Knowledge Practices, Dispositions, and Values through the ACRL Framework for Information Literacy

Abstract

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.