Abstract
The release of ACRL “Framework for Information Literacy in Higher Education” represents a significant development in our profession. What does the Framework mean for music information literacy? How can we begin using the Framework to address the unique information needs of music students? This article presents possible ways to implement the Framework, using the author’s collaboration with Reed College Associate Professor of Music Morgan Luker as a case study. During spring 2015, Prof. Luker and the author worked together to design and teach the research component of a music history course at Reed College. The Framework informed many of the assignments for this course. Selected assignments are discussed in detail, along with the author’s perspective on the ways in which the Framework can help undergraduate music students to see information literacy as meaningful and relevant.
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