Bridging the Gap: How Information Literacy Frameworks Can Transform SME-Student Learning Partnerships
In today's digital landscape, the ability to find, evaluate, and effectively use information has become as fundamental as traditional literacy skills. Yet many subject matter experts (SMEs) working in educational settings struggle to seamlessly integrate information literacy into their curriculum design. This challenge presents a unique opportunity for information professionals to serve as bridges, helping SMEs align their learning objectives with proven information literacy frameworks.
Understanding Information Literacy Frameworks
Information literacy frameworks provide structured approaches to developing students' research and critical thinking skills. The most widely adopted framework is the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, which revolves around six threshold concepts:
Authority is Constructed and Contextual - Students learn that authority depends on context and that different situations require different types of expertise. A peer-reviewed academic article carries authority in scholarly discourse, while a government report might be authoritative for policy discussions.
Information Creation as a Process - This concept helps students understand that information is created through various processes, each with its own purpose, audience, and constraints. Students learn to consider how format affects content and credibility.
Information Has Value - Students explore how information possesses several dimensions of value, including economic, legal, and social aspects. This includes understanding intellectual property, fair use, and the commodification of personal information.
Research as Inquiry - Research becomes a process of asking questions and seeking answers that lead to new questions. Students develop comfort with ambiguity and learn that research is iterative and often collaborative.
Scholarship as Conversation - Students understand that scholarship is an ongoing conversation among researchers, with each contribution building on previous work while potentially challenging established ideas.
Searching as Strategic Exploration - Students learn that searching is a complex process requiring flexibility, creativity, and persistence. They develop skills in selecting appropriate search tools and refining search strategies.
The SME Challenge: Expertise vs. Pedagogical Translation
Subject matter experts possess deep knowledge in their fields but often lack formal training in information literacy instruction. They may intuitively understand what constitutes good research in their discipline but struggle to break down these skills into teachable components. This gap creates several common challenges:
SMEs frequently assume students possess baseline information literacy skills they may not have developed. They might assign research projects without providing scaffolding for the information-seeking process. Additionally, discipline-specific research practices may not translate clearly to undergraduate or graduate students who are still developing their academic identity.
Furthermore, SMEs may focus heavily on content knowledge while inadvertently overlooking the process skills that enable students to become independent learners. They might emphasize finding "the right answer" rather than developing critical evaluation skills that serve students beyond a single assignment.
The Information Professional as Translator and Partner
Information professionals are uniquely positioned to serve as translators between SME expertise and student learning needs. Their role extends far beyond traditional library instruction to encompass curriculum consultation, learning objective alignment, and collaborative teaching partnerships.
Curriculum Consultation and Mapping forms the foundation of this collaborative approach. Information professionals can work with SMEs to identify existing learning objectives and map them to specific information literacy skills. This process often reveals natural connection points where information literacy instruction can enhance disciplinary learning rather than competing with it.
For example, a biology professor's objective that students "demonstrate understanding of current research in molecular genetics" naturally aligns with the Framework's concepts of "Scholarship as Conversation" and "Authority is Constructed and Contextual." Students need to understand how scientific authority is established, how research builds upon previous work, and how to identify credible sources in a rapidly evolving field.
Collaborative Assignment Design represents another crucial area where information professionals can provide value. Rather than simply adding a "library component" to existing assignments, collaborative design integrates information literacy skills as essential elements of disciplinary learning. This might involve restructuring a research paper assignment to include explicit evaluation criteria for source selection, or developing a multi-stage project that makes the research process visible and teachable.
Assessment Integration ensures that information literacy skills are not just taught but meaningfully evaluated. Information professionals can help SMEs develop rubrics that assess both content knowledge and information literacy skills, creating authentic assessment opportunities that reflect real-world research practices.
Practical Strategies for Implementation
Start with Learning Objectives Audit - Begin collaborations by reviewing existing learning objectives to identify implicit information literacy requirements. Often, SMEs have objectives like "analyze primary sources" or "evaluate conflicting evidence" that directly relate to information literacy skills but may not be explicitly taught.
Create Discipline-Specific Examples - Abstract information literacy concepts become more accessible when illustrated through discipline-specific examples. A philosophy professor might better understand "Authority is Constructed and Contextual" through examples comparing the authority of Aristotle in classical philosophy versus contemporary feminist philosophy.
Develop Scaffolded Instruction Sequences - Rather than front-loading all information literacy instruction, create sequences that introduce skills progressively throughout a course. Students might begin with basic source evaluation, progress to synthesis skills, and culminate in understanding disciplinary discourse conventions.
Leverage Authentic Assessment Opportunities - Design assessments that mirror real-world information challenges professionals face in the discipline. This might include evaluating conflicting research findings, tracing the development of ideas through scholarly literature, or identifying bias in professional publications.
Build Reflection Components - Include opportunities for students to reflect on their information-seeking processes, challenges encountered, and strategies that proved effective. This metacognitive element helps students transfer skills across contexts.
Overcoming Common Implementation Barriers
Time Constraints often present the most significant barrier to collaboration. SMEs may feel they cannot sacrifice content coverage for process instruction. Information professionals can address this concern by demonstrating how information literacy instruction enhances rather than replaces content learning. When students develop better research skills, they engage more deeply with disciplinary content and produce higher-quality work.
Resistance to Change may emerge from SMEs who have successfully used traditional approaches for years. Information professionals can address this by starting small, perhaps with a single assignment revision, and documenting improvements in student performance. Success stories from peer faculty members can be particularly persuasive.
Resource Limitations in terms of time, staffing, or institutional support can constrain collaborative efforts. Information professionals can maximize impact by focusing on high-enrollment courses, developing reusable instructional materials, and training SMEs to incorporate information literacy elements independently.
Measuring Success and Continuous Improvement
Effective collaboration requires ongoing assessment and refinement. Information professionals should work with SMEs to establish clear metrics for success, which might include improvements in student source selection, increased sophistication in argumentative writing, or enhanced ability to synthesize multiple perspectives.
Student feedback provides valuable insights into the effectiveness of integrated instruction. Exit surveys, focus groups, or embedded reflection assignments can reveal whether students perceive information literacy skills as valuable and transferable.
Long-term tracking of student performance across courses can demonstrate the cumulative impact of information literacy instruction. Students who receive integrated instruction often show improved performance in subsequent courses requiring research skills.
The Future of Information Literacy Integration
As educational institutions increasingly recognize the importance of information literacy, the role of information professionals as curriculum partners continues to evolve. Future developments may include more formal recognition of information literacy as a general education requirement, increased emphasis on digital literacy and data literacy skills, and greater integration of information literacy into professional accreditation standards.
The most successful programs will likely be those that view information literacy not as an add-on to existing curricula but as a fundamental component of disciplinary learning. This requires ongoing collaboration between information professionals and SMEs, supported by institutional commitment to student success.
Conclusion
Information literacy frameworks provide powerful tools for enhancing student learning, but their successful implementation requires thoughtful collaboration between information professionals and subject matter experts. By serving as translators, curriculum consultants, and instructional partners, information professionals can help SMEs create learning experiences that develop both disciplinary expertise and essential information skills.
The investment in such collaboration pays dividends not only in improved student performance but also in creating more engaged, critical thinkers who are prepared for lifelong learning in an information-rich world. As we continue to navigate an increasingly complex information landscape, these partnerships become not just beneficial but essential for student success.
The key lies in recognizing that information literacy and disciplinary learning are not competing priorities but complementary aspects of comprehensive education. When SMEs and information professionals work together to align learning objectives with information literacy skills, students develop the sophisticated thinking abilities they need to succeed in their chosen fields and as informed citizens.
