CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Information Literacy Framework Training

CAPSTONE PROPSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Ahmed Jalloh

September 28, 2023

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ _____________
Advisor Name Signature Date

___________________________ _____________
Capstone Instructor Name Signature Date
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Table of Contents

Executive Summary _________________________________________________________ 3

Introduction/Background _____________________________________________________ 4
Project Background ________________________________________________________ 4
Problem Description _______________________________________________________ 4
Target Audience and Context ________________________________________________ 5
Environmental Scan ________________________________________________________ 7
Literature Review ___________________________________________________________ 8
Information Literacy Before the Frameworks ____________________________________ 8
Framework Successes ______________________________________________________ 8
Framework Limitations/Barriers to Implementation ______________________________ 10
Solution Description ________________________________________________________ 11
Goals of the Project _______________________________________________________ 11
Learning Objectives _______________________________________________________ 11
Proposed Solution to Fill the Gap ____________________________________________ 12
Design/Development Narrative ______________________________________________ 12
SMEs __________________________________________________________________ 12
Learning Theories, Instructional Principles, Instructional Design Model______________ 13
Learning Strategies and Justification__________________________________________ 14
Media Components _______________________________________________________ 15
Challenges ______________________________________________________________ 16
Methods/Procedures ________________________________________________________ 17
Steps Done to Complete Project _____________________________________________ 17
Resources ________________________________________________________________ 17
Budget _________________________________________________________________ 17
Timeline/Milestone Checklist _________________________________________________ 18
Milestone Checklist _______________________________________________________ 18
Evaluation and Testing Plan __________________________________________________ 19
Formative Evaluation _____________________________________________________ 19
Summative Evaluation_____________________________________________________ 19
Summary _________________________________________________________________ 20
References ________________________________________________________________ 22
Appendix _________________________________________________________________ 24
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Executive Summary

Librarians are the primary source of information literacy instruction, implementation, and

development at academic institutions. According to the American Library Association (ALA),

information literacy is the ability to effectively locate, select, and evaluate information (2015).

Information literacy skills are important because they improve problem-solving and help to

develop critical-thinking skills. Librarians will usually offer a wide variety of services to help

their students develop information literacy skills; however, the implementation of the 2015

Framework for Information Literacy for Higher Education by the ALA, Association of College

and Research Libraries has been an area of improvement due to inconsistencies and ineffective

evaluation methods. To combat these issues, a training program must be created and made

available to librarians (the target audience).

This proposal outlines the program that will be implemented to combat identified issues

in information literacy instruction. Most sections will include the source of collected information

and data from the source. The gap analysis reviews where the problem is currently and where the

reality should be. The solution identifies the remedy to achieving the learning goals and

objectives. The methods and procedures go into how the specific steps and process required to

executing the design plan. Finally, the evaluation identifies the summative and formative

strategies that will be put into practice in the instruction design plan.

As with most learning design projects, the primary implication is looking at the reasons

for developing the course and creating the best outcome. Instructional design theories and

evaluation plans can be used to combat this. The intended outcome will be for librarians to be

able to offer information literacy instruction that, in turn, will assist their students to develop

information literacy skills.

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Introduction/Background

Project Background

In my previous role as the Instruction Coordinator Librarian at Mt. San Jacinto College

(MSJC) I managed the information literacy instruction sessions for the Menifee Valley Campus

and worked with another librarian to manage the library workshops for the entire district. One of

the most notable faculty resources we offered was helping instructors incorporate information

literacy evaluations in assignments and projects. Many librarians told me that they have

ineffective measurements for information literacy, have difficulties making learning content, and

many other issues related to providing information literacy instruction. It would be beneficial if a

training program was in place to address concerns or questions and ensure the

development/assessment of information literacy skills.

Problem Description

According to the MSJC Library website the school’s mission is to "…support lifelong

learning by teaching information literacy skills to students in a variety of settings including class

orientations, workshops, a credit information literacy course, and by working with departments

and faculty" (MSJC Libraries: About Us, 2021). This means the overall mission of our

instruction sessions is to successfully teach students information literacy skills. Librarians should

be able to confidently provide information literacy instruction to students that has clear methods

of evaluation and is connected to student success initiatives.

Currently, most librarians are trying their best to take the lead and develop a presentation

based on their own knowledge and experience with information literacy. This results in the

absence of one or more framework of information literacy. Most likely poor performance in

implementation of the frameworks is caused by lack of understanding of the information literacy

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frameworks identified in the Framework. Due to the scope of the project, the learning program

will focus on helping librarians to learn more about the Framework.

Reviewing Work Products

The first source is the video recording of an instruction session. Asynchronous course

professors will commonly request librarian pre-recorded information literacy instruction videos

for their students. By watching these videos, areas of improvement and areas of strength will be

identified in each video; I can identify patterns and establish a list of needs for the training

module. I created a list of improvement and strengths for two of our librarian videos in Appendix.

Interviewing

The second source is interviewing; I focused on interviewing the Instruction Coordinator

Librarian at MSJC’s San Jacinto Campus. The reason why I interviewed the Instruction

Coordinator Librarian is because she has bi-weekly information literacy workshops. According

to this librarian, she needs a standard way to measure the usefulness of the workshop and

struggles with understanding the Framework because of its complex language. She mentions that

it is difficult for some librarians to follow the frameworks because it isn’t in simple language and

the absence of supporting materials (diagrams/pictures/videos).

Target Audience and Context

The target audience is librarians who provide instruction to students. These are current

full time and part time librarians that work in reference, instruction, outreach and possibly

collection management/development. All members of the target audience have extensive

experience in technology and skills such as internet and computer application literacy. They have
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experience using a wide variety of educational technology such as Zoom, YouTube, Google

Meet, and projectors. They also all have experience with taking online courses.

Number/Location of Librarians

This training program will be designed for an infinite number of participants. This is

course if designed for self-study, and they will usually take it one at a time. The location of the

target audience is at various libraries across the United States (including higher education

institution libraries, public libraries, etc.); the learning will take place completely asynchronously

online; therefore, physical location is irrelevant.

Observation

The primary source for learner context collection is through observation. I work side-by-

side with librarians at the reference desk and I'm familiar with their processes, work environment

and experiences. Librarians are comfortable working on the library floor at the reference desks

and this is where the anticipated learning will likely take place (when they are on their reference

shift). Librarians will usually spend all or part of their day working at reference desks; this is

when they will have time to complete the training (in between other tasks).

Interviewing a Library Chairwoman

The secondary source being used to collect data for the learner context is through an

interview with a Tenured Library Chairwoman (the head/leader/manager of an academic library

on a community college campus). This Library Chairwoman provided more information on the

work environment of academic librarians. The most notable piece of information she gave was

that librarians typically work on a reference desk and full-time librarians have a work setting that

varies, depending on their assignment/focus area.

Work They Are Doing Now

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The user base consists of academic and public librarians who have a Master’s in Library

and Information Science degree.

Prior Knowledge

Some of the user base possesses some prior knowledge on Framework. The target

audience is likely already familiar with information literacy instruction sessions because it is a

part of their work duties.

Environmental Scan

Issues in the Environment

One of the most notable issues is time constraints. Librarians tend to be extremely busy in

the beginning of the semester and may have difficulty finding time and energy to complete this

program. However, they will be able to navigate through the “Table of Contents” feature to pick

up where they left off.

Classroom Instruction Considerations

Classroom instruction will not be considered because of the cost related in renting a space

for the instruction. It also would be nearly impossible to find a time and place that works for

every member of the target population.

Online Instruction Considerations

Online learning instruction is the preferred method of delivery for this training program.

Librarians will almost all have access to computers and internet connections when at their

library. The instruction will be built on Adobe Captivate and uploaded on a GitHub website for

universal public access. Captivate was chosen because it allowed learners to easily start the

course, leave, and get back to the course to pick up where they left off (utilizing the “Table of
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Contents” feature). Additionally Captivate provides a user-friendly interface that is accessible

and easy to navigate.

Observation

The primary source for learner context collection is through observation. I work side-by-

side with librarians providing library instruction and I am familiar with their processes, work

environment and experiences. Librarians will commonly have free time when they are working

their reference shift and are usually encouraged by managers to spend their time in professional

development activities.

Literature Review

Information Literacy Before the Frameworks

In a recent study conducted by Schulte & Knapp (2017), they identified the

implementation of the frameworks in health science libraries and focused on what they claim are

guidelines that are more familiar with more experienced librarians (10+ years) called the

Information Literacy Competency Standards for Higher Education. The Standards were

established in 2000 (well before the frameworks) and consist of five standards; these were the

standards that were used before the frameworks were established in 2015. Schulte & Knapp’s

study found that a whopping 71% of participants were familiar with the older Standards while

just over half of the respondents were familiar with the frameworks; the authors noted

unfamiliarity with the frameworks as a primary reason for nonapplication. This means that a

training program may need to be implemented to familiarize health science librarians with the

frameworks.

Framework Successes
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The frameworks can be implemented to a wide variety of different subject areas to ensure

that all students are achieving information literacy institutional student learning outcomes. Conor

(2017), who is a librarian at the University of Washington Music, Art, and Drama Libraries,

implemented the frameworks into her instruction session she conducted for music students and

found it be a freeing and effective experience. According to Connor “the Framework's emphasis

on big picture, discipline-based concepts enabled us to move beyond discussions of sources and

the mechanics of searching” (2017, p. 352). This means that Connor was able to advance her

information literacy instruction through the incorporation of the frameworks. Additionally,

Connor states, “all our students…succeeded in developing relevant research questions…and

selecting sound methodologies. They left the course with an enriched understanding of how

scholarship functions within a discipline” (p. 349). The frameworks are a crucial tool used by

librarians to ensure the development of information literacy skills.

In Hsieh, Dawson and Yang’s The ACRL Framework Successes and Challenges Since

2016: A Survey, they conducted a study (in early 2020) that included 702 responses from over

500 higher education institutions (2021). Their results showed that 80% of participants agreed

that the frameworks increased learners' engagement in interactive activities and 60% said that it

encouraged students to reflect on what they learned. Additionally, according to Hsieh, Dawson,

and Yang, “the ACRL Framework for the first-time established threshold concepts in library and

information science as a discipline…the Framework can be a positive step in elevating IL

instruction because it has empowered some academic librarians to think about scholarship and

research on a deeper level” (p. 7). This means the framework has had a positive impact on library

instruction and it would be helpful (possibly) for librarians to use it as a guide as they develop

their instruction content and lesson plans.

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Framework Limitations/Barriers to Implementation

One of the most prominent reasons the frameworks are not being implemented is

criticism. Faculty at New Jersey Community College criticize the frameworks as “wordy,

confusing, and irrelevant to the work done by community college students,” (Dempsey, et al.,

2015, p. 167) they also note the frameworks not being concise enough to be implemented at a

community college (which tends to be an extremely diverse workforce dominated by

adjunct/part-time faculty). This means the primary delivery method of the frameworks (via a

document) may not appeal to all stakeholders.

In a recent multimethod study conducted by Click, Wiley & Houlihan (2021), they

identified how the frameworks are implemented in business information literacy (they note

business as the most popular undergraduate degree in the United States). These authors identify

similar criticism of the framework document’s language. According to Click, Wiley & Houlihan

(2021) “limitations of the Framework include the language of the document and irrelevance to

some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding

the time for implementation” (p. 24). Although the limitations of the framework seem to be a

barrier to implementation, Click, Wiley & Houlihan’s study found that 24% of their participants

(who are primarily librarians) intend to implement the frameworks in the future and another 10%

were not familiar with the frameworks. This means about a little over a third of their participants

have the potential to successfully implement the frameworks into their instruction.

In another study, Wengler and Wolff-Eisenberg (2020) focus on the relevance of the

frameworks to community college librarians and their attitudes toward the framework. The study

found that most community college librarians (59% of respondents) know of the frameworks,

however very little (11%) of them felt strongly about being very familiar with the frameworks.
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This may showcase attitudes toward the delivery of the information. One of the most notable

respondents claimed, “the Framework is for university librarians who don’t have enough to do”

(p. 71) and another respondent claimed that the frameworks were created by librarians that don’t

care about diversity. Although attitudes toward the frameworks were not overly positive, the

participants showed interest in learning. According to Wengler and Wolff-Eisenberg (2020),

73% of surveyed participants showed interest in participating in framework training. This means

that a training program on the frameworks may ease negative attitudes and bring about more

acceptance and understanding.

Solution Description

Goals of the Project

The main goal of this project is to help librarians effectively implement the Framework

into their instruction and create more clarity on the frameworks. The implementation of these

frameworks has the potential to enhance information literacy lesson plans and information

literacy instruction session execution.

Learning Objectives

o In their own words, Frameworks of Information Literacy Training participants will be

able to describe the six frameworks of information literacy. Their descriptions will be

consistent with the standards given in the Association of College and Research Libraries’

Framework for Information Literacy for Higher Education.

o From memory, Frameworks of Information Literacy Training participants will be able to

identify the six frameworks of information literacy being implemented in given scenarios.

Their choice will be consistent with the standards given in the Association of College and

Research Libraries’ Framework for Information Literacy for Higher Education.

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Proposed Solution to Fill the Gap

The solution to help librarians increase their understanding of the Framework and

implement it into their lesson plans is an online training program. This program will be

completely asynchronously online, and librarians will complete this training while they're

working on the reference desk, in-between talking with students. This training will be done

online to provide flexibility (they complete the learning modules in their downtime). The entire

training program will be broken down into six components (one for each of the frameworks).

Each component will include an introduction, graph, example, and a formative evaluation (in the

form of a practice activity and/or a knowledge check) used to determine the effectiveness of the

component. After completing the training program, learners will demonstrate their newfound

knowledge and skills in a quiz covering all learning content.

Design/Development Narrative

The primary source for collecting content data is through subject-matter experts (SMEs).

SMEs

SMEs include the 2015 Framework for Information Literacy for Higher Education by the

American Library Association, Association of College and Research Libraries, Sherri Saines’

Framework Implementation Guide/summary, and me/Ahmed. The Framework was created to

“to redesign instruction sessions…with student success initiatives; to collaborate on pedagogical

research and involve students themselves in that research; and to create wider conversations

about student learning, the scholarship of teaching and learning, and the assessment of learning

on local campuses and beyond.” This means that the most respected and recognized agency

within the field of library science has crafted the blueprint for information literacy instruction

backed by data and scholarly literature review. Saines is a Librarian at Ohio State University and
 13

has a Master’s in Library Science. Ahmed is completing a Master’s in Instruction Science and

Technology from California State University, Monterey Bay and has a Master’s in Library and

Information Science.

Learning Theories, Instructional Principles, Instructional Design Model

Mayer’s Principles of Multimedia

Mayer’s Principles of Multimedia (2016) will be used as a strategy to keep learners

engaged with the learning content and be able to successfully complete the learning program.

The Coherence Principle. The Coherence Principle will be implemented to ensure extraneous

material will be kept to a minimum; decorative graphics will only be used in the background

information slides in the beginning of the training program and other slides holding introduction

content will hold only the most important components of the topic.

The Signaling Principle. The Signaling Principle will be implemented to draw attention to

specific aspects within slides. Bolded text will identify key subtopics to main topic and arrows

will point to the objectives before the program starts to let users know what they are getting out

of the program. A pedagogical agent will hold a pointer to draw attention to specific areas in the

example.

The Temporal Contiguity Principle. The Temporal Contiguity Principle will be applied

throughout the project to ensure that the narration and content occur at the same time.

The Segmenting Principle. The Segmenting Principle is applied to the design of this project;

each one of the frameworks will be broken down into a separate category. A “Table of Contents”

will be located on the left corner to allow users to navigate between the different components of

the program. Every knowledge check question and quiz question will have options to “Clear,” go

“Back,” and “Skip.”

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The Pre-Training Principle. The Pre-Training Principle is applied in the background

information slide of the project. Learners will first go over what information literacy is and what

the frameworks of information literacy are.

The Multimedia Principle. The Multimedia Principle will be applied throughout this project to

capture the audience’s attention and to enhance their learning experience. Decorative graphics

will be used in the beginning for introducing the content. As the program progresses,

organizational graphics will be used to bring about more understanding.

The Personalization Principle. The Personalization Principle will be implemented in the form

of an on-screen agent in this project. The on-screen agent, Markus, will guide learners

throughout the program and will be speaking casually/mostly in simple language.

The Voice Principle. The Voice Principle will be implemented to ensure only a real-human

voice is used throughout the project and no computer voice.

ADDIE Model

The ADDIE model will be implemented in the design of this training program (O’Neill, 2016).

o Analysis: target audience and needs assessment

o Design: taking into consideration learner context to create strategies for learner success

o Development: training will be delivered through Adobe Captivate

o Implement: uploading the Adobe Captivate project on GitHub for public access

o Evaluation: included in the Adobe Captivate project in the form of knowledge checks,

practice activities, and a quiz. Learners will be given a survey after successful

competition.

Learning Strategies and Justification

Mayer’s Principles of Multimedia

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This training program will be a multimedia learning experience that uses two modalities

simultaneously (visual and audio). Therefore, sewing in the multimedia principles discussed by

Clark and Mayer (2016) into the design of this training program will help ensure the most effective

multimedia learning experience is implemented.

Here is an evaluation/explanation of some of the primary learning strategies used to achieve

learning objectives:

Agenda Item Topic Explanation

Framework Matching Framework 1-3 Students will be given three definitions and the
Activities Framework 3-6 first three frameworks written out. Learners
must then match the framework to the
definition.
Framework Framework Learners will answer a quick multiple-choice
Knowledge Check Activity question (for four frameworks) and retrieve
meaningful feedback if they are wrong and
encourage to go back and review the framework
again to move forward. For example, common
misunderstandings will be identified and noted
in the feedback (in addition to strategies for
avoiding them).

Media Components

The two types of media that will be used are infographics and video. The reason these types

of media were selected is because the method of delivery is asynchronous online. Students will

need to access the information quickly and be able to stop anywhere and resume where they left

off. An infographic and video allow learners the flexibility necessary to complete this program

successfully and efficiently. An infographic will be helpful to provide additional understanding of

each framework; this is crucial because each framework consists of multiple components. This

will help learners visualize the various components of each framework and how they interact with

each other. A video will be helpful to this project because it will help with making the training
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program more accessible to learners. YouTube will commonly have features like closed captioning

and a feature to slow down the video; the personalization features allow viewers to personalize

their experience.

The Captivate training course will include audio on each slide (excluding the practice

activities) and closed captioning (to make the training accessible to those with disabilities or are

working in an environment where audio is unacceptable). Each slide will also include some text

to highlight main/key components. The practice activity slides (knowledge checks/matching) will

have directions in text directly on the slide.

Challenges

Anticipated challenges:

o Issue: Feedback in the functionality tests not being received in a timely manner. The project

deliverables/schedule section notes individuals that will be providing vital feedback; the

time their feedback will be received is not guaranteed because they have other work

responsibilities. It's possible that the feedback will be received soon, and it is also possible

the feedback will be received well after anticipated.

o Solution: The plan that will be used to overcome the challenge was giving peer

reviewers a suggested timeline to send feedback, so they are aware of deadlines.

An alternative is pushing back the due date for each deliverable by a month (this

will not negatively impact the project because everything was already scheduled a

month earlier).

o Issue: It is expected that librarians who have more experience working at the library will

have more ease in learning compared to those that have less experience.
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o Solution: Learners will have the opportunity to use the “Skip” and “Next” buttons

to skip content that they are already familiar with.

Methods/Procedures

Steps Done to Complete Project

October 2021: Planning and making big picture analysis of project.

November 2021: Learning objectives completed.

February 2022: Capstone Proposal submitted.

April 2023: Draft project storyboard completed.

April 2023: Project development rough draft completed.

April 2023: Functionality test completed.

May 2023: Made changes to project development rough draft.

May 2023: Project development second draft completed.

July 2023: Evaluation/testing of project.

Resources

Budget

This training will have minimal costs to create. The GitHub site and Google

Documents/Forms are available for free. A license to use Adobe Captivate must be purchased to

allow usage of this technology; this will cost around $500. A computer and internet access will

also be needed to complete this project (it is estimated that this will be available for free via the

public library).
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Technical Skills Required

The technical skills required for the completion of this project is a proficiency in Adobe

Captivate and Google Suite. I have an advance knowledge in both applications and feel confident

in my ability to use it effectively to create the required deliverables.

Timeline/Milestone Checklist

Milestone Checklist

This Milestone Checklist identifies the key milestones of this project; this is a proposed schedule

that contains content that is subject to change.

Item Description Status Completion Date

Objectives Developed in Completed 11/16/2021
assignment for IST
522
Capstone Proposal Developed as Completed 2/22/2022
Draft deliverable for IST
520
Protype Storyboard The storyboard Completed 4/11/2023
included mimicked
what would be in the
actual prototype and
what strategies would
be implemented.
Prototype Rough Draft of the Completed 4/25/2023
Development Part 1 Prototype
Functionality Test 1 Got feedback from Completed 4/30/2023
peers and professor
on Prototype
Prototype Draft 2 of the Completed 5/9/2023
Development Part 2 Prototype after
changes made from
Functionality Test 1
Functionality Test 2 Feedback received Completed 5/18/2023
from peers and
professors on Draft 2
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Prototype Completed Completed 5/30/2023

Execution/Evaluation Formative and Completed
summative 7/28/2023
evaluations/test group
participate in the
training program.
Final Capstone Developed as Completed 9/5/2023
Proposal deliverable for IST
699
Training Program All modifications are Not Completed
Completed made to the training
program
Final Report Not Completed
Presentation Not Completed

Evaluation and Testing Plan

Formative Evaluation

Formative evaluations will be implemented throughout the development of the learning

program to ensure that errors/issues do not occur. The primary method of collecting data will be

through a usability tests and feedback. A usability test will be conducted before the final draft of

the program is submitted to a sample of the target audience. This course will be made available

on the web and shared with eight participants. All participants who volunteer will likely be

librarians currently employed by academic or public libraries. The assessments will be created

with Google Forms; the links for the assessments and course link will be available through a

shared Google Document. Three of the eight participants will be observed in-person as they

completed the training. Additionally, the formative evaluation will be conducted using a user

experience survey.

Summative Evaluation
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A level two evaluation identified in Kirkpatrick's Four Levels of Training Evaluation

(2016) will be conducted utilizing a pre-test and posttest to measure if the participant’s

knowledge level has improved after taking the training. The participant’s posttest and pre-test

scores will be paired and measured utilizing a paired two-sample t-test for dependent samples to

determine the statistical difference between the pre- and posttest scores. If the results are

statistically significant the effect size will be calculated to determine whether the statistically

significant finding is practically significant or not.

A level one evaluation identified by Kirkpatrick will also be conducted utilizing a

usability survey and user experience survey. These two surveys will be administered after the

user completes the Captivate course. Kirkpatrick’s level three, four, and five evaluations will not

be conducted. Level three will not be conducted because the resources and duration of the project

does not allow the ability to monitor real-world application. Level four and five will not be

conducted because the target audience works at a wide variety of different libraries and

locations.

Summary

Librarians should be able to offer information literacy instruction that has clear methods

of evaluation and is connected to student success initiatives; ALA’s Framework offers guidelines

that are proven to achieve this. Currently, many librarians are familiar with the existence of the

Framework, but they do not understand what the six frameworks identified in the document are

and do not apply it to their information literacy instruction. After a gap analysis and literature

review of scholarly empirical data, it is clear to see that a framework training program for

librarians will help them with describing the six frameworks of information literacy and

identifying the six frameworks of information literacy being implemented in given scenarios.
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Adobe Captivate offers a user-friendly interface, allows learners to pick up where they left off

and the developer (me) is proficient at using it; for these reasons Adobe Captivate is the

preferred delivery method of this training. GitHub is a free source that allows public access to an

Adobe Captivate training; for these reasons GitHub is the preferred host site for the training

course. A formative and summative evaluation will be conducted with Google Suite to ensure the

training results in the best outcome.

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References

American Library Association. (2015). Association of College and Research Libraries,

Framework for Information Literacy for Higher Education. Association of College and

Research Libraries. http://www.ala.org/acrl/standards/ilframework

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven

guidelines for consumers and designers of multimedia learning. Center for Creative

Leadership.

Click, A. B., Wiley, C. W., & Houlihan, M. A. (2021). “We’re a Little Different:” Business

Information Literacy Perspectives on the ACRL Framework. Communications in

Information Literacy, 15(1), 24–56.

Conor. (2017). Reframing the Framework: Situated Information Literacy in the Music

Classroom. Fontes Artis Musicae, 64(4), 346–354.

Dempsey, Dalal, H., Dokus, L., & Charles, L. (2015). Continuing the Conversation: Questions

about the Framework. Communications in Information Literacy, 9(2), 164–175.

https://doi.org/10.15760/comminfolit.2015.9.2.193

Hsieh, Dawson, P. H., & Yang, S. Q. (2021). The ACRL Framework successes and challenges

since 2016: A survey. The Journal of Academic Librarianship, 47(2), 102306–.

https://doi.org/10.1016/j.acalib.2020.102306

Interview with Jack Phillips on ROI for eLearning. The Daily Mindflash.

https://learn.trakstar.com/blog/jack-phillips-interview-on-roi-for-elearning
 23

Kirkpatrick, & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation.

Association for Talent Development.

Lee, C. (2009, July 9). Five essential tips for APA Style Headings [Web log post].

http://blog.apastyle.org/apastyle/2009/07/five-essential-tips-for-apa-style-headings.html

MSJC Libraries: About Us. (2021). Retrieved 17 November 2021, from

https://libguides.msjc.edu/c.php?g=122985&p=803650

O’Neill. (2016). Weeding with ADDIE: Developing Training For Deselection At An Academic

Library. Reference and User Services Quarterly, 56(2), 108–115.

https://doi.org/10.5860/rusq.56n2.108

Rothwell, W. J., Benscoter, B., King, M., King, S. B., & King, S. B. (2015). Mastering the

instructional design process: A systematic approach. Center for Creative Leadership.

Schulte, & Knapp, M. (2017). Awareness, adoption, and application of the Association of

College & Research Libraries (ACRL) Framework for Information Literacy in health

sciences libraries. Journal of the Medical Library Association, 105(4), 347–354.

Wengler, & Wolff-Eisenberg, C. (2020). Community College Librarians and the ACRL

Framework: Findings from a National Study. College & Research Libraries, 81(1), 66–

95.
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Appendix