“We’re a Little Different:” Business Information Literacy Perspectives on the ACRL Framework

Amanda B. Click, Claire Walker Wiley, Meggan A. Houlihan

Research output: Contribution to journalArticlepeer-review


The introduction of the ACRL Framework for Information Literacy in Higher Education in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the Framework in business information literacy (BIL). The study research questions focus on how librarians engage with the Framework in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the Framework. They also use a variety of tools aside from the Framework when designing their BIL instruction. 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. However, they find “Authority Is Constructed and Contextual,” “Information Has Value,” and “Searching as Strategic Exploration” to be the most useful frames for BIL instruction.

Original languageEnglish (US)
Pages (from-to)24-56
Number of pages33
JournalCommunications in Information Literacy
Issue number1
StatePublished - 2021


  • ACRL framework
  • Business information literacy
  • Focus groups
  • Information literacy instruction
  • Librarian perceptions
  • Survey

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences


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