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This paper aims to question whether the Framework for Information Literacy for Higher Education adheres to the theory upon which it was based and to examine the actions of the Association of College and Research Libraries following the Framework’s release and its consequences.

This paper is an essay-style viewpoint, reflecting the observations and opinions of the author.

The author criticizes the Association of College and Research Libraries for its inaction in educating member librarians about how to implement the Framework and observes ideological rifts that were exposed within the academic librarian community as the Framework was being discussed following its adoption.

This paper is meant to provoke thought and generate discussion in regard to the Framework for Information Literacy for Higher Education.

The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education.

This is an interview.

Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy.

Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed.

Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program.

Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.

This paper seeks to explore the successes and challenges associated with teaching first‐year students a session on plagiarism avoidance through the use of an audience response system.

An audience response system was used to test first‐year students' knowledge of plagiarism. Quiz questions about academic honesty and plagiarism were administered, and were answered anonymously with hand‐held remote control devices. The reporting feature of the technology was used to gather results of the answers to these questions, which will be used to improve the session in future years.

Data gathered from the sessions indicated that this session helped students retain knowledge of plagiarism rules. Comments solicited about the session indicated that the students enjoyed the lesson, that they were better able to recognize problem areas in their own writing, and that the interactivity kept them focused on the lesson.

The session will have to be repeated over a number of years to determine whether there is a link between it and the number of plagiarism incidents on campus.

This paper provides a practical and relatively inexpensive approach for teaching academic integrity to large groups of students. An undertaking of this magnitude requires dedicated involvement from an institution's administration. Any correlation between the session and the number of plagiarism cases may never be able to be proved conclusively.

Audience response technology is not yet widely used in small academic libraries. This paper offers a suggestion for implementing this technology to teach academic integrity in a consistent and effective way to large groups of first‐year undergraduate students.

The purpose of this paper is to describe the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College.

A case study with literature review, course description and assessment.

The information literacy program described became compulsory for English majors despite all the common challenges cited in the library literature. It also determines that assessment is the most important factor in building successful information literacy programs.

The process by which the information literacy module became a graduation requirement for English majors demanded persistence and patience. Librarians should be prepared to spend several years imitating the model before similar results would emerge.

Librarians will be able to model information literacy programs for English/writing programs after Critical Approaches and Literary Methods Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process.

This case study examines how librarians can have an influence over college/university curricula by forming strategic partnerships and designing practical assessments.

Few reports exist in the library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.