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When Research Does Not Start with a Question: Teaching with the Framework and Visual Literacy Standards within Art and Architecture Librarianship

While much has been written about implementing the ACRL Framework for Information Literacy for Higher Education in various classroom settings, this article addresses mapping the ACRL Visual Literacy Competency Standards for Higher Education to the Framework in designing instruction for art and architecture students. Disciplinary lenses, allowing for an integrative, pragmatic heuristic, are coupled with an integration of approaches found in the library instruction literature, including faculty and librarian teaching partnerships and assessment. The versatility of mapping these professional documents is demonstrated through implementation in both one-shot and embedded instruction. [The following article is an expansion of two papers presented at the eponymous panel session, co-organized by the authors at the ARLIS/NA conference held in New Orleans, Louisiana, February 2017.]