Current and aspiring health and social service professionals describe their workplace information practices in ways that both intersect with and diverge from the ACRL Framework concepts. Qualitative approaches to studying information literacy (IL) in workplace settings can strengthen and challenge understandings of IL developed from efforts to map the ACRL Framework for Information Literacy for Higher Education to professional standards and competencies. Describing IL in practice-based, professionally relevant terms can support productive and authentic collaborations with faculty and students to meaningfully integrate IL instruction into experiential and practice-based learning in professional programs.
