Expanding on the Frames: Making a Case for Algorithmic Literacy

• Published in: Communications in information literacy Vol. 17; no. 2; pp. 530 - 553
• Main Author: Archambault, Susan
• Format: Journal Article
• Language: English
• Published: Tulsa Communications in Information Literacy 01.01.2023
• Subjects: Advertising; AI literacy; algorithmic awareness; algorithmic literacy; Algorithms; Artificial intelligence; Beliefs; Bias; Class Activities; Computer Literacy; Computer Use; Computers; Credit (Finance); Decision making; Digital literacy; Educational Facilities Improvement; Educational Resources; Engines; False information; Feedback (Response); Focus Groups; Higher education; Information literacy; Information Skills; Learning Activities; Library and information science; Literacy Education; Media literacy; Personal information; Privacy; Reading Instruction; Social Behavior; Social Media; Social networks; Student Improvement; Students; User behavior; User training
• ISSN: 1933-5954; 1933-5954
• DOI: 10.15760/comminfolit.2023.17.2.11

Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL Framework for Information Literacy for Higher Education that relate to algorithmic literacy. The "Authority is Constructed and Contextual" frame can be applied to recognizing the need to question algorithmic authority (including algorithmic bias), the Information Has Value" frame can be used to acknowledge online platforms' use of proprietary algorithms allowing third parties to access personal data, and the "Searching as Strategic Exploration" frame can draw attention to search results in online platforms are mediated through algorithms. Classroom activities to teach the new knowledge practices and dispositions are also included.