Book review of Julien, H., Gross, M., and Latham, D. (Eds.). 2020. The information literacy framework: Case studies of successful implementation.

The ACRL Framework for Information Literacy for Higher Education, published in 2015 as a replacement for the Information Literacy Competency Standards for Higher Education, marked a significant shift in approach and received a mixed reception.The 'standards' which had guided librarians, faculty, and administrators for 15 years, emphasised practical skills with explicit benchmarks.In contrast, the Framework introduced a conceptual approach, focusing on: '...a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills' (ACRL, 2015, p. 2).However, its abstract ideas and vague language led to criticism, with a 2018 survey revealing that 41 percent of librarians reported the Framework either did not inform or only partly informed their practices, while 31 percent found it significantly influenced their work (Julien et al., 2018, p. 187).These critiques likely stem from perceptions that the Framework is "too theoretical, too open to interpretation, and too lacking in active verbs" (Julien et al., 2020, p. 163).This book, published five years later, serves as a response to the original mixed reception, offering practical case studies that address concerns of impracticality and demonstrate how the Framework can be effectively implemented in diverse contexts.The book is easy to navigate and is structured in three segments that address important aspects of implementing the ACRL Framework.Part 1: Preparing to Use the Framework, gives foundational strategies for integrating the Framework into teaching.Some, like Strategies for Mapping Information Literacy Threshold Concepts to Course Objectives in Political Science by Mohamed Berray, focus on mapping the threshold concepts of the Framework to course