Skip to Main Content

A Framework for Flourishing

Introduction to the Framework for Flourishing

A Framework for Flourishing with Information

I developed the Framework for Flourishing with Information last year because I needed an assessment tool that looked at college student relationships with information and if those relationships lead to flourishing.   It's primary purpose is to be used in the academic library setting academic libraries. The Framework for Flourishing with Information refers to the infosphere. This is a concept pulled from the philosophy of information. It is immeasurable universe that includes information artifacts, the systems, and the people. It is where we engage with information. There is a need for threshold concepts, dispositions and knowledge practices that provide a roadmap for librarians from a whole student theory approach. It is possible to connect engaging with information to the social and affective domain of teaching and learning. Outcomes related to student agency and personhood have a rightful place in our professional organizations and guiding documents. . 

The Framework for Flourishing with Information intended to be a companion to existing ACRL IL Frameworks, it is not an interpretation to the iIL Framework like several ACRL groups have created. I based it on the ACRL constructs of threshold concepts, knowledge practices, and dispositions. The frames are not attached to IL.Instead, the frames are grounded in our relationship with information: belonging, confidence, and connectedness.  The virtues of belonging, confidence, and connectedness are the guideposts that indicate personal growth and serve as the frames for flourishing. They are presented first with a definition and then followed by knowledge practices and dispositions. They also serve the same purpose of self-assessment and performance indicators for outcomes, challenging the student to think about the process of flourishing. Knowledge practices demonstrate ways in which learners can increase their understanding of flourishing. The dispositions are the transitions, or the process of flourishing. The dispositions are the clusters of tendencies and attitudes students have when thinking about the process of flourishing set out in the knowledge practices.

The Framework for Flourishing with Information is meant to start a conversation in the field of library and information sciences, particularly for practitioners in academic libraries.




LOEX Presentation 2024 & References


Aisenberg, D., Cohen, N., Pick, H., Tressman, I., Rappaport, M., Shenberg, T., & Henik, A. (2015). Social priming improves cognitive control in elderly adults: Evidence from the Simon Task. PLOS ONE, 10(1), e0117151.

Bargh, J.A., and Huang, J. Y. (2009). The selfish goal. In G. B. Moskowitz & H. Grant (Eds.), The psychology of goals (pp. 127-150). Guilford Press

Brunsting, N. C., Smith, A. C., & Zachry, C. E. (2018). An academic and cultural transition course for international students: Efficacy and socioemotional outcomes. Journal of International Students, 8(4), 1497–1521.

Deigh. J. (2010). An introduction to ethics. Cambridge University Press.

Dijksterhuis, A., & van Knippenberg, A. (1998). The relation between perception and behavior, or how to win a game of Trivial Pursuit. Journal of Personality and Social Psychology, 74(4), 865–877.

Doyen, S., Klein, O., Pichon, C. L., & Cleeremans, A. (2012). Behavioral priming: It’s all in the mind, but whose mind? PLoS ONE, 7(1).

Fink, J. E. (2014). Flourishing: Exploring predictors of mental health within the college environment. Journal of

American College Health, 62(6), 380–388.

Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 27(1)13-32. https:

Hall, E. (2018). Aristotle’s way: How ancient wisdom can change your life. Penguin.

Jones, S. E., & Dean, L. A. (2020). Lost and found in transition: Alumni of foster care transitioning to college. Journal of Higher Education Theory and Practice, 20(5), 44-55.

Kern M.L., Waters L.E., Adler A., & White, M.A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10(3), 262-271.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.

Nardi, B. A., & O’Day, V. (1999). Information ecologies: Using technology with heart. The MIT Press.

Onwuegbuzie, A. J., Jiao, Q. G., & Bostick, S. L. (2004). Library anxiety: Theory, research, and applications. Scarecrow Press.

Potts, C. (2021). Seen and Unseen: First-Year College Students’ Sense of Belonging during the Covid-19 Pandemic. College Student Affairs Journal 39 (2), 214–24.

Ricks, J. R., & Warren, J. M. (2021). Transitioning to college: Experiences of successful first-generation college students. Journal of Educational Research and Practice, 11(1) 1-15.

Rosenfeld, R. A. (1978). Anxiety and learning. Teaching Sociology, 5(2), 151–166.

Schacter, D. L., & Buckner, R. L. (1998). Priming and the brain. Neuron, 20(2), 185–195.

Schwartz, S. J., Luyckx, K., & Vignoles, V. (2011), Handbook of identity theory and research. Springer.

Scoulas, J. M. (2021). College students’ perceptions on sense of belonging and inclusion at the academic library during COVID-19. The Journal of Academic Librarianship, 47(6), 102460.

Steele, C. (2018). Stereotype threat and African-American student achievement. In T. Perry, C.

Steele, & A. Hilliard (Eds.), Inequality in the 21st century (pp. 315–318).

Strayhorn, T. L. (2012). Satisfaction and retention among African American men at two-year community colleges. Community College Journal of Research and Practice, 36(5), 358-375.

Tulving, E., & Schacter, D. L. (1990). Priming and human memory systems. Science, 247(4940), 301–306.

Vallor, S. (2016).  Technology and the virtues: A philosophical guide to a future worth wanting. Oxford University Press.

Van der Veer Martens, B. (2015). An illustrated introduction to the infosphere. Library Trends, 63(3), 317–361.

Whitlock, J., Wyman, P. A., & Moore, S. R. (2014). Connectedness and suicide prevention in adolescents: Pathways and implications. Suicide and Life‐Threatening Behavior, 44(3), 246-272.