ACCentuating Epistemology in the ACC Frame: A Case for Integrating Personal and Discipline-Specific Epistemologies into the ACRL Framework

Abstract

A quarter of the way through the twenty-first century, we find ourselves in a post-truth
information ecosystem, where we regularly encounter fundamental disagreements
about what constitutes truth itself. This problem is ultimately an epistemological one—
how to operate within competing understandings about how knowledge is achieved. In
order to help students become information literate in this increasingly complex landscape,
we must be able to turn to our profession’s guiding documents on how to approach the
epistemological nuances of information evaluation.