Abstract
As institutions increasingly seek to articulate the value of information literacy within broader educational missions, academic libraries are challenged to align instructional practice with institutional learning goals. This article explores that alignment by placing the Association of College and Research Libraries Framework for Information Literacy for Higher Education in conversation with Baylor University’s general education outcomes, known as the Four Cs. Through an interpretive mapping of the Framework’s threshold concepts to the Four Cs, the study reveals how information literacy supports multiple dimensions of undergraduate learning, including communication, critical thinking, civic engagement, and Christian perspective. The analysis demonstrates that Baylor’s tiered information literacy program already reflects this alignment while also identifying opportunities for expanded engagement within core courses shared by all students. By examining the relationship between the Framework and institutionally defined outcomes, the article offers a model for understanding information literacy as a formative practice and suggests pathways for future assessment and curriculum-aligned instruction.
Recommended Citation
Filgo, Ellen Hampton
(2026)
"Mapping the Association of College and Research Libraries Framework to Baylor’s Four Cs of General Education,"
The Christian Librarian: Vol. 69:
Iss.
1, Article 5.
DOI: https://doi.org/10.55221/2572-7478.2487