Information Literacy: Research and Collaboration across Disciplines
Barbara J. D'Angelo, Arizona State University
Sandra Jamieson, Drew University
Barry Maid, Arizona State University
Copyright Year: 2016
ISBN 13: 9781642150834
Publisher: WAC Clearinghouse
Conditions of Use
This book provides support for the broad notion of shared ownership, responsibility, and accountability of higher education educators offering information literacy support at the institutional level during the 21st century. An inclusion of the... read more
This book provides support for the broad notion of shared ownership, responsibility, and accountability of higher education educators offering information literacy support at the institutional level during the 21st century. An inclusion of the Framework for Information Literacy for Higher Education Framework for Information Literacy provides a foundation for standardizing collaborated efforts among Higher Education institutions. Literary examples from multiple perspectives were provided, demonstrating higher education breakthroughs for shared pedagogical aspects of multiple disciplines. Efforts to collaborate, merge, and redefine information literacy encompassing both writing and research processes were also discussed and assessed in first year student compositions.
The development, standards, and practice for integrating information literacy in Higher Education is accurate.
Teaching information literacy in higher education is very relevant and this resource is important for all educators.
The content of this resource is clearly defined for application among multiple pedagogical disciplines.
The book is consistent in terminology and framework.
Bold face type is utilized for identifying new concepts and subsequent sections are clearly identified.
The layout of the material is rigorous with extensive examples. Multiple topics and issues related to teaching information literacy are identified and discussed. Background understanding is provided at the beginning and reflections with references are included. An index is not included and this missing resource could improve reader content accessibility.
The text, charts and images are clear.
There are few to no grammatical errors.
There could be more attention to cultural context in the frequent examples.
The text is part of a series, Perspectives on Writing, meant to “addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series... read more
The text is part of a series, Perspectives on Writing, meant to “addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.” It functions as an instructor-facing collection of articles related in theme, therefore comprehensiveness is not a critical component of the work.
That said, the table of contents is the only index and there is no glossary. Definitions are embedded in the text of each chapter and there is naturally some divergence in the way concepts are approached. The organization of the articles into four major themes proved useful, as most instructors are unlikely to utilize the entire text.
The content appears to be well-researched and free of errors. Most of the authors are writing instructors or academic librarians, thus their respective disciplinary perspectives are the most-represented. That said, the book is written for practitioners of such professions.
The ACRL Framework for Information Literacy is still relatively new and academic librarians will continue working with teaching faculty to integrate it into the curricula at their institutions. The content is extensible enough that it is unlikely to become obsolete in the near future.
The authors clearly define technical terms and the writing is accessible.
There is some deviance in definitions, as can be expected in a thematic collection of articles.
The book is fairly modular but would be most useful when viewed as a whole.
The book is well-organized.
The interface is clean and simple to navigate. There are no images to display.
The text does not contain grammatical errors.
The text does not appear to be offensive. That said I am a cis/het white woman, so I may have been blind to elements that others would find offensive, though I endeavored to view it through a critical lens in the cultural regard.
This is not a book for those unfamiliar with the concept of information literacy, nor is it intended to be. The book is a collection of research articles/chapters relating to information literacy instruction in higher education and would be best... read more
This is not a book for those unfamiliar with the concept of information literacy, nor is it intended to be. The book is a collection of research articles/chapters relating to information literacy instruction in higher education and would be best suited to higher ed professionals (especially those in Writing Studies) and librarians. The ACRL Framework for Information Literacy is well explained and is the most significant conceptual follow-through in the book.
Though not a traditional textbook in that it provides a comprehensive overview, this book nonetheless provides a thorough and varied perspective on a complex and dynamic topic. That being said, while it may be a useful text in graduate-level courses, it would be largely inaccessible to undergraduates, due to the extensive use of library and higher education specific jargon, the reliance on a scholarly tone throughout the chapters, and the absence of a glossary or index. While the book makes a good attempt at living up to its promise of "research and collaboration across disciplines" there is a significant focus on first year/introductory courses and the courses with a significant writing component. However, the concepts are thoroughly explored and could easily be applied to disciplines not specifically addressed in the book.
The text appears to be accurate with little perceived bias beyond the essential nature of Information Literacy instruction in higher education. Each article/chapter provides extensive references and, in many cases, additional resources.
The book is still relevant going into 2020, though the reliance on the current iteration of the ACRL Framework means that it is only a matter of time before there is newer research that will need to addressed. Furthermore, there has been much discussion within librarianship as to the efficacy and validity of the current Framework. There are also instances where chapters use screen captures, software examples, or language that have already become dated (Web 2.0, for example), distracting from the otherwise still relevant information. This is a difficult issue to address when looking at digital and media influenced information literacy, and some chapters are aging less dramatically than others. An updated edition with new chapters will likely be necessary sooner rather than later should the editors like to see the book remain relevant.
The clarity and quality varies by chapter, as is to be expected, but the book is overall accessible to its intended audience. As stated above, while it may be a useful text in graduate-level library and/or information science courses, it would be largely inaccessible to undergraduates, due to the extensive use of library and higher education specific jargon, the reliance on a scholarly tone throughout the chapters, and the absence of a glossary or index
Themes and terminology are consistent throughout and the ongoing use of the ACRL Framework lends a narrative to the book overall. The tone is consistently scholarly, despite the differing approaches to format and narrative from one chapter to the next. Each chapter topic lends itself to the theme of that section, as well as the overall intent of the book.
The text's modularity is perhaps its greatest strength. Each of the four parts is well defined and could be used individually; some chapters briefly refer to one another, but also could stand alone or be combined with chapters from other sections of the books. The additional resources of sample lessons and activities may be the most useful resources for instructors and can easily be adapted to be used in information literacy specific or general research instruction. Whereas resources and examples relating to developing programmatic and institutional information literacy decisions may be the most valuable resources to others.
The book is well organized and each chapter supports the larger theme of that part of the book. The book starts with situating the concept of information literacy, sets up the Framework, and moves to more specific examples and research projects. Each part has a chapter that could easily be moved to another section of the book, but this speaks as much to the overlap between concepts as it does the book's organization.
The interface is clear and displayed well in both mobile and desktop browsers. The PDF would benefit from a linked Table of Contents as seen in the ePUB but was easily searchable. Neither edition features a glossary or index but this was not a detriment to navigating the text.
No grammatical errors were found while reviewing the text.
The authors represent a variety of professional backgrounds and institutional demographics. There is a focus on higher education in the United States but the inclusion of some international perspectives is welcome. There was no cultural insensitivity observed.
There is no consistent indication of each chapter's author's disciplinary background. If not mentioned by the author in the chapter, it is absent and leaves the reader to make assumptions. That being said, I look forward to utilizing this text and sharing chapters with colleagues. There is valuable information here, backed up by good research and extensive references, that is applicable across disciplines and in interdisciplinary approaches. The varied approaches are appreciated and make the text relevant to higher education professionals beyond academic librarians and writing instructors.
This book is a thorough discussion of information literacy intended for university instructors and librarians. It clearly explains the ACRL Framework for Information Literacy and places it in the current discussion of discipline specific and... read more
This book is a thorough discussion of information literacy intended for university instructors and librarians. It clearly explains the ACRL Framework for Information Literacy and places it in the current discussion of discipline specific and institution-wide information literacy competencies. Beyond that, the text does address, in detail, some of the challenges regarding the Framework. It is a collection of research articles authored by professionals from a variety of institutions and disciplines, therefore offering approaches to information literacy from different perspectives. Each of the chapters in the collection can stand alone as an in-depth research article. The text also offers case studies of implementing information literacy programmatically. In addition, quite a few of the chapters clearly demonstrate the similarities between the Framework and other disciplines’ core skills, for instance, the Writing Program Administrators Outcomes Statement. Readers will find a thorough discussion of pedagogy, assessments, metaliteracy, and research. While it does offer a variety of discipline-specific research, for example research in education, general business, and economics, the text is not exhaustive. The science disciplines are a specific area that are not covered in terms of information literacy.
The content seems accurate and error-free. The individual articles are comprehensively researched and include extensive reference lists.
The text remains up-to-date and relevant as far as the research of each chapter remains relevant. That being said, the text should remain relevant for years to come. Any modifications to the Framework would necessitate updating the text, due to the fact that it relies heavily on the Framework. Currently, the collection is an excellent picture of the information literacy landscape at the college level.
Each chapter of the book is written by a different author so the prose changes, and the overall tone is scholarly. The intended audience is obviously university faculty, librarians, and instructors, so the terminology is appropriate for professionals. The prose, jargon, and terminology are not appropriate for student reading. Undergraduate students would struggle with the terminology and the context of the research and discussion of the book. However, the introduction to the text outright states that the book is addressed to librarians and faculty.
The text overall is consistently structured from chapter to chapter. While the chapters are authored by various professionals and written in various formats, the themes and terminology are consistent throughout.
The text is quite easily divisible. It is broken into four parts that could be used individually. Since each chapter is essentially a standalone article, the chapters could be extracted and used as individual readings. The discipline specific research (i.e. education and economics) in certain chapters could be useful on their own for faculty in those areas. Occasionally, a chapter references a previous chapter in the book, which might necessitate some editing. Some of the sample assignments and activities for students within the chapters could be easily reworked and used by instructors. Also, the examples of institutional information literacy frameworks could be of great use to readers.
The overarching focus of each of the four parts of the book are organized in a way that is logical and easily navigated by professionals. The text sets the stage for information literacy, then takes the reader through a coherent discussion of the incorporation of information literacy in specific disciplines and institution-wide. Though chapters jump from one research project to another, the connections between the articles is clear to the reader and the chapters flow logically.
The PDF version of the text was not hyperlinked at all, which requires scrolling through the entire book. The epub version was easily navigable with hyperlinked chapters. Neither version offers an index or glossary.
No grammatical errors of note.
Since the authors are from various backgrounds and the research takes place at a variety of institutions, the book is quite inclusive. The research focus of the chapters are varied in discipline, inherently offering a wide variety of results and discussion. The text also included some international contributors from New Zealand and Belize, lending breadth to the research. The contributors list at the end of the text offers a long list of contributors and their institutions.
While not a textbook for undergraduate students, the information is useful for graduate students in library programs or for faculty who are interested in incorporating information literacy. This is an outstanding book for professional information literacy librarians. The text is an in-depth introduction for instructors to include information literacy in their courses, program-wide, and at the institution level. There is a lot of value in this book for instructors in terms of understanding the context and use of information literacy in various disciplines. The text illustrates ways in which courses, programs, and institutions are successfully incorporating information literacy.
The subtitle of this book, "Research and Collaboration Across the Disciplines," appears to a bit misleading, considering the books place in the series, Perspectives on Writing. A majority of the articles focus on first year and introductory... read more
The subtitle of this book, "Research and Collaboration Across the Disciplines," appears to a bit misleading, considering the books place in the series, Perspectives on Writing. A majority of the articles focus on first year and introductory courses, which is consistent with a Writing Studies context. However, there are a few chapters that cover Economics, Sociology, and other disciplines. This may lead to the "across disciplines" claim. It would be easier to assess the chapter's disciplines if the authors' positions were listed along with their institutions. The chapters do a well enough job covering a majority of the information literacy issues related to first year programs, and initiating an institution wide initiative. It especially serves as a good introduction to the changes related to the switch from the Information Literary Standards to the Framework for Information Literacy. There is no index or glossary in the text, which would have been helpful, especially for those new to Information Literacy, or interested in a particular aspect.
The text appears to be accurate and there is little perceived bias. One could technically argue that the book's premise, that Information Literacy is an essential part of higher education curriculum, could be a bit bias. The book does not include any chapters that argue against that claim. Each chapter provides an extensive reference list for cross-checking the information and for identifying additional resources to review.
This text is relevant as a resource for faculty and staff trying to integrate Information Literacy into the curriculum. However, its 2016 copyright is already showing its age. The Framework has been in place for 3 years as of this review, so newer research should be available on its use in the higher education curriculum. Updating the book may be somewhat difficult, involving rewriting entire chapters or soliciting new chapters. Some chapters seem to hold up better than others, with some references feeling dated.
The language is accessible to faculty and staff, though individuals from disciplines other than Writing Studies and Libraries may have difficultly with the level of jargon. Though the Framework is defined many times throughout the text, definitions for certain concepts or terminology could have been more clear. As with any text made up of chapters with varying authors, the clarity and quality varies in each.
Due to the multi-author nature of the text, consistency can be an issue. The structure of each chapter varies, as does the clarity. Overall, the authors did make an effort to refer to each others chapters within their arguments, and to provide a definition of the Framework and other important terms within their own work.
Assigning the entire text to a faculty or staff group may not be appropriate, but the chapters in this text are highly modular. They can stand alone, or be presented in alternate orders to serve the individual need of the committee or group. Though some chapters reference others from the collection, they provide enough context that it is not necessary to read the other chapters to understand their argument.
The organization of the text becomes a little problematic in the middle. The titles of sections two and three, and their content, seem a little vague. Overall, it is hard to predict the type of information found in them. Often times, the chapters could fit in either section, or neither of them. The structures of section one and four feel a little more concrete, but even so, some of the chapters in section one feel just as home in sections two or three.
I did not experience any interface issues or problems when accessing the text.
There were a few grammatical errors with the text.
The content of this text should be accessible to a variety of cultural groups, and I did not perceive any culturally insensitive content.
This title is not a textbook in the traditional sense. Instead of a text that provides a cohesive list of strategies or an exploration of the Framework in a variety of distinct contexts, this title is a loosely grouped collection of chapters dealing with information literacy. The content of the book leans towards Writing Studies Professionals, those working with first-year writing and writing across the curriculum for example. Despite this, individual chapters could be useful for those in a variety of disciplines. This text would be most useful for an institutional working group or a committee that is charged with integrating information literacy into the curriculum, or as professional development for faculty who are interested in integrating information literacy into their course work. It would be less useful in an undergraduate information literacy class, or in a graduate level Library Science or Writing Studies course.
This is not a comprehensive approach to information literacy research or collaboration across disciplines, nor does it claim to be one. Instead of broadly illuminating the book’s titular concerns, these chapters shine focused spotlights on a... read more
This is not a comprehensive approach to information literacy research or collaboration across disciplines, nor does it claim to be one. Instead of broadly illuminating the book’s titular concerns, these chapters shine focused spotlights on a sampling of issues, discussions, and studies, unified by facets of 2015’s Information Literacy Standards for Higher Education and the Framework for Information Literacy for Higher Education.
This book would benefit from an index, but the PDF files are easily searchable in their present arrangement. Even though the book is peppered with privileged terminology, a glossary will not be missed, since Google is usually one tab away from the reader.
No errors were observed in the content of this book.
The only perceived bias was that of the place of information literacy in the university curriculum. The authors in this text posit that information literacy deserves an equal standing with other disciplines or at least a secure place within each discipline.
This book is relevant to higher education in 2018. Its underlying theme is the Association of College & Research Libraries’ Information Literacy Standards for Higher Education and Framework for Information Literacy for Higher Education documents from 2015. These guidelines should be influential for several years to come, but will eventually be replaced by the next new recommendation.
Updating the book to remain relevant to advancing technologies and pedagogies would be difficult. Far more useful would be a second edition that addresses new information literacy topics with updated perspectives and renewed inquiry.
The longevity of this collection varies from one chapter to the next. For example, chapter twelve’s discussion on the value and use of infographics as emerging content delivery and assessment pieces is already dated. Similarly, chapter four’s insightful handling of our modern research environment of competing levels of accuracy and authority is weakened by the chapter title: "Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know." “Web 2.0” is the timestamp for a specific generation of websites, and limits this chapter’s longevity.
Overall, the book’s language is accessible to faculty, university librarians, and graduate-level students, which are the targeted readers for these topics. Jargon and technical terminology are plentiful, but almost always within an adequate context for the target audience of this book.
It is doubtful that a reader who is unfamiliar with higher education writing, research, and library terminology or issues would benefit from this book. For example, a chemistry or communications professor interested in improving an undergraduate research assignment might encounter this book as a wall of acronyms and impenetrable discussions of "Frameworks" and "Outcomes."
Any book with this many authors will struggle with consistency. The editors have succeeded in smoothing out the difficulties that can arise between disciplines and approaches.
This book would benefit immensely from a description of each author’s role or position, as well as their institutional affiliation. Knowing the authors’ disciplines would lend context to their terminologies and perspectives.
This book is highly modular; each chapter easily stands alone. Instructors could assign any chapter as a course reading, exactly like assigning individual articles. Similarly, the four major parts of the book could be approached individually. Several chapters across this book could be reorganized into new sections with common themes or approaches to information literacy. The text is not overly self-referential; each chapter approaches its topic without consideration of the other chapters.
The major sections of the book progress from positioning information literacy in its pedagogical context to collaborating across higher education to promote information literacy implementation. This intuitive approach to the subject suffers from a poor organization in the middle of the book, specifically the lack of cohesion in the chapters that comprise Parts II and III.
Part II: Researching Information Literacy (chapters 6-10) is too generic a category for the overall objective of the book or the chapters in this section. Every chapter in the book deals with researching information literacy in some form; these chapters could have been organized to reflect a more nuanced dissection of the book’s theme. Part III: Incorporating and Evaluating Information Literacy in Specific Courses (chapters 11-15) seems to act as a catch-all for chapters that fit together only loosely.
Within their larger sections, each chapter is placed amid chapters with similar enough topics, though to say that one chapter flows naturally to the next would be an overstatement.
This book is displayed clearly on both desktop and mobile browsers. The text and few graphics are easy to read with no distracting abnormalities. Navigation was mostly straightforward and simple. However, instead of forcing the reader to navigate conflicting book and PDF page numbers, the PDF option would benefit immensely from a linked table of contents, similar to the ePUB format.
The text contains no observed grammatical errors.
The content, language, and approaches to information literacy presented here should be accessible to any diverse university community. No cultural insensitivity was observed in this text.
This book buries the title's “collaboration” lede. Instructors or librarians seeking an organized, authoritative collection of strategies to enable collaboration across disciplines may be disappointed that this is not a textbook in the traditional sense. Readers will instead encounter 20 loosely-related chapters, each addressing separate topics while considering the Association of College & Research Libraries’ Information Literacy Standards for Higher Education and Framework for Information Literacy for Higher Education documents from 2015. For many, this may diminish the book’s usefulness in the classroom.
The book covers an important topic in its interdisciplinary complexity. As a writing teacher, I appreciate the multiple perspectives this collection brings to a topic that affects students and teachers across disciplines. Multiple aspects of... read more
The book covers an important topic in its interdisciplinary complexity. As a writing teacher, I appreciate the multiple perspectives this collection brings to a topic that affects students and teachers across disciplines. Multiple aspects of information literacy are covered, and I believe that most readers involved in college-level teaching will find a topic of interest here.
The text represents my field (writing studies) in a fair and informed fashion. This gives me confidence that other fields, especially library/information science, are also represented well.
The content is quite relevant to the evolving fields of both writing studies and library/information science.
Although multiple authors have contributed to the book, the clarity and readability is uniform throughout.
I found it helpful that the text uses key references throughout as touchstones: the "Framework for Information
Literacy for Higher Education" and the "Framework for Success in Postsecondary Writing."
The 20 chapters in the collection allow for specific topics to be addressed in each. These could be useful to assign in courses where the full text would not be practical.
All chapters are clearly titled so that readers can choose topics of interest. The entire collection is organized in a clear and understandable manner.
There are no problems with the book's interface.
The book reads smoothly with few, if any, typographical errors.
The text demonstrates cultural sensitivity.
I really like that this textbook addresses information sources as they apply to different technologies and web platforms. It addresses today's needs and provides examples to help the reader determine appropriate information sources. read more
I really like that this textbook addresses information sources as they apply to different technologies and web platforms. It addresses today's needs and provides examples to help the reader determine appropriate information sources.
I think the authors have done an excellent job providing an objective book addressing the nuances associated with information literacy. They provide the reader with lots of examples to explain how, when, and why to use certain sources other overs.
The text is up-to-date addressing a variety of web tools that are used when seeking information. I have not seen a book that addresses information literacy in general and expands on how sources can be found using a variety of tools and platforms.
The text is written clearly and uses consistent terminology throughout.
The book does a great job using consistency as it explains information literacy through various technological lenses. With today's every changing technology, the authors do a great job to help the reader identify and discern between different information sources.
This book is organized into several chapters that address a variety of topics. The authors have done an excellent job demonstrating how information literacy is valued across disciplines. This is an excellent book for courses that have students representing different majors.
The book is certainly organized so that it increases in complexity. I particularly appreciate that emphasis has been placed on alignment between information sources and the focus of a given project.
The interface is very clear. It's very easy to navigate through the open textbook.
the text contains no grammatical errors.
The book provides a variety of examples that can be found in different academic disciplines. The examples provided a suitable for an introductory course on information literacy.
The book is partitioned into four sections that together provide a comprehensive treatment of the broad topic of information literacy across different subject disciplines. The editors provide a helpful introduction explaining how they... read more
The book is partitioned into four sections that together provide a comprehensive treatment of the broad topic of information literacy across different subject disciplines. The editors provide a helpful introduction explaining how they conceptualized the book and what the book's purpose is. The introduction offers an excellent discussion of the "Information Literacy Standards" issued in 2000 by the Association of College and Research Libraries and the association's more recent development of a "Framework for Information Literacy for Higher Education" addressing the changed context of information seeking and discovery and the changed relationship of students to information as both consumers and producers. Although there is no index, readers of the pdf can easily use a keyboard command to find keywords throughout the text. No glossary is included, but since the book's readers will mostly be teaching and library faculty familiar with information literacy topics, that is not an issue, and, in any case, terms are defined as they are introduced throughout the book.
Information provided is up-to-date and accurate. The diversity of the chapter authors and the involvement of four editors help ensure a balanced, error-free, and unbiased presentation of material.
The book coincides with the new "Framework for Information Literacy for Higher Education" issued by the Association of College and Research Libraries in 2015. Because the framework can be understood as a rethinking and revising of the 2000 standards, it likely will be used and referred to for years to come. Consequently, the book can be seen as a thorough consideration of information literacy at a watershed moment. The book's combined breadth and depth and its connection to a major advance in the theory and practice of information literacy acquisition indicate it will be useful for many years.
The text is clearly written, with helpful subheadings and, in some chapters, helpful graphic elements that illustrate or supplement the text.
The editors have done a very good job of keeping the work consistent and cohesive within each of the four topical sections and throughout the book as a whole.
The book is well organized. Its division into four sections will make it possible for some users to focus on one aspect of a broad subject. For example, instructors, librarians, and graduate students interested in designing and carrying out research on some aspect of information literacy may choose to read only the introduction and the five chapters that constitute the research section of the book.
The arrangement of the sections and chapters support the reader's development of a deep understanding of the history, theory, and practice of information literacy as a collaboration by different categories of professionals across a variety of academic subject areas. Although each of the book's sections and each chapter can stand on its own, reading the sections and chapters in the order given allows a reader to build knowledge from the conceptual/theoretical to the empirical/practical.
The text and graphic elements are clearly displayed.
No grammatical errors appear to be present in the text.
Although there are some references to race and ethnicity, the book does not offer systematic coverage of the current discussion of "critical information literacy" and its relationship to social justice.
Given the "collaboration across disciplines" focus of the book, it is surprising that the list of contributors indicates only where the various authors work but not in what capacity. It would have been useful to include titles and departments as a way to represent the variety of perspectives expressed in the text.
Table of Contents
- Front Matter
- Introduction, Barbara J. D'Angelo, Sandra Jamieson, Barry Maid, and Janice R. Walker
Part I. Situating Information Literacy
- Chapter 1. Writing Information Literacy: A Retrospective and a Look Ahead, Rolf Norgaard and Caroline Sinkinson
- Chapter 2. Threshold Concepts: Integrating and Applying Information Literacy and Writing Instruction, Barry Maid and Barbara D'Angelo
- Chapter 3. Employer Expectations of Information Literacy: Identifying the Skills Gap, Dale Cyphert and Stanley P. Lyle
- Chapter 4. Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know, Kathleen Blake Yancey
- Chapter 5. Information Literacy in Digital Environments: Construct Mediation, Construct Modeling, and Validation Processes, Irvin R. Katz and Norbert Elliot
Part II. Researching Information Literacy
- Chapter 6. What the Citation Project Tells Us about Information Literacy in College Composition, Sandra Jamieson
- Chapter 7. Preliminary Paths to Information Literacy: Introducing Research in Core Courses, Katt Blackwell-Starnes
- Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers, Karen Gocsik, Laura R. Braunstein, and Cynthia E. Tobery
- Chapter 9. Understanding and Using Sources: Student Practices and Perceptions, Patti Wojahn, Theresa Westbrock, Rachel Milloy, Seth Myers, Matthew Moberly, and Lisa Ramirez
- Chapter 10. Writing Information Literacy in First-Year Composition: A Collaboration among Faculty and Librarians, Donna Scheidt, William Carpenter, Robert Fitzgerald, Cara Kozma, Holly Middleton, and Kathy Shields
Part III. Incorporating and Evaluating Information Literacy in Specific Courses
- Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way, Miriam Laskin and Cynthia R. Haller
- Chapter 12. Ethics, Distribution, and Credibility: Using an Emerging Genre to Teach Information Literacy Concepts, Christopher Toth and Hazel McClure
- Chapter 13. Information Literacy Preparation of Pre-Service and Graduate Educators, Susan Brown and Janice R. Walker
- Chapter 14. Not Just for Citations: Assessing Zotero While Reassessing Research, Rachel Rains Winslow, Sarah L. Skripsky, and Savannah L. Kelly
- Chapter 15. Quantitative Reasoning and Information Literacy in Economics, Diego Méndez-Carbajo
Part IV. Collaborating to Advance Programmatic Information Literacy
- Chapter 16. Moving Ahead by Looking Back: Crafting a Framework for Sustainable, Institutional Information Literacy, Lori Baker and Pam Gladis
- Chapter 17. Supporting Academics to Embed Information Literacy to Enhance Students' Research and Writing Process, Angela Feekery, Lisa Emerson, and Gillian Skyrme
- Chapter 18. Building Critical Researchers and Writers Incrementally: Vital Partnerships Between Faculty and Librarians, Alison S. Gregory and Betty L. McCall
- Chapter 19. Impacting Information Literacy through Alignment, Resources, and Assessment, Beth Bensen, Denise Woetzel, Hong Wu, and Ghazala Hashmi
- Chapter 20. Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy, Francia Kissel, Melvin R. Wininger, Scott R. Weeden, Patricia A. Wittberg, Randall S. Halverson, Meagan Lacy, and Rhonda K. Huisman
- Afterword, Trudi E. Jacobson
About the Book
This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.
About the Contributors
Barry Maid is Professor and Founding Head of the Technical Communication Program at Arizona State University. He was head of that program for ten years. Previously, he was Chair of English at the University of Arkansas at Little Rock where he helped lead the creation of the Department of Rhetoric and Writing. He is the author of numerous articles and chapters primarily focusing on technology, independent writing programs, and program administration including assessment. He and Barbara D'Angelo have written multiple articles on information literacy and writing. In addition, he is a co-author, with Duane Roen and Greg Glau, of The McGraw-Hill Guide: Writing for College, Writing for Life.
Barbara J. D'Angelo is Clinical Associate Professor of Technical Communication at Arizona State University and Graduate Advisor for the MS in Technical Communication Program. She formerly served as Director of Assessment and Curriculum for the undergraduate technical communication degree program and coordinated a multi-section professional writing course for nurses. She has presented and published on topics related to information literacy, technical communication, writing assessment, and curriculum development at the Conference on College Composition and Communication, the Association for Business Communication annual convention, and the International Writing Across the Disciplines conference among others. She is the recipient of the 2011 Francis W. Weeks Award of Merit from the Association for Business Communication.
Sandra Jamieson is Professor of English and Director of Writing Across the Curriculum at Drew University, where she teaches first-year writing and writing studies and pedagogy courses at the undergraduate and graduate level. She is one of three principal researchers in the Citation Project, a multi-site quantitative and qualitative study of student source-use practices. Her publications include the co-edited collection Coming of Age: The Advanced Writing Curriculum (with Shamoon, Howard, and Schwegler—winner of the Council of Writing Program Administrators Best Book of the Year Award, 2000-2001) and The Bedford Guide to Writing in the Disciplines: An Instructor's Desk Reference (with Rebecca Moore Howard). She has published articles and chapters on information literacy, research, plagiarism, reading, the writing major, writing across the curriculum, the vertical writing curriculum, textbooks, and multicultural education.