Read more about Information Literacy: Research and Collaboration across Disciplines

Information Literacy: Research and Collaboration across Disciplines

(9 reviews)

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

Language: English

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Reviewed by Jennifer Bruce, Librarian, Rochester Community & Technical College on 11/25/20

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

Reviewed by Jenise Overmier, Research and Instruction Librarian, Marymount University on 8/25/20

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

Reviewed by Alexis Wolstein, Assistant Professor of Library Services; Information Literacy Coordinator, Colorado State University - Pueblo on 12/20/19

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

Reviewed by Megan Thomas, Electronic Resources and Assessment Librarian, Montana State University - Billings on 7/31/19

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

Reviewed by Cori Biddle, Learning Services Librarian, Bridgewater College on 2/21/19

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

Reviewed by Andrew Kulp, Information Literacy and Undergraduate Studies Librarian, Shenandoah University on 5/21/18

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

Reviewed by Teagan Decker, Associate Professor, University of North Carolina at Pembroke on 2/1/18

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

Reviewed by Jill Stefaniak, Assistant Professor, Old Dominion University on 2/8/17

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

Reviewed by Cheryl Knott, Associate Professor, University of Arizona on 2/8/17

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

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
  • Contributors

Ancillary Material

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  • 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.

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