The Information Literacy Framework
Case Studies of Successful Implementation
1st Edition
Published on 7. February 2020
296 pages
979-8-8818-7962-4 (ISBN)
Description
This book helps demystify how to incorporate ACRL's Framework for Information Literacy for Higher Education into information literacy instruction in higher education as well as how to teach the new Framework to pre-service librarians as part of their professional preparation. This authoritative volume copublished by the Association for Library and Information Science Education (ALISE) demonstrates professional practice by bringing together current case studies from librarians in higher education who are implementing the Framework for Information Literacy for Higher Education as well as cases from educators in library and information science, who are working to prepare their pre-service students to practice in the new instructional environment. Instructional librarians, administrators, and educators will benefit from the experiences the people on the ground who are actively working to make the transition to the Framework in their professional practice.
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Heidi Julien | Melissa Gross | Don Latham
The Information Literacy Framework
Case Studies of Successful Implementation
Book
02/2020
Rowman & Littlefield Publishers
€136.70
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Persons
Heidi Julien is a professor in the Department of Information Science at the University at Buffalo. She holds an MLIS degree from the University of Alberta and a Ph.D. in Library and Information Science from the University of Western Ontario. Her research focuses on digital and information literacy, and information behavior. She has received grants from the Institute of Museum and Library Services, and the Social Sciences and Humanities Research Council of Canada, and she has published and presented her work in a range of venues. She is a past-president of the Association for Library and Information Science Education, and a past-president of the Canadian Association for Information Science.
Melissa Gross is a professor in the School of Information at Florida State University and a past president of the Association for Library and Information Science Education (ALISE). She received her Ph.D. from the University of California, Los Angeles in 1998 and was awarded the prestigious American Association of University Women Recognition Award for Emerging Scholars in 2001. She teaches and does research in the areas of Information seeking behavior, resources for youth, research methods, the evaluation of library programs and services, information literacy, and teacher and librarian collaboration. She has published extensively in a variety of peer-reviewed journals and is author, co-author, or co-editor of ten books.
Don Latham is a professor in the School of Information at Florida State University. He holds an MLIS degree from Florida State University and a Ph.D. in English from the University of Georgia. His research focuses on information literacy, information literacy instruction, and information practices of young adults. He is the recipient of research grants from the Institute of Museum and Library Services, the Online Computer Library Center and the Association for Library and Information Science Education, and the FSU Council on Research and Creativity. He has published numerous journal articles on information literacy among college undergraduates.
Melissa Gross is a professor in the School of Information at Florida State University and a past president of the Association for Library and Information Science Education (ALISE). She received her Ph.D. from the University of California, Los Angeles in 1998 and was awarded the prestigious American Association of University Women Recognition Award for Emerging Scholars in 2001. She teaches and does research in the areas of Information seeking behavior, resources for youth, research methods, the evaluation of library programs and services, information literacy, and teacher and librarian collaboration. She has published extensively in a variety of peer-reviewed journals and is author, co-author, or co-editor of ten books.
Don Latham is a professor in the School of Information at Florida State University. He holds an MLIS degree from Florida State University and a Ph.D. in English from the University of Georgia. His research focuses on information literacy, information literacy instruction, and information practices of young adults. He is the recipient of research grants from the Institute of Museum and Library Services, the Online Computer Library Center and the Association for Library and Information Science Education, and the FSU Council on Research and Creativity. He has published numerous journal articles on information literacy among college undergraduates.
Content
Table of Contents
List of Figures
Foreword
Preface
Part I. Preparing to use the Framework
Chapter 1. Strategies for Mapping Information Literacy Threshold Concepts to Course Objectives in Political Science
Mohamed Berray
Chapter 2. Faculty Workshops: Incorporating the Framework and Embedding Information Literacy in Undergraduate Courses
Melissa Harden and Anna Michelle Martinez-Montavon
Chapter 3. Are They There Yet? Determining Student Mastery of Learning Outcomes Based on the ACRL Framework
Holly Hendrigan, Keshav Makunda, and Diana Cukierman
Chapter 4. Finding Expertise in Your Own Backyard: Creating Communities of Practice to Support Learning about the Framework
Kim Pittman, Amy Mars, and Trent Brager
Chapter 5. From Standards to Threshold Concepts, Knowledge Practices, and Learner Dispositions: Rethinking Formal Information Literacy Instruction in Higher Education
Leslie M. Ross
Chapter 6. An Idea That Sells Itself: The Framework as a Partnership Guide and Faculty Marketing Tool
Sarah Steele, Steve Bahnaman, Brooke Taxakis, Ron Epps, and Elizabeth Dobbins
Part II. Case studies of instruction using the Framework
Chapter 7. Teaching the Framework Using an Online Tutorial
Leanna Fry Balci and Peter J. Rich
Chapter 8. Designing a First-Year Foundation Program around the Framework
Brianna B. Buljung
Chapter 9. The Framework as Pedagogical Tool: Teaching Source Integration
Gina Calia-Lotz
Chapter 10. Redesigning a Credit Bearing Course using the ACRL Information Literacy Framework
Kelly Diamond and Alyssa Wright
Chapter 11. The Framework and the Context: Refocusing Information Literacy at a Caribbean University
Paulette A. Kerr and Jessica C. Lewis
Chapter 12. The Librarian's Journey Begins: Finding Pedagogical Authority and Creativity in the ACRL Framework
Liza Oldham
Part III. Educating for the Framework
Chapter 13. Flexible Frameworks, New Paradigms: Examining Beliefs about the ACRL Framework to Grow Teaching Practice
Andrea Baer
Chapter 14. Chandler-Gilbert Community College Case Study
Mary Beth Burgoyne and Kim Chuppa-Cornell
Chapter 15. Exploring Metaliterate Learning through the Frames of Information Literacy
Thomas P. Mackey
Chapter 16. Extending the Framework for the Benefit of Praxis: A Strategic Literacy-Based Approach to Diversity Education (SLADE)
Bharat Mehra and Keren Dali
Chapter 17. Teaching Future Librarian Educators Using the ACRL Framework: A New Graduate-Level iSchool Teaching Certificate
Carla Stoffle, Nicole Pagowsky, and Yvonne Mery
Chapter 18. Rethinking the Reference and Instruction Curriculum Using the Integrated Threshold Concept Knowledge Framework
Susan Rathbun-Grubb
About the Contributors
About the Editors
List of Figures
Foreword
Preface
Part I. Preparing to use the Framework
Chapter 1. Strategies for Mapping Information Literacy Threshold Concepts to Course Objectives in Political Science
Mohamed Berray
Chapter 2. Faculty Workshops: Incorporating the Framework and Embedding Information Literacy in Undergraduate Courses
Melissa Harden and Anna Michelle Martinez-Montavon
Chapter 3. Are They There Yet? Determining Student Mastery of Learning Outcomes Based on the ACRL Framework
Holly Hendrigan, Keshav Makunda, and Diana Cukierman
Chapter 4. Finding Expertise in Your Own Backyard: Creating Communities of Practice to Support Learning about the Framework
Kim Pittman, Amy Mars, and Trent Brager
Chapter 5. From Standards to Threshold Concepts, Knowledge Practices, and Learner Dispositions: Rethinking Formal Information Literacy Instruction in Higher Education
Leslie M. Ross
Chapter 6. An Idea That Sells Itself: The Framework as a Partnership Guide and Faculty Marketing Tool
Sarah Steele, Steve Bahnaman, Brooke Taxakis, Ron Epps, and Elizabeth Dobbins
Part II. Case studies of instruction using the Framework
Chapter 7. Teaching the Framework Using an Online Tutorial
Leanna Fry Balci and Peter J. Rich
Chapter 8. Designing a First-Year Foundation Program around the Framework
Brianna B. Buljung
Chapter 9. The Framework as Pedagogical Tool: Teaching Source Integration
Gina Calia-Lotz
Chapter 10. Redesigning a Credit Bearing Course using the ACRL Information Literacy Framework
Kelly Diamond and Alyssa Wright
Chapter 11. The Framework and the Context: Refocusing Information Literacy at a Caribbean University
Paulette A. Kerr and Jessica C. Lewis
Chapter 12. The Librarian's Journey Begins: Finding Pedagogical Authority and Creativity in the ACRL Framework
Liza Oldham
Part III. Educating for the Framework
Chapter 13. Flexible Frameworks, New Paradigms: Examining Beliefs about the ACRL Framework to Grow Teaching Practice
Andrea Baer
Chapter 14. Chandler-Gilbert Community College Case Study
Mary Beth Burgoyne and Kim Chuppa-Cornell
Chapter 15. Exploring Metaliterate Learning through the Frames of Information Literacy
Thomas P. Mackey
Chapter 16. Extending the Framework for the Benefit of Praxis: A Strategic Literacy-Based Approach to Diversity Education (SLADE)
Bharat Mehra and Keren Dali
Chapter 17. Teaching Future Librarian Educators Using the ACRL Framework: A New Graduate-Level iSchool Teaching Certificate
Carla Stoffle, Nicole Pagowsky, and Yvonne Mery
Chapter 18. Rethinking the Reference and Instruction Curriculum Using the Integrated Threshold Concept Knowledge Framework
Susan Rathbun-Grubb
About the Contributors
About the Editors
