| Formatted contents note |
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 |
| Summary, etc. |
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. |
