Rowman & Littlefield Publishers
Pages: 296
•
Trim: 6¼ x 9
978-1-5381-2143-6 • Hardback • February 2020 • $132.00 • (£102.00)
978-1-5381-2144-3 • Paperback • January 2020 • $59.00 • (£45.00)
978-1-5381-2145-0 • eBook • February 2020 • $56.00 • (£43.00)
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.
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
This book is recommended for academic libraries and library schools. Approaching the 5th year since its adoption, the Framework has been around long enough for the library profession to have developed norms and best practices around its implementation and is a helpful catalog of many of these practices and is a useful resource to librarians teaching information literacy.
— Technical Services Quarterly
The Information Literacy Framework: Case Studies of Successful Implementation is a collection of 18 case studies , carefully chosen by accomplished members of the field, that contribute to the literature on how stakeholders can use the ACRL Framework to enhance student learning. This book will be of interest to anyone who has a role in teaching information literacy and it contributes to the literature by presenting effective examples of how practitioners have adopted the ACRL Framework.
— Journal Of Education For Library and Information Science
The Framework for Information Literacy for Higher Education (Framework),put forth by the Association of College and Research Libraries (ACRL),can be either challenging to integrate or easily molded to conform to specific disciplines in teaching. In three sections, contributors offer unambiguous and concise approaches on how to overcome barriers and interpret and engage with the Framework. The first part explores essential preparation tools for using the Framework, such as curriculum mapping and collective professional development workshops. The next section presents exploratory case studies of the Framework being applied in various teaching environments, accompanied by astute reflections on redesigning an online tutorial, organizing a first-year-experience program, and using the Framework as a pedagogical tool in information literacy instruction. The final section discusses virtual course offerings for information literacy instructors, the expansion of "metaliterate" learning processes, and an online professional development certification in teaching. Most helpful are the diverse scenarios presented throughout illustrating how to support the Framework in more traditional learning environments, such as workshops, online class professional development, or a pedagogical component in library school. This is recommended reading for all librarians, at any level and within any library environment, and for other educators in information literacy instruction. Summing Up: Recommended. Graduate students, faculty, and professionals.
— Choice Reviews
The editors are expert researchers in information literacy, who have applied their research expertise to create the most useful collection of case studies describing the challenges and opportunities associated with the implementation of the ACRL Framework for Information Literacy for Higher Education. The insightful examples from different perspectives provide new ways of interpreting, utilizing, and leveraging the Framework to engage students and faculty in information literacy instruction.— Lynn Silipigni Connaway, Ph.D., Director of Library Trends and User Research, OCLC Research