This edited book helps demystify how to incorporate ACRLs 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 single volume 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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List of Figures, Tables, and Textboxes |
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ix | |
| Foreword |
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xi | |
| Preface |
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xv | |
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Part I Preparing to Use the Framework |
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1 Strategies for Mapping Information Literacy Threshold Concepts to Course Objectives in Political Science |
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3 | (19) |
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2 Faculty Workshops: Incorporating the Framework and Embedding Information Literacy in Undergraduate Courses |
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22 | (11) |
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Anna Michelle Martinez-Montavon |
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3 Are They There Yet? Determining Student Mastery of Learning Outcomes Based on the ACRL Framework |
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33 | (15) |
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4 Finding Expertise in Your Own Backyard: Creating Communities of Practice to Support Learning about the Framework |
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48 | (17) |
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5 From Standards to Threshold Concepts, Knowledge Practices, and Learner Dispositions: Rethinking Formal Information Literacy Instruction in Higher Education |
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65 | (13) |
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6 An Idea That Sells Itself: The Framework as a Partnership Guide and Faculty Marketing Tool |
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78 | (19) |
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Part II Case Studies of Instruction Using the Framework |
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7 Teaching the Framework Using an Online Tutorial |
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97 | (14) |
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8 Designing a First-Year Foundation Program around the Framework |
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111 | (11) |
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9 The Framework as Pedagogical Tool: Teaching Source Integration |
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122 | (12) |
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10 Redesigning a Credit-Bearing Course using the ACRL Information Literacy Framework |
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134 | (15) |
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11 The Framework and the Context: Refocusing Information Literacy at a Caribbean University |
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149 | (13) |
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12 The Librarian's Journey Begins: Finding Pedagogical Authority and Creativity in the ACRL Framework |
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162 | (17) |
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Part III Educating for the Framework |
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13 Flexible Frameworks, New Paradigms: Examining Beliefs about the ACRL Framework to Grow Teaching Practice |
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179 | (13) |
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14 Chandler-Gilbert Community College Case Study |
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192 | (14) |
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15 Exploring Metaliterate Learning through the Frames of Information Literacy |
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206 | (14) |
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16 Extending the Framework for the Benefit of Praxis: A Strategic Literacy-Based Approach to Diversity Education (SLADE) |
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220 | (14) |
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17 Teaching Future Librarian Educators Using the ACRL Framework: A New Graduate-Level iSchool Teaching Certificate |
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234 | (11) |
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18 Rethinking the Reference and Instruction Curriculum Using the Integrated Threshold Concept Knowledge Framework |
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245 | (14) |
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| Index |
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259 | (10) |
| About the Editors and Contributors |
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269 | |
Heidi Julien is a professor and department chair in the Department of Library and Information Studies 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 Social Sciences and Humanities Research Council of Canada, and has published extensively in journals such as Journal of the Association for Information Science and Technology, Library & Information Science Research, Journal of Education for Library and Information Science, and College & Research Libraries. She is president of the Association for Library and Information Science Education, and she is 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 PhD 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 including Library and Information Science Research, Library Quarterly, Journal of the Association for Information Science and Technology, and College & Research Libraries. She is author, co-author, or co-editor of nine books. Her most recent co- authored book is Five Steps of Outcome-Based Planning and Evaluation for Public Libraries. 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 digital literacies, especially information literacy, information literacy instruction, and information practices of young adults. Along with his colleague Melissa Gross, 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; the Assembly on Literature for Adolescents Foundation; and the Florida State University Council on Research and Creativity. He has published extensively on information literacy in journals such as Library & Information Science Research, Library Quarterly, College & Research Libraries, and the Journal of the Association for Information Science and Technology.
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