Information Literacy: Research and Collaboration across Disciplines
Barry Maid, Arizona State University
Pub Date: 2016
Publisher: WAC Clearinghouse
Conditions of Use
This is not a comprehensive approach to information literacy research or collaboration across disciplines, nor does it claim to be one. Instead of read more
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 sampling of issues, discussions, and studies, unified by facets of 2015’s Information Literacy Standards for Higher Education and the Framework for Information Literacy for Higher Education. This book would benefit from an index, but the PDF files are easily searchable in their present arrangement. Even though the book is peppered with privileged terminology, a glossary will not be missed, since Google is usually one tab away from the reader.
No errors were observed in the content of this book. The only perceived bias was that of the place of information literacy in the university curriculum. The authors in this text posit that information literacy deserves an equal standing with other disciplines or at least a secure place within each discipline.
This book is relevant to higher education in 2018. Its underlying theme is the Association of College & Research Libraries’ Information Literacy Standards for Higher Education and Framework for Information Literacy for Higher Education documents from 2015. These guidelines should be influential for several years to come, but will eventually be replaced by the next new recommendation. Updating the book to remain relevant to advancing technologies and pedagogies would be difficult. Far more useful would be a second edition that addresses new information literacy topics with updated perspectives and renewed inquiry. The longevity of this collection varies from one chapter to the next. For example, chapter twelve’s discussion on the value and use of infographics as emerging content delivery and assessment pieces is already dated. Similarly, chapter four’s insightful handling of our modern research environment of competing levels of accuracy and authority is weakened by the chapter title: "Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Ways We Know." “Web 2.0” is the timestamp for a specific generation of websites, and limits this chapter’s longevity.
Overall, the book’s language is accessible to faculty, university librarians, and graduate-level students, which are the targeted readers for these topics. Jargon and technical terminology are plentiful, but almost always within an adequate context for the target audience of this book. It is doubtful that a reader who is unfamiliar with higher education writing, research, and library terminology or issues would benefit from this book. For example, a chemistry or communications professor interested in improving an undergraduate research assignment might encounter this book as a wall of acronyms and impenetrable discussions of "Frameworks" and "Outcomes."
Any book with this many authors will struggle with consistency. The editors have succeeded in smoothing out the difficulties that can arise between disciplines and approaches. This book would benefit immensely from a description of each author’s role or position, as well as their institutional affiliation. Knowing the authors’ disciplines would lend context to their terminologies and perspectives.
This book is highly modular; each chapter easily stands alone. Instructors could assign any chapter as a course reading, exactly like assigning individual articles. Similarly, the four major parts of the book could be approached individually. Several chapters across this book could be reorganized into new sections with common themes or approaches to information literacy. The text is not overly self-referential; each chapter approaches its topic without consideration of the other chapters.
The major sections of the book progress from positioning information literacy in its pedagogical context to collaborating across higher education to promote information literacy implementation. This intuitive approach to the subject suffers from a poor organization in the middle of the book, specifically the lack of cohesion in the chapters that comprise Parts II and III. Part II: Researching Information Literacy (chapters 6-10) is too generic a category for the overall objective of the book or the chapters in this section. Every chapter in the book deals with researching information literacy in some form; these chapters could have been organized to reflect a more nuanced dissection of the book’s theme. Part III: Incorporating and Evaluating Information Literacy in Specific Courses (chapters 11-15) seems to act as a catch-all for chapters that fit together only loosely. Within their larger sections, each chapter is placed amid chapters with similar enough topics, though to say that one chapter flows naturally to the next would be an overstatement.
This book is displayed clearly on both desktop and mobile browsers. The text and few graphics are easy to read with no distracting abnormalities. Navigation was mostly straightforward and simple. However, instead of forcing the reader to navigate conflicting book and PDF page numbers, the PDF option would benefit immensely from a linked table of contents, similar to the ePUB format.
The text contains no observed grammatical errors.
The content, language, and approaches to information literacy presented here should be accessible to any diverse university community. No cultural insensitivity was observed in this text.
This book buries the title's “collaboration” lede. Instructors or librarians seeking an organized, authoritative collection of strategies to enable collaboration across disciplines may be disappointed that this is not a textbook in the traditional sense. Readers will instead encounter 20 loosely-related chapters, each addressing separate topics while considering the Association of College & Research Libraries’ Information Literacy Standards for Higher Education and Framework for Information Literacy for Higher Education documents from 2015. For many, this may diminish the book’s usefulness in the classroom.
The book covers an important topic in its interdisciplinary complexity. As a writing teacher, I appreciate the multiple perspectives this collection read more
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 information literacy are covered, and I believe that most readers involved in college-level teaching will find a topic of interest here.
The text represents my field (writing studies) in a fair and informed fashion. This gives me confidence that other fields, especially library/information science, are also represented well.
The content is quite relevant to the evolving fields of both writing studies and library/information science.
Although multiple authors have contributed to the book, the clarity and readability is uniform throughout.
I found it helpful that the text uses key references throughout as touchstones: the "Framework for Information Literacy for Higher Education" and the "Framework for Success in Postsecondary Writing."
The 20 chapters in the collection allow for specific topics to be addressed in each. These could be useful to assign in courses where the full text would not be practical.
All chapters are clearly titled so that readers can choose topics of interest. The entire collection is organized in a clear and understandable manner.
There are no problems with the book's interface.
The book reads smoothly with few, if any, typographical errors.
The text demonstrates cultural sensitivity.
The book is partitioned into four sections that together provide a comprehensive treatment of the broad topic of information literacy across read more
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 conceptualized the book and what the book's purpose is. The introduction offers an excellent discussion of the "Information Literacy Standards" issued in 2000 by the Association of College and Research Libraries and the association's more recent development of a "Framework for Information Literacy for Higher Education" addressing the changed context of information seeking and discovery and the changed relationship of students to information as both consumers and producers. Although there is no index, readers of the pdf can easily use a keyboard command to find keywords throughout the text. No glossary is included, but since the book's readers will mostly be teaching and library faculty familiar with information literacy topics, that is not an issue, and, in any case, terms are defined as they are introduced throughout the book.
Information provided is up-to-date and accurate. The diversity of the chapter authors and the involvement of four editors help ensure a balanced, error-free, and unbiased presentation of material.
The book coincides with the new "Framework for Information Literacy for Higher Education" issued by the Association of College and Research Libraries in 2015. Because the framework can be understood as a rethinking and revising of the 2000 standards, it likely will be used and referred to for years to come. Consequently, the book can be seen as a thorough consideration of information literacy at a watershed moment. The book's combined breadth and depth and its connection to a major advance in the theory and practice of information literacy acquisition indicate it will be useful for many years.
The text is clearly written, with helpful subheadings and, in some chapters, helpful graphic elements that illustrate or supplement the text.
The editors have done a very good job of keeping the work consistent and cohesive within each of the four topical sections and throughout the book as a whole.
The book is well organized. Its division into four sections will make it possible for some users to focus on one aspect of a broad subject. For example, instructors, librarians, and graduate students interested in designing and carrying out research on some aspect of information literacy may choose to read only the introduction and the five chapters that constitute the research section of the book.
The arrangement of the sections and chapters support the reader's development of a deep understanding of the history, theory, and practice of information literacy as a collaboration by different categories of professionals across a variety of academic subject areas. Although each of the book's sections and each chapter can stand on its own, reading the sections and chapters in the order given allows a reader to build knowledge from the conceptual/theoretical to the empirical/practical.
The text and graphic elements are clearly displayed.
No grammatical errors appear to be present in the text.
Although there are some references to race and ethnicity, the book does not offer systematic coverage of the current discussion of "critical information literacy" and its relationship to social justice.
Given the "collaboration across disciplines" focus of the book, it is surprising that the list of contributors indicates only where the various authors work but not in what capacity. It would have been useful to include titles and departments as a way to represent the variety of perspectives expressed in the text.
I really like that this textbook addresses information sources as they apply to different technologies and web platforms. It addresses today's needs read more
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.
I think the authors have done an excellent job providing an objective book addressing the nuances associated with information literacy. They provide the reader with lots of examples to explain how, when, and why to use certain sources other overs.
The text is up-to-date addressing a variety of web tools that are used when seeking information. I have not seen a book that addresses information literacy in general and expands on how sources can be found using a variety of tools and platforms.
The text is written clearly and uses consistent terminology throughout.
The book does a great job using consistency as it explains information literacy through various technological lenses. With today's every changing technology, the authors do a great job to help the reader identify and discern between different information sources.
This book is organized into several chapters that address a variety of topics. The authors have done an excellent job demonstrating how information literacy is valued across disciplines. This is an excellent book for courses that have students representing different majors.
The book is certainly organized so that it increases in complexity. I particularly appreciate that emphasis has been placed on alignment between information sources and the focus of a given project.
The interface is very clear. It's very easy to navigate through the open textbook.
the text contains no grammatical errors.
The book provides a variety of examples that can be found in different academic disciplines. The examples provided a suitable for an introductory course on information literacy.
Table of Contents
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
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.