Information Literacy: Research and Collaboration across Disciplines

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Barry Maid, Arizona State University

Pub Date: 2016

ISBN 13:

Publisher: WAC Clearinghouse

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Reviewed by Cheryl Knott, Associate Professor, University of Arizona, on 2/9/2017.

The book is partitioned into four sections that together provide a comprehensive treatment of the broad topic of information literacy across … read more

 

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Reviewed by Jill Stefaniak, Assistant Professor, Old Dominion University, on 2/9/2017.

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

 

Table of Contents

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

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

Author(s)

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.

 

Editor(s)

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.