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- Description
- Table of Contents
- About the authors
The Framework for Information Literacy for Higher Education has broad applicability that can be customized for different areas of study. Librarians have created companion documents and subject-specific information literacy applications that show the ways the Framework applies to their various fields.
In nine thorough sections, Teaching Information Literacy by Discipline shows the great diversity in how librarians understand, adapt, and apply the Framework. It explores how frames are applied when drafting learning outcomes, building research guides, crafting assignments, designing curricula for a particular discipline, and more.
- Arts
- Writing
- Humanities
- Interdisciplinary Studies
- Social Sciences
- Business
- Education and Behavioral Studies
- Health
- Sciences
Teaching Information Literacy by Discipline underlines the breadth of the Framework’s applicability and expands our understanding of information literacy through diverse interpretations. Subject, liaison, instruction, and new librarians will find many ideas in how other disciplines have adapted the Framework, as well as how to translate information literacy concepts for teaching faculty.
Introduction
Scott P. Libson and Malia Willey
Section I: Arts
Chapter 1. Music Information Literacy and the Framework: Contexts and Scenarios for the Generalist Librarian
Veronica A. Wells, Anna Grau Schmidt, Angela L. Pratesi, Erin Conor, Tom Bickley, and Andrea Beckendorf
Chapter 2. Incorporating the Framework into the Music History Curriculum, or, How to Not Teach the Same Thing Three Times in One Day
Lina Sheahan
Chapter 3. Blending Information Literacy and Visual Literacy: Instructional Vignettes in Art, Architecture, and Design
Stephanie Beene, Sara Schumacher, Dana Statton Thompson, and Mary Wegmann
Chapter 4. Empowering through Discernment: Building Students’ Skills for Visual Discernment through a Course-Library Collaboration
Elizabeth Pugliano and Karen Sobel
Section II: Writing
Chapter 5. Creative Writing Is (Process, Inquiry, Conversation) Hard: Bringing Information Literacy to the Blank Page
Ashley Roach-Freiman and Paige Chant
Chapter 6. Text Mining Journalism Syllabi for Framework Concepts
Ellen Hampton Filgo
Chapter 7. Practicing Process: Information Literacy Needs of Technical Communication Students
L. E. Eames and Jessica LaBozetta
Chapter 8. Constructing Authority Through Cooperative Learning in First-Year Composition
Mary Kamela
Section III: Humanities
Chapter 9. Integrating Information Literacy Threshold Concepts in Literature Courses
Melissa Anderson
Chapter 10. Screening Knowledge: Teaching Film Through Information Literacy
Lynne Stahl and Olivia Wertz
Chapter 11. Using Special Collections as Laboratories to Demonstrate the Information Creation Process: A Tactile Approach to Historical Primary Source Literacy
Samantha Crisp
Section IV: Interdisciplinary Studies
Chapter 12. Reconstructing Information Literacy for Racial, Ethnic, and Area Studies
Kiana Webster
Chapter 13. Examining Privilege and Oppression in the Information Landscape: Using Information Privilege as a Lens for the Framework in the Women and Gender Studies Classroom
Hannah Madonna
Chapter 14. Threading the Needle: Adopting Complementary Frameworks for Costume Studies
Maggie Murphy and Jenny Dale
Section V: Social Sciences
Chapter 15. The Politics, Policy, and International Relations Section Companion Document to the Framework: Process and Outcomes
Mary K. Oberlies, Brett Cloyd, Erin Ackerman, Stephanie Crowe, Christopher Lemery, Kimberly MacVaugh, Chelsea Nesvig, and Winn W. Wasson
Chapter 16. The Evolution of the Framework: Integrating Theoretical and Practical Approaches for Teaching Anthropology Information Literacy
Catherine Bowers, Jennifer Bowers, and Nikki Tummon
Chapter 17. Information Literacy Within and Beyond the Academy: Connecting the Framework to Social Work’s Accreditation Standards and Professional Code of Ethics
Stephen Maher, Yali Feng, Olivia Given Castello, Carin Graves, and Sarah C. Johnson
Chapter 18. Teaching Information Literacy in the Emerging and Dynamic Fields of Preparedness and Security
Abigail Adams
Section VI: Business
Chapter 19. Approaching a Companion Document for Business: Applications of the Framework in Business Information Literacy
LuMarie Guth, Ilana Stonebraker, G. Arave, Patricia B. Condon, Grace Liu, and Wendy G. Pothier
Chapter 20. Fostering Inquiry through Business Intelligence: The Framework in the Marketing Classroom
Carmen Cole and Emily Mross
Chapter 21. Reimagining Information Literacy and the Framework through the Entrepreneurial Mindset
Morgan Ritchie-Baum and Summer Krstevska
Section VII: Education and Behavioral Studies
Chapter 22. Educating the Educators: Six Frames for Three Identities
Eric Silberberg, Laura Cameron, Christina Jones, Amy James, Alison Lehner-Quam, Robin Ewing, and Margaret Gregor
Chapter 23. Empowering Future Educators: A Spiral-Based Information Literacy Curriculum
Lisa Czirr and Jenifer Sigafoes Phelan
Chapter 24. Through a Disciplinary Lens: Adapting the Framework for Psychology Students and Subject Librarians
Jennifer Bowers, Julia L. Eisenstein, and Brian Quinn
Chapter 25. Guided Exploration of Controlled Language for Undergraduate Psychology Students
Kristin E. C. Green
Section VIII: Health
Chapter 26. Integrating Evidence-Based Practice into the Framework for Health Sciences Librarians
Alyssa Denneler, Kay Strahan, and Rebecca Arriola
Chapter 27. Hearing from Working Nurses: Incorporating Real-World Knowledge Practices into the Framework to Better Instruct Tomorrow’s Healthcare Professionals
Anne R. Diekema, Elizabeth (Betsy) S. Hopkins, Britt Fagerheim, Brandon Patterson, and Nena Schvaneveldt
Chapter 28. Practice as Conversation: Information Literacy in Pre-Doctoral Dentistry Programs
Nena Schvaneveldt, Sean Stone, Lorraine Porcello, and Irene Lubker
Section IX: Sciences
Chapter 29. Reflections on Crafting a Framework Companion Document for and by Science and Technology Librarians
Dawn “Nikki” Cannon-Rech, Allison Brungard, Rachel Hamelers, Rebecca Kuglitsch, and Rebecca Hill Renirie
Chapter 30. Adding “Why” and “How”: Framing Source Use as a Rhetorical Act for STEM Undergraduates
Kevin Moore
Chapter 31. Research as Inquiry in an Undergraduate Physics Lab: Teaching Students How to Ask Questions
Hilary Dorsch Wong
Chapter 32. Environmental Science: Teaching the Frames Through Interdisciplinarity
Clarissa Ihssen
About the Authors