Disciplinary applications of information literacy threshold concepts
著者
書誌事項
Disciplinary applications of information literacy threshold concepts
Association of College and Research Libraries, a division of the American Library Association, 2017
- : pbk
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注記
Includes bibliographical references (p. 359)
内容説明・目次
内容説明
The definition of threshold concepts has been expanded over the years based on the work of many educational scholars and practitioners, but are essentially described as a portal, transition, or threshold to additional learning and deeper understanding for a learner. Threshold concepts are transformative, integrative, irreversible, bounded, and troublesome, and can be a valuable tool in both facilitating students’ understanding of their subject and aiding in curriculum development within the disciplines.
In 25 chapters divided into sections mirroring ACRL’s Framework for Information Literacy for Higher Education—Authority is Constructed and Contextual, Information Creation as a Process, Information has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration—Disciplinary Applications of Information Literacy Threshold Concepts explores threshold concepts as an idea and the specifics of what the concepts contained in the Framework look like in disciplinary contexts. The chapters cover many disciplines, including the humanities, social sciences, life sciences, and physical sciences, and a range of students, from first-year undergraduates to doctoral students.
Disciplinary Applications of Information Literacy Threshold Concepts provides a balance of theoretical and practical to help readers both conceptually and pragmatically with their work in supporting student learning, including chapters in which librarians have designed learning outcomes aligned with the frames of the Framework. These examples demonstrate different approaches to working with information literacy threshold concepts and how librarians are incorporating them within their disciplinary and institutional contexts. As Ray Land says in the Foreword, “This volume marks a significant new departure in the development of the threshold concepts analytic framework.”
目次
Foreword, by Ray Land
Introduction, by Samantha Godbey, Susan Beth Wainscott, Xan Goodman
Section One. Authority is Constructed and Contextual
Chapter 1. Teaching Inclusive Authorities: Indigenous Ways of Knowing and the Framework for Information Literacy in Native Art — Alexander Watkins
Chapter 2. “But How Do I Know It’s a Good Source?” Authority is Constructed in Social Work Practice — Callie Wiygul Branstiter and Rebecca Halpern
Chapter 3. Exploring Authority in Linguistics Research: Who to Trust When Everyone’s a Language Expert — Catherine Baird and Jonathan Howell
Chapter 4. Evidence and Authority in Health and Exercise Science Research — Michelle Twait
Section Two. Information Creation as a Process
Chapter 5. Common Ground: Communicating Information — Beate Gersch
Chapter 6. Using the Frame Information Creation as a Process to Teach Career Competencies to Advertising Students — Megan Blauvelt Heuer
Chapter 7. Moving Public Health Learners to the Skeptical Edge with Information Creation as a Process — Xan Goodman
Chapter 8. Teaching Source Selection in Public Affairs Using Information Creation as a Process — Christina Sheley
Section Three. Information Has Value
Chapter 9. Information Privilege in the Context of Community Engagement in Sociology — Heidi R. Johnson and Anna C. Smedley-López
Chapter 10. Images Have Value: Changing Student Perceptions of Using Images in Art History — Courtney Baron, Christopher Bishop, Ellen Neufeld, and Jessica Robinson
Chapter 11. Mining for the Best Information Value with Geoscience Students — Susan Beth Wainscott and Joshua Bonde
Chapter 12. Teaching the Teachers: The Value of Information for Educators — Jess Haigh
Section Four. Research as Inquiry
Chapter 13. Empowering, Enlightening, and Energizing: Research as Inquiry in Women’s and Gender Studies — Juliann Couture and Sharon Ladenson
Chapter 14. Framing the Visual Arts: The Challenges of Applying the Research as Inquiry Concept to Studio Art Information and Visual Literacy — Marty Miller
Chapter 15. Integrating the ACRL Threshold Concept Research as Inquiry into Baccalaureate Nursing Education — Kimberly J. Whalen and Suzanne E. Zentz
Chapter 16. Action Research as Inquiry for Education Students — Samantha Godbey
Section Five. Scholarship as Conversation
Chapter 17. Performance as Conversation: Dialogic Aspects of Music Performance and Study — Rachel Elizabeth Scott
Chapter 18. Framing the Talk: Scholarship as Conversation in the Health Sciences — Candace Vance
Chapter 19. Widening the Threshold: Using Scholarship as Conversation to Welcome Students to Science — Rebecca Kuglitsch
Chapter 20. Theater as a Conversation: Threshold Concepts in the Performing Arts — Christina E. Dent
Section Six. Searching as Strategic Exploration
Chapter 21. From Novice to Nurse: Searching For Patient Care Information as Strategic Exploration — Elizabeth Moreton and Jamie Conklin
Chapter 22. Leveraging the Language of the Past: Searching as Strategic Exploration in the Discipline of History — Jamie L. Emery
Chapter 23. Mapping the Chaos: Building a Research Practice with Threshold Concepts in Studio Art Disciplines — Ashley Peterson
Chapter 24. Teaching Future Educators Exploration through Strategic Searching — Michelle Keba
Chapter 25. Threshold Concepts, Information Literacy, and Social Epistemology: A Critical Perspective on the ACRL Framework with Reference to Psychology — Tony Anderson and Bill Johnston
Bibliography
About the Authors
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