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Disciplinary Applications of Information Literacy Threshold Concepts—eEditions PDF e-book
edited by Samantha Godbey, Susan Beth Wainscott, and Xan Goodman for ACRL
Item Number: 8400-9708
 
Publisher: ACRL
Price: $50.00
 
 
 
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This title is also available for purchase in a print edition.

The e-book includes the complete text of the print edition as a PDF. For more information about ALA eEditions file types and how to view them on eReaders, desktop computers, and other devices, see this page. ALA eEditions downloads are designed for single users only.

378 pages
Year Published: 2017

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.”
Table of Contents

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

About the Editors

Samantha Godbey
, education librarian and assistant professor at the University of Nevada, Las Vegas, earned her MLIS from San Jose State University and MA in education from the University of California at Berkeley. Prior to becoming a librarian, Samantha was a high school English teacher in Berkeley, California, and served as a Peace Corps volunteer in the Russian Far East. Her research focuses on information literacy instruction and assessment. She is also co-editor of Journal of Research in Technical Careers, an open-access journal.
 
Susan Beth Wainscott is the engineering librarian, formerly the STEM librarian, for the University of Nevada, Las Vegas University Libraries. She holds a Master of Library and Information Science from San Jose State University and a master of science in biological sciences from Illinois State University. Her current research interests include information literacy instruction and assessment, specifically the impact of student affect on learning.

Xan Goodman is a health sciences librarian at the University of Nevada, Las Vegas where she supports the Schools of Allied Health, Community Health Sciences, and Nursing. She earned her master’s degree in library and information science from Wayne State University. Xan’s research agenda focuses on assessment, information literacy, teaching practice, and cultural competence.
 
 

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