| Contents |
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. |
| Subject |
"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. ... 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"--Publisher's description (https://alastore.ala.org/teaching-information-literacy-discipline-using-and-creating-adaptations-framework) |
