Many librarians struggle with the best methods, activities, and practices for teaching information literacy. Developing learning outcomes and activities, overcoming student and faculty apathy toward information literacy instruction, and meeting instructional and institutional goals can be difficult if you’re feeling overwhelmed with instructional jargon, or uncertain in your teaching due to no formal training.
Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment.
The six volumes of Framing Information Literacy aim to address the teaching anxiety and insecurity librarians often experience by offering narratives with the lesson plans that provide insight into the work involved in developing a polished lesson plan; begin filling the teaching and learning knowledge gap for librarians in the context of information literacy, capturing the knowledge and practice of fifty-eight teacher librarians and five teaching faculty from forty-one institutions for others to incorporate and build upon; and to explore how teacher librarians use the ACRL Framework in conjunction with educational theory and pedagogy to help readers form their own approaches to teaching information literacy.
Each volume contains the table of contents and index for the entire set, as well as an overarching introduction and conclusion, for easy cross-referencing across volumes. Explore your favorite frame, or collect them all!
Acknowledgements
Introduction — Mary K. Oberlies and Janna Mattson, MLSVolume 1. Research as InquiryChapter 1. Using Student Curiosity to Generate Compelling Research Questions — Jannette L. Finch and Jolanda-Pieta van Arnhem, College of CharlestonChapter 2. A Bird’s Eye View of the Research Process: Developing Students’ Attention to Research Practices, Iterations, and Inquiry — Jennifer Jarson, Pennsylvania State University-Leigh ValleyChapter 3. Change is Hard: Using Conceptual Change Theory to Promote “Research as Inquiry” — Kimberly Miller, Towson UniversityChapter 4. TOPIC Generation and Teaching Research as Inquiry — Katie Hassman and Benjamin Hassman, University of IowaChapter 5. Patch and PACT Writing: Engaging Students with the ACRL Framework, Research as Inquiry — Kelly Diamond and Laura Brady, West Virginia University, Social ScienceChapter 6. Behind the Headlines: Current Events Topic Discovery and Exploration Using Historical Event Headlines — Mary K. Oberlies, University of OregonChapter 7. Research as Inquiry: A Strategy for Questioning — Sharon Radcliff, California State University, East Bay, Science and EngineeringChapter 8. “This is Terrifying!”: Problem-Based Learning, Information Literacy, and the Zika Virus — Maoria J. Kirker and Janna Mattson, George Mason UniversityChapter 9. Know What You Don’t Know: Teaching Chemistry Students to Ask Better Research Questions — Talitha R. Matlin and Michael Schmidt, California State University, San MarcosChapter 10. Empowering Undergraduates in the Life Sciences with Information Literacy Skills for Graduate Research Readiness — Kelli Trei, University of Illinois at Urbana-ChampaignVolume 2. Information Has ValueChapter 11. Wikipedia vs. the Library: WHY start at the Library Instead of Wikipedia? — Jolanda-Pieta van Arnhem and Jannette L. Finch, College of CharlestonChapter 12. Copyright for Scholars—Informing our Academic Publishing Practices — Sara R. Benson, University of IllinoisChapter 13. Whose Medium? Whose Message?: A Critical Media Literacy Approach to “Information Has Value” — Hilary Bussell, The Ohio State UniversityChapter 14. “A Sample is a Tactic”: Hip Hop Pedagogy in Attribution and Citation — Craig Arthur, Virginia Tech, Alyssa Archer, Radford University, and Katelyn Burton, Virginia Western Community CollegeChapter 15. The Utility of Social Media for Teaching Information Has Value — Nora Belzowski and Kristi Bugajski, Valparaiso UniversityChapter 16. The Value of Information in the Health Sciences: First Do No Harm — Candace K. Vance, Murray State UniversityVolume 3. Searching as Strategic ExplorationChapter 17. Gathering, Evaluating, and Strategic Exploration — Jannette L. Finch and Jolanda-Pieta van Arnhem, College of CharlestonChapter 18. Together We Learn: Applying Social Constructivism in Library Instruction — Laura Skinner, Piedmont Virginia Community College and Anna Mary Williford, University of MontevalloChapter 19. Hashtags & Filter Bubbles: Guiding Students on Their Research Quest — Kelly Diamond and Laura Brady, West Virginia UniversityChapter 20. Strategic Topic Development: An Active, Flipped Lesson for First-Year Students — Tiffany Davis, Mount Saint Mary College, Social ScienceChapter 21. Pause for a Station Break: Applying Constructivist Theory to Strategic Exploration — Joanna Gadsby, University of Maryland, Baltimore CountyChapter 22. Fostering Creative Thinking and Reflexive Evaluation in Searching: Instructional Scaffolding and the Zone of Proximal Development in Information Literacy Acquisition — Melissa Clark, Stephen F. Austin State UniversityChapter 23. Using Cooperative Learning to Encourage Students to MeSH Up Their Searches — Heather A. Johnson, Dartmouth CollegeChapter 24. Engineering Study Abroad as Strategic Exploration — Emily Frank, Louisiana State University and Amanda MacDonald, Virginia TechChapter 25. Alleviating the Pain: Teaching Research Skills to Doctoral Nursing Students — Jessica Sender, Michigan State UniversityChapter 26. Data Discovery: Facilitating the Search for Statistical Information in the Library Classroom — Elizabeth Soergel, University of Maryland, College ParkVolume 4. Information Creation as a ProcessChapter 27. What is an Annotated Bibliography and WHY Should I Do One? — Jolanda-Pieta van Arnhem and Jannette L. Finch, College of CharlestonChapter 28. Taming the Wild Ones: Leveraging Social Learning for Information Literacy — Maoria J. Kirker, George Mason UniversityChapter 29. Declaring Independence: Scaffolding IL Skills Through Final Research Projects — Victoria Elmwood, Loyola University New OrleansChapter 30. Transformative Learning: Changing ESL Students’ Research Methods through the Examination of the Processes of Information Creation — Amanda B. Albert, Washington University in St. LouisChapter 31. Finding Empirical Articles for Psychology — Allison Faix, Coastal Carolina UniversityChapter 32. Helping Civil Engineering Students to Meet Real-World Information Needs — Theresa Calcagno, George Mason UniversityChapter 33. Beyond “Is it Peer-Reviewed?”: Exploring Information Creation in the Sciences — Nicole Juve and Beth Twomey, North Dakota State UniversityVolume 5. Scholarship as ConversationChapter 34. Pulling it all Together: Sharing your Research Story — Jolanda-Pieta van Arnhem and Jannette L. Finch, College of CharlestonChapter 35. Stranger in a Strange Land: Student-Scholar Identity as a Foundation for College-Level Research — Allison Carr and Yvonne Nalani Meulemans, California State University, San MarcosChapter 36. Topical Subjects Sources as Catalyst for Inquiry-Based Learning — Karlie Johnson, Jacksonville State University, Katherine Eastman, and James Gilbreath, University of AlabamaChapter 37. The Rite of Spring Information Cycle Activity — Laura Jenemann, Boston UniversityChapter 38. “They All Quote Each Other!”: Discovering A Scholarly Conversation Through Guided Inquiry — Helen McManus, George Mason University, Science and EngineeringChapter 39. What Did They Say and Why Did They Say It? Scholarship as Conversation in the Science Classroom — Robert Correll and Bethany Twomey, North Dakota State UniversityChapter 40. The Ecology of Information Literacy: Modes of Inquiry, Location, and Assessment in a Biology Department’s Writing Class — Harrison Carpenter, Barbara Losoff, and Rebecca Kuglitsch, University of ColoradoChapter 41. Extending Evaluation: Introducing Students to the Scholarly Conversation — Andrea Wright, Furman UniversityVolume 6. Authority Is Constructed and ContextualChapter 42. Validating Search and Discovery Skills through Altruistic Research: The Favor Assignment — Janette L. Finch and Jolanda-Pieta van Arnhem, College of CharlestonChapter 43. Flip It! Using a Flipped Lesson Plan to Extend a One-Shot for a Freshman Speech Course — Allison Carr, California State University, San MarcosChapter 44. Teaching Bias with a Skyhook — Stephen A. Sanders and Elizabeth A. Sanders, Southeastern Louisiana UniversityChapter 45. Grappling with Authority in First-Year Writing — Maglen Epstein, St. Olaf CollegeChapter 46. Examining Justice Models Through Social Media — Janna Mattson, George Mason UniversityChapter 47. Teaching Business Students Leadership Skills Using Adult Learning Theory — Charissa Jefferson, California State University, NorthridgeChapter 48. Learning Places at the Intersection of Information Literacy and Place-Based Learning — Anne E. Leonard, New York City College of TechnologyChapter 49. Breaking it Down: Flipping Library Instruction for Non-Traditional Undergraduate Engineers — Karna Younger and Rebecca Orozco, University of KansasChapter 50. Biased Against Apathy: Harnessing Curiosity and Knowledge Gaps in Source Analysi — Katherine Eastman, James Gilbreath, University of Alabama, and Karlie Johnson, Jacksonville State UniversityChapter 51. On Whose Authority?: Teaching Evidence-Based Practice Point-of-Care Research to the Nursing Student — Lauren M. Young, Samford University and Elizabeth G. Hinton, University of Mississippi Medical CenterChapter 52. Evaluating and Reporting on the Authority of Scientific Information — Denise FitzGerald Quintel, Mary Ellen Sloane, and Angelique Troelstrup, Middle Tennessee UniversityConclusionIndex
