Disciplinary Applications of Information Literacy Threshold Concepts

ISBN-13: 9780838989708 / Angielski / Miękka / 2018 / 378 str.

Samantha Godbey;Susan Beth Wainscott;Xan Goodman

Spis treści

• 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