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Framework for Information Literacy for Higher Education

This is the libguide version of the Framework for Information Literacy for Higher Education as laid out by the Association of College and Research Libraries.

Appendix 3:  Sources for Further Reading

The following sources are suggested readings for those who want to learn more about the ideas underpinning the Framework, especially the use of threshold concepts and related pedagogical models. Some readings here also explore other models for information literacy, discuss students’ challenges with information literacy, or offer examples of assessment of threshold concepts. Landmark works on threshold concept theory and research on this list are the edited volumes by Meyer, Land, and Baillie (Threshold Concepts and Transformational Learning) and by Meyer and Land (Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practicing within the Disciplines). In addition, numerous research articles, conference papers, reports, and presentations on threshold concepts are cited on the regularly updated website Threshold Concepts: Undergraduate Teaching, Postgraduate Training, and Professional Development; A Short Introduction and Bibliography, available at http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html. See the Framework Wordpress site for current news and resources.

ACRL Information Literacy Competency Standards Review Task Force. “Task Force Recommendations.” ACRL AC12 Doc 13.1, June 2, 2012. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/ils_recomm.pdf.

American Association for School Librarians. Standards for the 21st-Century Learner. Chicago: American Library Association, 2007. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstand ards/AASL_LearningStandards.pdf.

Blackmore, Margaret. “Student Engagement with Information: Applying a Threshold Concept Approach to Information Literacy Development.” Paper presented at the 3rd Biennial Threshold Concepts Symposium: Exploring Transformative Dimensions of Threshold Concepts, Sydney, Australia, July 1–2, 2010.

Carmichael, Patrick. “Tribes, Territories, and Threshold Concepts: Educational Materialisms at Work in Higher Education.” Educational Philosophy and Theory 44, no. S1 (2012): 31–42.

Coonan, Emma. A New Curriculum for Information Literacy: Teaching Learning; Perceptions of Information Literacy. Arcadia Project, Cambridge University Library, July 2011. http://ccfil.pbworks.com/f/emma_report_final.pdf.

Cousin, Glynis. "An Introduction to Threshold Concepts." Planet 17 (December 2006): 4–5.

———. “Threshold Concepts, Troublesome Knowledge and Emotional Capital: An Exploration into Learning about Others.” In Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge, edited by Jan H. F. Meyer and Ray Land, 134–47. London and New York: Routledge, 2006.

Gibson, Craig, and Trudi Jacobson. “Informing and Extending the Draft ACRL Information Literacy Framework for Higher Education: An Overview and Avenues for Research.” College and Research Libraries 75, no. 3 (May 2014): 250–4.

Head, Alison J. “Project Information Literacy: What Can Be Learned about the InformationSeeking Behavior of Today’s College Students?” Paper presented at the ACRL National Conference, Indianapolis, IN, April 10–13, 2013.

Hofer, Amy R., Lori Townsend, and Korey Brunetti. “Troublesome Concepts and Information Literacy: Investigating Threshold Concepts for IL Instruction.” portal: Libraries and the Academy 12, no. 4 (2012): 387–405. Association of College and Research Libraries (CC BY-NC-SA 4.0) 18 http://www.ala.org/acrl/standards/ilframework

Jacobson, Trudi E., and Thomas P. Mackey. “Proposing a Metaliteracy Model to Redefine Information Literacy.” Communications in Information Literacy 7, no. 2 (2013): 84–91.

Kuhlthau, Carol C. “Rethinking the 2000 ACRL Standards: Some Things to Consider.” Communications in Information Literacy 7, no. 3 (2013): 92–7.

———. Seeking Meaning: A Process Approach to Library and Information Services. Westport, CT: Libraries Unlimited, 2004.

Limberg, Louise, Mikael Alexandersson, Annika Lantz-Andersson, and Lena Folkesson. “What Matters? Shaping Meaningful Learning through Teaching Information Literacy.” Libri 58, no. 2 (2008): 82–91.

Lloyd, Annemaree. Information Literacy Landscapes: Information Literacy in Education, Workplace and Everyday Contexts. Oxford: Chandos Publishing, 2010.

Lupton, Mandy Jean. The Learning Connection: Information Literacy and the Student Experience. Blackwood: South Australia: Auslib Press, 2004.

Mackey, Thomas P., and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago: Neal-Schuman, 2014.

Martin, Justine. “Refreshing Information Literacy.” Communications in Information Literacy 7, no. 2 (2013): 114–27.

Meyer, Jan, and Ray Land. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practicing within the Disciplines. Edinburgh, UK: University of Edinburgh, 2003.

Meyer, Jan H. F., Ray Land, and Caroline Baillie. “Editors’ Preface.” In Threshold Concepts and Transformational Learning, edited by Jan H. F. Meyer, Ray Land, and Caroline Baillie, ix–xlii. Rotterdam, Netherlands: Sense Publishers, 2010.

Middendorf, Joan, and David Pace. “Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking.” New Directions for Teaching and Learning, no. 98 (2004): 1–12.

Oakleaf, Megan. “A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education.” Journal of Academic Librarianship 40, no. 5 (September 2014): 510–4.

Secker, Jane. A New Curriculum for Information Literacy: Expert Consultation Report. Arcadia Project, Cambridge University Library, July 2011. http://ccfil.pbworks.com/f/Expert_report_final.pdf.

Townsend, Lori, Korey Brunetti, and Amy R. Hofer. “Threshold Concepts and Information Literacy.” portal: Libraries and the Academy 11, no. 3 (2011): 853–69.

Tucker, Virginia, Christine Bruce, Sylvia Edwards, and Judith Weedman. “Learning Portals: Analyzing Threshold Concept Theory for LIS Education.” Journal of Education for Library and Information Science 55, no. 2 (2014): 150–65.

Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2004.