04782nam 2200445 450 991079659570332120200520144314.00-8389-8971-3(CKB)3840000000329195(MiAaPQ)EBC5110306(Au-PeEL)EBL5110306(CaPaEBR)ebr11519399(OCoLC)1013182864(EXLCZ)99384000000032919520180226d2017 uy| 0engurcnu||||||||rdacontentrdamediardacarrierDisciplinary applications of information literacy threshold concepts /edited by Samantha Godbey, Susan Beth Wainscott, and Xan GoodmanChicago, Illinois :Association of College and Research Libraries,2017.1 online resource (379 pages)0-8389-8970-5 Includes bibliographical references.Foreword /Ray Land --Introduction /Samantha Godbey, Susan Beth Wainscott, Xan Goodman --Section one:Authority is constructed and contextual.Teaching inclusive authorities : indigenous ways of knowing and the framework for information literacy in Native art /Alexander Watkins --"But how do I know it's a good source?" Authority is constructed in social work practice /Callie Wiygul Branstiter and Rebecca Halpern --Exploring authority in linguistics research : who to trust when everyone's a language expert /Catherine Baird and Jonathan Howell --Evidence and authority in health and exercise science research /Michelle Twait --Section two:Information creation as a process.Common ground : communicating information /Beate Gersch --Using the frame information creation as a process to teach career competencies to advertising students /Megan Blauvelt Heuer --Moving public health learners to the skeptical edge with information creation as a process /Xan Goodman --Teaching source selection in public affairs using information creation as a process /Christina Sheley --Section three:Information has value.Information privilege in the context of community engagement in sociology /Heidi R. Johnson and Anna C. Smedley-López --Images have value : changing student perceptions of using images in art history /Courtney Baron, Christopher Bishop, Ellen Neufeld, and Jessica Robinson --Mining for the best information value with geoscience students /Susan Beth Wainscott and Joshua Bonde --Teaching the teachers : the value of information for educators /Jess Haigh --Section four:Research as inquiry.Empowering, enlightening, and energizing : research as inquiry in women's and gender studies /Juliann Couture and Sharon Ladenson --Framing the visual arts : the challenges of applying the research as inquiry concept to studio art information and visual literacy /Marty Miller --Integrating the ACRL threshold concept research as inquiry into baccalaureate nursing education /Kimberly J. Whalen and Suzanne E. Zentz --Action research as inquiry for education students /Samantha Godbey --Section five:Scholarship as conversation.Performance as conversation : dialogic aspects of music performance and study /Rachel Elizabeth Scott --Framing the talk : scholarship as conversation in the health sciences /Candace Vance --Widening the threshold : using scholarship as conversation to welcome students to science /Rebecca Kuglitsch --Theater as a conversation : threshold concepts in the performing arts /Christina E. Dent --Section six:Searching as strategic exploration.From novice to nurse : searching for patient care information as strategic exploration /Elizabeth Moreton and Jamie Conklin --Leveraging the language of the past : searching as strategic exploration in the discipline of history /Jamie L. Emery --Mapping the chaos : building a research practice with threshold concepts in studio art disciplines /Ashley Peterson --Teaching future educators exploration through strategic searching /Michelle Keba --Threshold concepts, information literacy, and social epistemology : a critical perspective on the ACRL Framework with reference to psychology /Tony Anderson and Bill Johnson.Information literacyStudy and teaching (Higher)Information literacyStudy and teaching (Higher)028.7071/1Godbey SamanthaWainscott SusanGoodman XanAssociation of College and Research Libraries,MiAaPQMiAaPQMiAaPQBOOK9910796595703321Disciplinary applications of information literacy threshold concepts3782108UNINA