Information Literacy and the QEP

[Abstract] While much has been written about implementing the ACRL Framework for Information Literacy for Higher Education in various classroom settings, this article addresses mapping the ACRL Visual Literacy Competency Standards for Higher Education to the Framework in designing instruction for art and architecture students. Disciplinary lenses, allowing for an integrative, pragmatic heuristic, are coupled with an integration of approaches found in the library instruction literature, including faculty and librarian teaching partnerships and assessment. The versatility of mapping these professional documents is demonstrated through implementation in both one-shot and embedded instruction.

[Abstract] Artists often require visual and inspirational information sources that range outside of library walls and websites, and develop their work within the complex social environment of the studio. Librarians historically engage with studio art and design students using multiple standards documents. This article offers an analytical literature review of the pedagogical approaches librarians have taken toward their work in the art and design studios, specifically identifying library practitioners who have adapted or critiqued standards documents in order to address the unique needs of creative populations. The Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education provides librarians an opportunity to further engage with studio art students in critical information literacy practices. Future pedagogical practices and assessment techniques are considered, and new approaches to studio art and design instruction are discussed.

[Abstract] With the revision of the ACRL information literacy standards into a metaliteracy framework, art librarians now have an opportunity to better adapt information literacy instruction for studio art students. By using the new information literacy threshold concepts as metaphors for the creative process, a Northern Illinois University art faculty member and an art librarian collaborated to help students in an advanced studio photography class recognize the importance of research and information literacy skills in the development of their artistic vision and to improve the quality of their work.

[Abstract from chapter text] In this chapter, I explore the role of the academic art library, whose patrons express thinking, learning, and knowledge as visual art objects. A case study illustrates how the threshold concept Searching as Strategic Exploration from the ACRL Framework for Information Literacy for Higher Education, along with other theoretical concepts and institutional goals, shape the integration of information literacy concepts into courses in studio art disciplines. I argue that librarians must assume a leading role in helping studio art students build research practices that inform and enrich their artistic practices, and in answering the question: What constitutes an information-literate artist? (p. 317)

[Abstract] This chapter explores the concept of “Authority is constructed and contextual” as applied in Art History. Specifically, it investigates issues surrounding teaching the art of non-western and indigenous cultures. It is especially important in this context to teach a more inclusive and contextualized idea of authority because academic sources are most often written about these communities and not by them. Researchers must be able to recognize the authority of local experts in the community such as elders or religious leaders as well as the tacit knowledge of master artisans. Often this knowledge is intertwined with indigenous ways of knowing and transmitted by oral tradition, and needs to be considered precisely because it is often excluded from Western scholarship and not eligible for markers of Western authority such as peer-review.

[Abstract] Librarians at Western Michigan University (WMU), over the course of several years, developed a new model to integrate information literacy across the theatre and dance curricula, while responding to the unique expectations and experiences of student performers and technicians. This paper will describe the process of working with faculty to incorporate information literacy into each course, summarize the lessons and activities, and show how the current iteration connects to the Framework for Information Literacy for Higher Education.

The release of ACRL "Framework for Information Literacy in Higher Education" represents a significant development in our profession. What does the Framework mean for music information literacy? How can we begin using the Framework to address the unique information needs of music students? This article presents possible ways to implement the Framework, using the author's collaboration with Reed College Associate Professor of Music Morgan Luker as a case study. During spring 2015, Prof. Luker and the author worked together to design and teach the research component of a music history course at Reed College. The Framework informed many of the assignments for this course. Selected assignments are discussed in detail, along with the author's perspective on the ways in which the Framework can help undergraduate music students to see information literacy as meaningful and relevant.

A practical guide to information literacy instruction for busy librarians and music faculty. This book contains examples of course-integrated assignments designed to help postsecondary music students develop foundational skills in information literacy. These assignments have been solicited from experienced librarians and faculty across the United States, and they represent a broad spectrum of approaches to music research, from historical to applied studies. Be inspired by new and creative solutions to students’ information literacy challenges and by the many examples of successful collaborations between librarians and music faculty.

In this chapter, I explore Research as Inquiry within the context of the
field of education by aligning this threshold concept with action and practitioner
research, which are practiced in the field of education, as well as library
and information science. I argue that the Research as Inquiry threshold concept
offers a way of thinking about research that aligns with the values of both
our fields and provides motivation for discussion about research. Furthermore,
thinking of Research as Inquiry as a threshold concept acknowledges
the troublesome nature of research itself and of accepting one’s potential as a
researcher and scholar. (p. 224).

This chapter examines how a university subject librarian in the United Kingdom used the Association of College and Research Libraries (ACRL)’s threshold concepts as a jumping off point to designing information literacy skills training for classes of trainee teachers and other education and childhood studies students.

This article discusses a librarian-designed and facilitated credit-bearing course, which utilizes the ACRL Framework for Information Literacy Threshold Concepts and transforms from Bloom’s Taxonomy to a learner-centered course redesign with Fink’s Taxonomy of Significant Learning. Assessment results reveal a panel of data over the 2015-2016 academic year offering perspectives at the beginning and end of each semester and over the course of the entire academic year’s trajectory of learning. In an effort to imbue more affective learning outcomes, and based on answers received from fall assessments, the author altered the spring assessment to query student confidence levels and the value of the library. This article provides lesson plans that highlight each of the six Information Literacy Threshold Concepts in a business context and offers a trajectory toward significant and lifelong learning.