Not Just Where to Click: Teaching Students How to Think about Information (PIL #68)

$88.00
ALA Member: 
$ 79.20
Item Number: 
978-0-8389-8716-2
Published: 
2015
Publisher: 
ACRL
Pages: 
440
Width: 
6"
Height: 
9"
Format: 
Softcover
AP Categories: 
L, P
  • Description
  • Table of Contents
  • About the Authors
  • Reviews

Not Just Where to Click: Teaching Students How to Think about Information explores how librarians and faculty work together to teach students about the nature of expertise, authority, and credibility. It provides practical approaches for motivating students to explore their beliefs, biases, and ways of interpreting the world.

This book also includes chapters that bridge the gap between the epistemological stances and threshold concepts held by librarians and faculty, and those held by students, focusing on pedagogies that challenge students to evaluate authority, connect to prior knowledge and construct new knowledge in a world of information abundance. Authors draw from a deep pool of perspectives including social psychology, critical theory, and various philosophical traditions.

Contributors to the nineteen chapters in this volume offer a balance of theoretical and applied approaches to teaching information literacy, supplying readers with accessible and innovative ideas ready to be put into practice.

Not Just Where to Click is appropriate for all types of academic libraries, and is also suitable for library and information science curricula and collections.

Introduction. More than Just Where to Click
Troy A. Swanson and Heather Jagman
PART 1. Bridging the Gap between Librarians, Students, and Faculty: Conceptualizing Information
1.1 Librarian and Faculty Epistemologies and Beliefs
Chapter 1. Theories of Knowledge in Library and Information Science
Lane Wilkinson 
Chapter 2. Beyond Tools and Skills: Putting Information Back into Information Literacy
Beth McDonough
Chapter 3. Librarianspeak: Metaphors That Reflect (and Shape) the Ethos and Practice of Academic Librarianship
MaryBeth Meszaros and Alison M. Lewis
Chapter 4. The Social Life of Knowledge: Faculty Epistemologies
Barbara Fister
1.2 Student Epistemologies and Beliefs
Chapter 5. Generation Z: Information Facts and Fictions
Ashley Cole, Trenia Napier, and Brad Marcum
Chapter 6. Search Epistemology: Teaching Students about Information Discovery
Andrew D. Asher
Chapter 7. Studying Sources: Truth, Method, and Teaching Bibliography
Patricia Brown
Chapter 8. Towards an Assumption Responsive Information Literacy Curriculum: Lessons from Student Qualitative Data
Rob Morrison and Deana Greenfield
PART 2. Making It Work: Teaching Students about Information
2.1 The Nature of Expertise, Authority, and Credibility
Chapter 9. Expertise and Authority in an Age of Crowdsourcing
William B. Badke
Chapter 10. Knowledge Societies: Learning for a Diverse World 
Alison Hicks
Chapter 11. Student Author(ity): Engaging Students in Scholarship 
Brian W. Young and Daniel Von Holten
Chapter 12. From Counting Sources to Sources That Count: Reframing Authority and Accountability in First-Year Composition
Nicole Walls and Amy Pajewski 
2.2 Point of View, Belief, and Source Bias
Chapter 13. Through a Mirror Darkly: A Postmodern Approach to Teaching Expertise, Authority, and Bias 
Stephen A. Sanders
Chapter 14. Librarians and Students: Making the Connections
Julie Obst and Joe Eshleman
Chapter 15. Fragmented Stories: Uncovering News Bias through Information Literacy Instruction
Willie Miller
2.3 Interpreting the World
Chapter 16. Logical Fallacies and Sleight of Mind: Rhetorical Analysis as a Tool for Teaching Critical Thinking
Jessica Critten, Anne C. Barnhart, and Craig Schroer
Chapter 17. Scholarly Storytelling: Using Stories as a Roadmap to Authentic and Creative Library Research
Rebecca Halpern and Lisa Lepore 
Chapter 18. Doing It Yourself: Special Collections as a Springboard for Personal, Critical Approaches to Information
Lucy Mulroney and Patrick Williams
Chapter 19. Witnessing the World: Journalism, Skepticism, and Information Literacy
Laura Saunders
Biographies

Index

Heather Jagman

Heather Jagman is the coordinator of reference, instruction, and academic engagement and the subject liaison to the Theatre School at DePaul University Library in Chicago. She was an ERIAL Project participant and a 2013 ACRL IMLS Assessment in Action grant recipient. She is particularly interested in information literacy and library user behavior.Troy A. Swanson is the teaching and learning librarian and the library department chair at Moraine Valley Community College in Palos Hills, Illinois, where he is also the president of the Moraine Valley Faculty Association. Troy is the author of the book Managing Social Media in Libraries: Finding Collaboration, Coordination, and Focus and coauthor of the textbook Why White Rice? Thinking through Writing. He has published on social media, website usability, and information literacy. Troy is also a contributor to the Tame the Web blog.

Troy A. Swanson

Troy A. Swanson is the teaching and learning librarian and the library department chair at Moraine Valley Community College in Palos Hills, Illinois, where he is also the president of the Moraine Valley Faculty Association. Troy is the author of the book Managing Social Media in Libraries: Finding Collaboration, Coordination, and Focus and coauthor of the textbook Why White Rice? Thinking through Writing. He has published on social media, website usability, and information literacy. Troy is also a contributor to the Tame the Web blog.

"If you are looking to raise the bar in your IL sessions, I highly recommend this book."
— College & Research Libraries
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