Macdonald-Kelce Library: Information Literacy Framework: Recommended Reading

Worth Reading

Wikpedia entries worth reading

Cognitive Bias - a systematic pattern of deviation from norm or rationality in judgment. Individuals create their own "subjective social reality" from their perception of the input. An individual's construction of social reality, not the objective input, may dictate their behaviour in the social world. Thus, cognitive biases may sometimes lead to perceptual distortion, inaccurate judgment, illogical interpretation, or what is broadly called irrationality.
Deepfake - an artificial intelligence-based human image synthesis technique used to combine and superimpose manipulated images and videos onto source images or videos. The combination of the manipulated and source videos results in a fake video that shows a person or persons performing an action or speech that never occurred in reality.
HTTP Cookie - a small piece of data sent from a website and stored on the user's computer by the user's web browser while the user is browsing. Cookies were designed to be a reliable mechanism for websites to remember stateful information (such as items added in the shopping cart in an online store) or to record the user's browsing activity (including clicking particular buttons, logging in, or recording which pages were visited in the past). They can also be used to remember arbitrary pieces of information that the user previously entered into form fields such as names, addresses, passwords, and credit card numbers.
Inquiry-based Learning - a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills.
Scholarly Method (aka scholarship) - the body of principles and practices used by scholars to make their claims about the subject as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.
Weasel Words - an informal term for words and phrases such as "researchers believe" and "most people think" which make arguments appear specific or meaningful, even though these terms are at best ambiguous and vague. Using weasel words may allow someone to later deny any specific meaning if the statement is challenged, because the statement was never specific in the first place. Weasel words may be used in advertising and political statements to mislead.

Project Information Literacy

Project Information Literacy (PIL) is a nonprofit research institute that conducts ongoing, national studies on what it is like being a student in the digital age.

"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy, Passage Studies Research Report, January 5, 2016. (Two different versions available: Full report with appendices, 112 pages, PDF, 6.9 MB or report without the appendices, 71 pages, PDF, 6.5 MB). An open access survey dataset, including the survey instrument, frequency codebook, and user guide, is available through OpenICPSR. Infographic of report results is available here.
"Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College," Alison J. Head, Project Information Literacy, Passage Studies Research Report, December 4, 2013. (Two different versions available: Text with appendix, 48 pages, PDF, 5.78 MB or text without the appendix, 29 pages, PDF, 5.47 KB)
"Learning Curve: How College Graduates Solve Information Problems Once They Join the Workplace," Alison J. Head, Project Information Literacy, Passage Studies Research Report, October 15, 2012. (Two different versions available: Text with appendix, 38 pages, PDF, 5.8 MB or text without the appendix, 29 pages, PDF, 5.7 KB).

A-ha! Articles

Articles that may provide an "A-ha!" moment.

Fausto-Sterling, A. (1993). The five sexes. The Sciences (New York), 33(2), 20-24. doi:10.1002/j.2326-1951.1993.tb03081.x
Gilovich, T., Vallone, R., & Tversky, A. (1985). The hot hand in basketball: On the misperception of random sequences. Cognitive psychology, 17(3), 295-314.
Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78(6), 1360-1380.
Mulvey, L. (1989). Visual pleasure and narrative cinema. In Visual and other pleasures (pp. 14-26). Palgrave Macmillan, London. Introduces the concept of the male gaze.
Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s the evidence? Medical Education, 46(7), 634-635. doi:10.1111/j.1365-2923.2012.04273.x
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020
Saunders, B. (2000). Revisiting basic color terms. The Journal of the Royal Anthropological Institute, 6(1), 81-99. doi:10.1111/1467-9655.00005
Milgram, S. (1967). The small world problem. Psychology Today, 2(1), 60-67.
Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science (American Association for the Advancement of Science), 185(4157), 1124-1131. doi:10.1126/science.185.4157.1124

The following are on the open internet.

Do You See What I See?: Cultural groups throughout the world talk about color differently—some don’t even have a word for color. So is color perception a universal human experience or not?
The Rule by Alison Bechdel. Cartoon that popularized an easy rule of thumb (aka the Bechdel Test) to understand representation in film
Men Explain Things to Me by Rebecca Solnit. Introduces the concept of 'mansplaining'.
The Triggering Town by Richard Hugo.

Books Worth Reading

Algorithms of Oppression by Safiya Umoja Noble
Call Number: ZA4230 .N63 2018, MAIN (2ND FLOOR)
ISBN: 9781479849949
Publication Date: 2018-02-20
A revealing look at how negative biases against women of color are embedded in search engine results and algorithms Run a Google search for "black girls"--what will you find? "Big Booty" and other sexually explicit terms are likely to come up as top search terms. But, if you type in "white girls," the results are radically different. The suggested porn sites and un-moderated discussions about "why black women are so sassy" or "why black women are so angry" presents a disturbing portrait of black womanhood in modern society. In Algorithms of Oppression, Safiya Umoja Noble challenges the idea that search engines like Google offer an equal playing field for all forms of ideas, identities, and activities. Data discrimination is a real social problem; Noble argues that the combination of private interests in promoting certain sites, along with the monopoly status of a relatively small number of Internet search engines, leads to a biased set of search algorithms that privilege whiteness and discriminate against people of color, specifically women of color. Through an analysis of textual and media searches as well as extensive research on paid online advertising, Noble exposes a culture of racism and sexism in the way discoverability is created online. As search engines and their related companies grow in importance--operating as a source for email, a major vehicle for primary and secondary school learning, and beyond--understanding and reversing these disquieting trends and discriminatory practices is of utmost importance. An original, surprising and, at times, disturbing account of bias on the internet, Algorithms of Oppression contributes to our understanding of how racism is created, maintained, and disseminated in the 21st century.
Free Culture by Lawrence Lessig
Call Number: KF2979 .L47 2004, MAIN (2ND FLOOR)
ISBN: 9781594200069
Publication Date: 2004-03-30
A new study on the social dimension of creativity examines the destruction of the larger public domain of ideas, assessing the creative and innovative repercussions of America's long terms of copyright, as well as the impact of new technologies, big media, and cultural monopolies on our freedom to create, construct, and imagine. 35,000 first printi
Free Software, Free Society by Richard M. Stallman; Lawrence Lessig (Introduction by)
Call Number: QA76.756 .S73 2002, MAIN (2ND FLOOR)
ISBN: 9781882114986
Publication Date: 2002-10-01
Essay Collection covering the point where software, law and social justice meet.
The Information Diet by Clay A. Johnson
Call Number: HD30.2 .J59 2012, MAIN (2ND FLOOR)
ISBN: 9781449304683
Publication Date: 2012-01-24
The modern human animal spends upwards of 11 hours out of every 24 in a state of constant consumption. Not eating, but gorging on information ceaselessly spewed from the screens and speakers we hold dear. Just as we have grown morbidly obese on sugar, fat, and flour--so, too, have we become gluttons for texts, instant messages, emails, RSS feeds, downloads, videos, status updates, and tweets. We're all battling a storm of distractions, buffeted with notifications and tempted by tasty tidbits of information. And just as too much junk food can lead to obesity, too much junk information can lead to cluelessness. The Information Diet shows you how to thrive in this information glut--what to look for, what to avoid, and how to be selective. In the process, author Clay Johnson explains the role information has played throughout history, and why following his prescribed diet is essential for everyone who strives to be smart, productive, and sane. In The Information Diet, you will: Discover why eminent scholars are worried about our state of attention and general intelligence Examine how today's media--Big Info--give us exactly what we want: content that confirms our beliefs Learn to take steps to develop data literacy, attention fitness, and a healthy sense of humor Become engaged in the economics of information by learning how to reward good information providers Just like a normal, healthy food diet, The Information Diet is not about consuming less--it's about finding a healthy balance that works for you
Predictably Irrational by Dan Ariely
Call Number: BF448 .A75 2008, MAIN (2ND FLOOR)
ISBN: 9780061353239
Publication Date: 2008-02-01
Why do our headaches persist after taking a one-cent aspirin but disappear when we take a 50-cent aspirin? Why does recalling the Ten Commandments reduce our tendency to lie, even when we couldn't possibly be caught? Why do we splurge on a lavish meal but cut coupons to save twenty-five cents on a can of soup? Why do we go back for second helpings at the unlimited buffet, even when our stomachs are already full? And how did we ever start spending $4.15 on a cup of coffee when, just a few years ago, we used to pay less than a dollar? When it comes to making decisions in our lives, we think we're in control. We think we're making smart, rational choices. But are we? In a series of illuminating, often surprising experiments, MIT behavioral economist Dan Ariely refutes the common assumption that we behave in fundamentally rational ways. Blending everyday experience with groundbreaking research, Ariely explains how expectations, emotions, social norms, and other invisible, seemingly illogical forces skew our reasoning abilities. Not only do we make astonishingly simple mistakes every day, but we make the same types of mistakes, Ariely discovers. We consistently overpay, underestimate, and procrastinate. We fail to understand the profound effects of our emotions on what we want, and we overvalue what we already own. Yet these misguided behaviors are neither random nor senseless. They're systematic and predictable-making us predictably irrational. From drinking coffee to losing weight, from buying a car to choosing a romantic partner, Ariely explains how to break through these systematic patterns of thought to make better decisions. Predictably Irrational will change the way we interact with the world-one small decision at a time.
Program or Be Programmed by Douglas Rushkoff; Leland Purvis (Illustrator)
Call Number: HM851 .R86 2011, MAIN (2ND FLOOR)
ISBN: 9781593764265
Publication Date: 2011-09-06
The debate over whether the Net is good or bad for us fills the airwaves and the blogosphere. But for all the heat of claim and counter-claim, the argument is essentially beside the point: It's here; it's everywhere. The real question is, do we direct technology, or do we let ourselves be directed by it and those who have mastered it? "Choose the former," writes Rushkoff, "and you gain access to the control panel of civilization. Choose the latter, and it could be the last real choice you get to make." In ten chapters, composed of ten "commands" accompanied by original illustrations from comic artist Leland Purvis, Rushkoff provides cyber enthusiasts and technophobes alike with the guidelines to navigate this new universe. In this spirited, accessible poetics of new media, Rushkoff picks up where Marshall McLuhan left off, helping readers come to recognize programming as the new literacy of the digital age--and as a template through which to see beyond social conventions and power structures that have vexed us for centuries. This is a friendly little book with a big and actionable message.

More books (not in catalog)

Berlin, B., & Kay, P. (1991). Basic color terms: Their universality and evolution. Univ of California Press.

Books for Faculty

Undergraduate Research for Student Engagement and Learning by Joseph L. Murray
Call Number: LB2369 .M86 2018, MAIN (2ND FLOOR)
ISBN: 9781138912021
Publication Date: 2017-08-24
There is growing interest in undergraduate research, given its benefits to students, faculty members, and the institution. For higher education scholars, faculty, and administrators, this book logically synthesizes the literature to demonstrate its impact on facilitation of learning and engagement and to chart a course for expanding and improving these opportunities. This book provides a comprehensive overview of undergraduate research as a "high-impact practice" in postsecondary education, from its theoretical underpinnings and research-base, to student participation and faculty incentives. This important resource offers analysis of the current state of undergraduate research, explores challenges and unresolved questions affecting undergraduate research, and provides implications for research and practice.
Successful Strategies for Teaching Undergraduate Research by Marta Deyrup (Editor); Beth Bloom (Editor)
Call Number: LB2369 .S827 2013, MAIN (2ND FLOOR)
ISBN: 9780810887169
Publication Date: 2013-09-11
Editors Marta Deyrup and Beth Bloom have brought together well-known educators from the fields of library science, communication, composition, and education to show you how to develop successful strategies for teaching undergraduates how to conduct basic research and write papers. Chapters cover each step of the research process, beginning appropriately with separate pieces from a librarian and from an academic on how to construct good research assignments. Following chapters cover establishing the research question, assessing the research process, information ethics and the protocols of research, and using new modes and media to communicate research findings. The book fully explores current theories on pedagogy and provides practical demonstrations of how library instruction can reinforce critical thinking and set the groundwork in place for life-long learning. Each chapter contains an extensive bibliography for further reading.
Teaching Information Literacy Threshold Concepts by Patricia Bravender; Hazel Dean McClure; Gayle Schaub
Call Number: ZA3075 .T434 2015, MAIN (2ND FLOOR)
ISBN: 9780838987711
Publication Date: 2015-06-01
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning.
It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ACRL Framework for Information Literacy in Higher Education (2015). This volume offers concrete and specific ways of teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools.
Framing Information Literacy by Janna L. Mattson; Mary K. Oberlies
Call Number: ZA3075 .F736 2018, MAIN (2ND FLOOR)
ISBN: 9780838989371
Publication Date: 2018-05-01
"Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice is a collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters over six volumes provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each volume explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary. Every chapter starts with a discussion about how the author(s) created the lesson, any partnerships they nurtured, and an explanation of the frame and methodology and how it relates to the development of the lesson, and provides information about technology needs, pre-instruction work, learning outcomes, essential and optional learning activities, how the lesson can be modified to accommodate different classroom setups and time frames, and assessment"--

ARTICLES

Annotated bibliography of threshold concepts.
Dawes, L. (2019). Through faculty's eyes: Teaching threshold concepts and the framework. Portal (Baltimore, Md.), 19(1), 127-153. doi:10.1353/pla.2019.0007
Hinchliffe, L. J., Rand, A., & Collier, J. (2018). Predictable information literacy misconceptions of first-year college students. Communications in Information Literacy, 12(1), 4-18. doi:10.15760/comminfolit.2018.12.1.2
Hosier, A., & University at Albany, S. (2015). Teaching information literacy through "un-research". Communications in Information Literacy, 9(2), 126-135. doi:10.15760/comminfolit.2015.9.2.189
Insua, G. (2018). Navigating roadblocks: First-year writing challenges through the lens of the ACRL framework. Communications in Information Literacy, 12(2), 86-106. doi:10.15760/comminfolit.2018.12.2.3
Scott, R. (2017). Transformative? integrative? troublesome? undergraduate student reflections on information literacy threshold concepts. Communications in Information Literacy, 11(2), 283-301. doi:10.15760/comminfolit.2017.11.2.3

Online resources available. The Library is closed for maintenance.

Information Literacy Framework