Beyond Preaching to the Choir: Information Literacy, Faculty Outreach, and Disciplinary Journals

Journal of Academic Librarianship

Volumn 33, Issue 2, 2007, Pages 254-267

  Stevens, Christy R ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33947706312     PISSN: 00991333     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.acalib.2006.08.009     Document Type: Article

References (104)

1. Citing Jeremy Shapiro and Shelley Hughes; Loanne Snavely and Natasha Cooper; and Cushla Kapitzke, Edward K. Owusu-Ansah observes that information literacy discussions are "still plagued with concerns over whether the concept of information literacy has been defined clearly and adequately enough to permit deliberations on how to achieve information literacy." See Edward K. Owusu-Ansah, "Information Literacy and the Academic Library: A Critical Look at a Concept and the Controversies Surrounding It," Journal of Academic Librarianship 29 (July 2003): 219-230. See also Jeremy J. Shapiro and Shelley K. Hughes, "Information Technology as a Liberal Art," Educom Review 31 (March/April 1996): 31-35; Loanne Snavely and Natasha Cooper, "The Information Literacy Debate," Journal of Academic Librarianship 23 (January 1997): 7-14; Cushla Kapitzke, "Information Literacy: The Changing Library," Journal of Adolescent and Adult Literacy 44 (February 2001): 450-456.
2. For example, Owusu-Ansah; Bill Johnston and Sheila Webber; and Jeanne R. Davidson argue that libraries should provide independent credit courses on information literacy. Thomas P. Mackey and Trudi E. Jacobson advocate for an integrated, collaborative approach to information literacy via librarian-faculty teaching alliances. Trudi E. Jacobson and Beth L. Mark make a case for integrating library instruction into first-year experience programs. Barbara J. D'Angelo and Barry M. Maid; Jean Sheridan; and James Elmborg maintain that information literacy can be effectively integrated into writing across the curriculum programs. See Edward K. Owusu-Ansah, "Information Literacy and Higher Education: Placing the Academic Library in the Center of a Comprehensive Solution." The Journal of Academic Librarianship 30 (January 2004): 3-16; Bill Johnston and Sheila Webber, "Information Literacy in Higher Education: A Review and Case Study," Studies in Higher Education 28 (August 2003): 335-352; Jeanne R. Davidson, "Faculty and Student Attitudes toward Credit Courses for Library Skills," College and Research Libraries 62 (March 2001): 155-163; Thomas P. Mackey and Trudi E. Jacobson, "Information Literacy: A Collaborative Endeavor," College Teaching 53 (Fall 2005): 140-144; Trudi E. Jacobson and Beth L. Mark, "Separating Wheat from Chaff: Helping First-Year Students become Information Savvy," The Journal of General Education 49 (2000): 256-278; See Barbara J. D'Angelo and Barry M. Maid, "Moving Beyond Definitions: Implementing Information Literacy Across the Curriculum," Journal of Academic Librarianship 30 (April 2004): 212-217; Jean Sheridan, Writing-Across-the Curriculum and the Academic Library (Westport, CT: Greenwood Press, 1995); James K. Elmborg, "Information Literacy and Writing Across the Curriculum: Sharing the Vision," Journal of Academic Librarianship 31 (2003): 68-80. Reference Services Review annually publishes an annotated bibliography of recent resources on library instruction and information literacy, illustrating the diversity of approaches to information literacy instruction. See, for example, Anna Marie Johnson and Sarah Jent, "Library Instruction and Information Literacy-2004," Reference Services Review 33 (2005): 487-530; Heidi Julien and Lisa M. Given's analysis of librarians' expressed attitudes toward faculty-librarian relationships in the information literacy context reveals disagreement among librarians about whether librarians should train faculty or train students, whether librarians should include computing literacy in their IL classes, the degree to which various instructional approaches are successful, and who is ultimately responsible for students IL competencies-faculty, librarians, or both. See Heidi Julien and Lisa M. Given, "Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians' Expressed Attitudes and Experiences," Canadian Journal of Information and Library Sciences 27 (September 2002/2003): 65-87.
3. For some recent examples, see Bonnie Gratch Lindauer, "The Three Arenas of Information Literacy Assessment," Reference and User Services Quarterly 44 (Winter 2004): 122-129; Elizabeth Fuseler Avery, Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions (Chicago: Association of College and Research Libraries, 2003); Christine E. DeMars, Lynn Cameron, and T. Dary Erwin, "Information Literacy as Foundational: Determining Competence," The Journal of General Education 52 (2003): 253-265; Ilene F. Rockman, "Strengthening Connections Between Information Literacy, General Education, and Assessment Efforts," Library Trends 51 (Fall 2002): 185-98; Yvonne Nalani Meulemans, "Assessment City: The Past, Present, and Future State of Information Literacy Assessment," College and Undergraduate Libraries 9 (2002): 61-74.
4. For example, Owusu-Ansah asserts, "information literacy permeates the discourse in colleges and universities in the United States." See Owusu-Ansah, "Information Literacy and Higher Education," p. 3; James W. Marcum claims that "information literacy stands today as a major focus and purpose of librarianship, an achievement that required a decade of work." See James Marcum, "Rethinking Information Literacy," The Library Quarterly 72 (January 2002): 1-26.
5. Rader H.B. "Information Literacy 1973-2002: A Selected Literature Review". Library Trends 51 (2002 (Fall)) 242-259
6. Ibid., p. 242.
7. Publication statistics from 1995-1999 were taken from Rader while statistics from 2000-2004 were gleaned from Johnson and Jent's publications. See Rader, "Information Literacy 1973-2002" p. 243; Johnson and Jent, "Library Instruction and Information Literacy-2004," p. 488; Johnson and Jent, "Library Instruction and Information Literacy-2003," p. 414; Johnson, "Library Instruction and Information Literacy," p. 386; Johnson, "Library Instruction and Information Literacy-2001," p. 360; Johnson, "Library Instruction and Information Literacy-2000," p. 339.
8. Johnson and Jent, "Library Instruction and Information Literacy-2004," p. 488; Johnson and Jent, "Library Instruction and Information Literacy-2003," p. 414; Johnson, "Library Instruction and Information Literacy," p. 386; Johnson, "Library Instruction and Information Literacy-2001," p. 360; Johnson, "Library Instruction and Information Literacy-2000," p. 339.
9. Johnson and Jent, "Library Instruction and Information Literacy-2004," p. 488; Johnson and Jent, "Library Instruction and Information Literacy-2003," p. 414; Johnson, "Library Instruction and Information Literacy," p. 386; Johnson, "Library Instruction and Information Literacy-2001," p. 360; Johnson, "Library Instruction and Information Literacy-2000," p. 339.
10. Association of College and Research Libraries, "Information Literacy Competency Standards for Higher Education," (2000). Online. Available: http://www.ala.org/acrl/ilcomstan.html (accessed April 12, 2006).
11. Owusu-Ansah, "Information Literacy and the Academic Library: A Critical Look at a Concept and the Controversies Surrounding It," p. 226.
12. Owusu-Ansah, "Information Literacy and the Academic Library: A Critical Look at a Concept and the Controversies Surrounding It," p. 226.
13. Ibid., p. 227. See also D'Angelo and Maid, who disagree with Owusu-Ansah's claim that definitional debates about information literacy have prevented librarians from "delineating specific and executable ways of effectuating information literacy." D'Angelo and Maid argue "how to effectuate IL ... has been one of the focus points of much discussion within librarianship." They acknowledge, however, that "the ability of librarians to effect curricular change remains limited" and that librarians' involvement in instruction "has mainly been influenced by individual practice." They implicitly acknowledge, then, the uncertainty to which Owusu-Ansah refers while also maintaining that it has not prevented librarians from developing creative solutions, including integrating IL into subject courses, developing stand-alone credit classes, and using technology to promote IL. See D'Angelo and Maid, "Moving Beyond Definitions: Implementing Information Literacy Across the Curriculum," pp. 212-213.
14. Owusu-Ansah, "Information Literacy and the Academic Library: A Critical Look at a Concept and the Controversies Surrounding It," p. 230.
15. Kenneth R. Smith, "New Roles And Responsibilities For The University Library: Advancing Student Learning Through Outcomes Assessment." Paper Prepared for the Association of Research Libraries (May 4, 2000): 1-22. Online. Available: http://www.arl.org/stats/newmeas/outcomes/HEOSmith.pdf (accessed April 12, 2006).
16. Ibid., p. 2.
17. "Incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators." See Association of College and Research Libraries, "Information Literacy Competency Standards for Higher Education."
18. Rockman highlights "pioneering efforts" to advance library instruction goals by partnering with classroom faculty, citing Farber's "Librarian Instruction Throughout the Curriculum: Earlham College Program" (1974); Dittmar's "Library Service Enhancement Program" (1977); and Ball State's "First Annual Progress Report on the Course-Related Library Instruction Program" (1979). See Rockman, "Strengthening Connections between Information Literacy, General Education, and Assessment Efforts," pp. 185-186; See also Evan Farber, "College Libraries and the Teaching/Learning Process: A 25-Year Reflection" Journal of Academic Librarianship 25 (May 1999): 171-177.
19. Rockman observes that "at the beginning of the twenty-first century" library literature evinced an "increased focus on faculty partnerships" bringing a "renewed emphasis" to the topic. See Rockman, "Strengthening Connections Between Information Literacy, General Education, and Assessment Efforts," p. 187; Julien and Given state, "faulty-librarian collaboration is one of the most prevalent solutions offered in the LIS literature, to the problem of faculty members' disengagement from the IL imperative." See Julien and Given, "Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians' Expressed Attitudes and Experiences," p. 70.
20. Association of College and Research Libraries, "Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline." Online. Available: http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm (accessed April 12, 2006).
21. Julien and Given, "Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians' Expressed Attitudes and Experiences," p. 70. For example, D'Angelo and Maid make the oft-repeated claim "faculty across the campus must understand they all have a shared responsibility in injecting IL into their curriculum. However, they can only do so meaningfully in close collaboration with the experts in the library." See D'Angelo and Maid, "Moving Beyond Definitions: Implementing Information Literacy Across the Curriculum," p. 216. Mackey and Jacobson begin their article on IL collaborations with the assertion, "Collaboration among faculty and librarians is essential for Information Literacy (IL) initiatives to be successful." See Mackey and Jacobson, "Information Literacy: A Collaborative Endeavor," p. 140.
22. Examples include, William Miller and Rita M. Pellen, Libraries within Their Institutions: Creative Collaborations (Binghamton, NY: Haworth Information Press, 2005); Ilene Rockman, Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation (San Francisco, CA: Jossey-Bass, 2004); Dick Raspa and Dane Ward, The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe (Chicago, IL: Association of College and Research Libraries, 2000); and Jacobson and Mackey, Information Literacy Collaborations that Work (Neal-Schuman, forthcoming).
23. For example, Mackey and Jacobson argue, "IL is often viewed as a library concern in which librarians are responsible for program development and instruction, but this assumption must be changed." See Mackey and Jacobson, "Information Literacy: A Collaborative Endeavor," p. 140; William B. Badke writes, "While there is much discussion today about information literacy, proper implementation of it within university campuses is still a struggle." See William B. Badke, "Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy," Reference Librarian 89/90 (2005): 63-80; D'Angelo and Maid observe, "Librarians are placed in the difficult position of attempting to effect curricular change and IL integration through collaboration or linkages, often resulting in frustration. A great deal of time and energy are spent on advocacy and frequently individual efforts are not sustainable beyond the work of the individual librarians or librarian-faculty team." See D'Angelo and Maid, "Moving Beyond Definitions: Implementing Information Literacy Across the Curriculum," p. 213; Constance McCarthy's ominously titled 1985 article, "The Faculty Problem," suggests that forging collaborative partnerships has been a long-standing problem for many librarians, as evidenced in claims such as, "Regardless of all possible efforts we may make toward its cause, however, bibliographic instruction faces a formidable obstacle: the teaching faculty of the institutions at which it is offered" and "It is a commonplace admonition ... that the faculty must be involved, but we have never really come to grips with the fact that few of them wish to be involved." See Constance McCarthy, "The Faculty Problem," Journal of Academic Librarianship 11 (July 1985): 142-145.
24. Hardesty L. "Faculty Culture and Bibliographic Instruction: An Exploratory Analysis". Library Trends 44 (1995 (Fall)) 339-367
25. Ibid., p. 339.
26. Ibid., pp. 348-354.
27. Hardesty L. "Reflections on 25 Years of Library Instruction: Have We Made Progress?". Reference Services Review 27 (1999) 242-246
28. Hardesty, "Faculty Culture and Bibliographic Instruction: An Exploratory Analysis," p. 362.
29. Hardesty, "Faculty Culture and Bibliographic Instruction: An Exploratory Analysis," p. 362.
30. Julien and Given, "Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians' Expressed Attitudes and Experiences," p. 82.
31. Ibid., p. 75.
32. Ibid., p. 82.
33. Ibid., p. 83.
34. Ibid., p. 83.
35. Jacobson T.E., and Vallely J.R. "A Half-Built Bridge: The Unfinished Work of Bibliographic Instruction". Journal of Academic Librarianship 17 (1992 (January)) 359-363
36. Ibid., p. 360.
37. Akers C., Martin N., and Summey T. "Teaching the Teachers: Library Instruction through Professional Development Courses". Research Strategies 17 (2000) 215-221
38. Akers C., Martin N., and Summey T. "Teaching the Teachers: Library Instruction through Professional Development Courses". Research Strategies 17 (2000) 215-221
39. Iannuzzi P. "Faculty Development and Information Literacy: Establishing Campus Partnerships". Reference Services Review (1998 (Fall/Winter)) 97-116
40. Ibid., p. 99.
41. Ibid., p. 99.
42. Kenney D.J. "Publishing BI Articles in Discipline Journals: Humanities". Research Strategies 1 (1983 (Spring)) 64
43. Kenney D.J. "Publishing BI Articles in Discipline Journals: Social Sciences". Research Strategies 2 (1984 (Summer)) 128-135
44. Moffett W. "Talking to Ourselves". College and Research Libraries 50 (1989) 609-610
45. Kornegay B. "Library Literature in Non-Library Publications". College and Research Library News 51 (1990 (December)) 1033-1034
46. Jacobson and Vallely, "A Half-Built Bridge: The Unfinished Work of Bibliographic Instruction," p. 362.
47. Hardesty, "Faculty Culture and Bibliographic Instruction: An Exploratory Analysis," p. 362.
48. Still J. "The Role and Image of the Library and Librarians in Discipline-Specific Pedagogical Journals". Journal of Academic Librarianship 24 (1998 (May)) 225-231
49. Ibid., p. 226.
50. Ibid., p. 226.
51. Ibid., pp. 226-227.
52. Ibid., p. 229.
53. Ibid., pp. 227-229.
54. Ibid., p. 229.
55. Jacobson and Vallely state that the scarcity of texts written by faculty about library instruction indicates that "academic librarians have not been as successful in forging partnerships with their colleagues on other parts of the campus." See Jacobson and Vallely, "A Half-Built Bridge: The Unfinished Work of Bibliographic Instruction," p. 362.
56. Still, "The Role and Image of the Library and Librarians in Discipline-Specific Pedagogical Journals," p. 229. Still implicitly positions the lack of attention to libraries and librarians in pedagogical disciplinary literature as a problem by constructing a disjunction between what "faculty may say" and what their pedagogical publications suggest that they do. The construction of the sentence positions faculty as essentially hypocritical, in that their texts are not consonant with what they say elsewhere. Also, the goals and deeply held values of librarians (the importance of integrating library instruction into the academic curriculum) are implicitly contrasted with those of faculty (the literature suggests that they do not share librarians' goals and values). Jacobson and Vallely more explicitly position the dearth of faculty written articles about library instruction as a problem, claiming that the eighteen articles they found "on BI written by classroom faculty in nonlibrary journals" constitute "a disturbing figure" and that "librarians should see more than what is out there." See Jacobson and Vallely, "A Half-Built Bridge: The Unfinished Work of Bibliographic Instruction," pp. 361-362.
57. "Academic librarians are doing a lot of preaching to the choir." See Kornegay, "Library Literature in Non-library Publications," p. 1033. "The articles authored by librarians that promote BI, however, are usually written for other librarians and generally appear in library journals. We are preaching to the converted." See Jacobson and Vallely, "A Half-Built Bridge: The Unfinished Work of Bibliographic Instruction," p. 360.
58. Julien and Given, "Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians' Expressed Attitudes and Experiences," p. 83.
59. Hardesty, "Reflections on 25 Years of Library Instruction: Have We Made Progress?" p. 244.
60. According to Hardesty, "The library will become central to the educational mission of an institution only if someone is trying aggressively to put it there. While many individuals share in this responsibility, most of the responsibility falls rightfully to librarians." See Hardesty, "Reflections on 25 Years of Library Instruction: Have We Made Progress?" p. 246.
61. Weimer M. "The Disciplinary Journals on Pedagogy". Change 25 (1993 (November/December)) 44-52
62. Ibid., p. 44.
63. Ibid., p. 45.
64. Ibid., pp. 45-46.
65. Ibid., p. 44.
66. However, it is important to note that the searches cannot be considered comprehensive, as articles, and in some cases entire issues, are missing from the databases. For example, Wilson Education Abstracts indexes Teaching of Psychology, but volume 32, issues 1-3 are not in the database. Similarly, the only issue of The Journal of General Education included from 2005 is issue 2. Also, journals such as Active Learning in Higher Education and Nursing Education Perspectives are only indexed from 2001, omitting all of the year 2000 from the search.
67. Journals omitted include: American Society for Engineering Education, Biochemical Education, Chemical Engineering Education, Journal of Agricultural Education, Journal of Architectural Education, Journal of Geological Education, Journal of Health Administration Education, Journal of Health Occupations Education, Journal of Teaching in Social Work, Journal of Teaching Writing, NACTA (National Association of College Teachers of Agriculture) Journal, Physics Education, Teaching Philosophy, Teaching Statistics, and The Journalism Educator. Biochemical Education ended in 2000 and was replaced by Biochemistry and Molecular Biology Education; Journal of Geological Education ended in 1995 and was succeeded by Journal of Geoscience Education; and The Journalism Educator ended 1995 and was succeeded by Journalism and Mass Communication Educator.
68. Disciplinary journals added include: Advances in Physiology Education; Biochemistry and Molecular Biology Education; College Literature; Journal of American History; Journal of Criminal Justice Education; Journal of Engineering Education; Journal of Geography; Journal of Geoscience Education; Journal of Nutrition Education and Behavior; Journal of Physical Education, Recreation, and Dance; Journalism and Mass Communication Educator; Nursing Education Perspectives; and Teaching English in the Two-Year College. Higher education journals added include: Active Learning in Higher Education, College Teaching, Innovative Higher Education, Journal of General Education, Journal of Higher Education, Liberal Education, and Studies in Higher Education.
69. Miles W.H., et al. "An Indexed Combinatorial Library: The Synthesis and Testing of Insect Repellents". Journal of Chemical Education 78 (2001 (April)) 540-542
70. Smutzer G., and Hastings L. "A microfiche reader for classroom demonstration of biological time". The American Biology Teacher 62 (2000 (September)) 478-480
71. See, for example, Barbara Guzzetti and Margaret Gamboa, "Online Journaling: The Informal Writings of Two Adolescent Girls," Research in the Teaching of English 40 (November 2005): 168-206. This article is not well served by the subject heading "information literacy," as its focus is on how a specific informal literacy - online journaling - is used by two adolescent girls for social connection and identity formation. Information Literacy, conceived of as an instructional framework for enhancing students' ability to define an information need, and find, evaluate, and use information ethically and responsibly, is a stretch at best. Moreover, the article focused on two adolescents and not on college level students, which also made it irrelevant to this study.
72. See, for example, Carol Welsh, Larissa S. Kyj, and Hossein Nouri, "First Delta Bank," Journal of Accounting Education 20 (Summer 2002): 249; John Reglinski, Duncan Graham, Alan R. Kennedy, and Lorraine T. Gibson, "From Metalloproteins to Coordination Chemistry: A Learning Exercise to Teach Transition Metal Chemistry," Journal of Chemical Education 81 (January 2004): 76-82; Mona L. Hall, Christine A. Guth, and Susan J. Kohler, "Advanced Instrumentation Projects for First-Year Biochemistry Laboratory," Biochemistry and Molecular Biology Education 31 (March/April 2003): 115; Roger L. Kaspar, "Integrating Internet Assignments into a Biochemistry/Molecular Biology Laboratory Course," Biochemistry and Molecular Biology Education 30 (January/February 2002): 36.
73. Marek P., Christopher A.N., and Walker B.J. "Learning by Doing: Research Methods with a Theme". Teaching of Psychology 31 (2004 (Spring)) 128-131
74. See, for example, Janet S. Russell, Lucy Martin, Dara Curtin, Sara Penhale, and Nathan A. Trueblood, "Non-Science Majors Gain Valuable Insight Studying Clinical Trials Literature: An Evidence-Based Medicine Library Assignment," Advances in Physiology Education 28 (December 2004): 188-194; Ivan A. Shibley Jr., Louis M. Milakofsky, and Cynthia L. Nicotera, "Incorporating a Substantial Writing Assignment into Organic Chemistry: Library Research, Peer Review, and Assessment," Journal of Chemical Education 78 (January 2001): 50-53; Elizabeth A. Murphy and Christopher J. Hoeppner, "Using Technology and Library Resources in Financial Accounting Courses," Journal of Accounting Education 20 (Fall 2002): 331; Julia I. Smith and Lena Chang, "Teaching Community Ecology as a Jigsaw," The American Biology Teacher 67 (January 2005): 31-36; Sue S. Butell, Patrice O'Donovan, and Jana Doughty Taylor, "Instilling the Value of Reading Literature Through Student-Led Book Discussion Groups," Journal of Nursing Education 43 (January 2004): 40-44; Constance Meredith Soja and Deborah Huerta, "Debating Whether Dinosaurs Should Be 'Cloned' from Ancient DNA to Promote Cooperative Learning in an Introductory Evolution Course," Journal of Geoscience Education 49 (Mar 2001): 150.
75. For example, Patrick D Reagan, "Project WhistleStop: Truman Digital Archive Project," The Journal of American History 88 (March 2002): 1631.
76. Miller J., et al. "A Study of Personal Digital Assistants to Enhance Undergraduate Clinical Nursing Education". Journal of Nursing Education 44 (2005 (January)) 19-26
77. See, for example, John B. Napp, "Survey of Library Services at Engineering News Record's Top 500 Design Firms: Implications for Engineering Education," Journal of Engineering Education 93 (July 2004): 247-52; Aimee L. DeChambeau and Ira D. Sasowsky, "Using Information Literacy Standards To Improve Geoscience Courses," Journal of Geoscience Education 51 (November 2003): 490-495; Alan Barnard, Robyn Nash, and Michael O'Brien "Information Literacy: Developing Lifelong Skills Through Nursing Education," Journal of Nursing Education 44 (November 2005): 505-510; Susan M. Ross and Janet McNeil Hurlbert "Problem-Based Learning: An Exercise on Vermont's Legalization of Civil Unions," Teaching Sociology 32 (January 2004): 79-93; Diane J. Skiba, "Preparing for Evidence-Based Practice: Revisiting Information Literacy," Nursing Education Perspectives 26 (September/October 2005): 310-311; Mary B. Kimsey and S. Lynn Cameron, "Teaching and Assessing Information Literacy in a Geography Program," The Journal of Geography 104 (January/February 2005): 17-23.
78. See, for example, Carol A. Wright, "Information Literacy within the General Education Program: Implications for Distance Education," The Journal of General Education 49 (2000): 23-33; Mary Sellen, "Information Literacy in the General Education: A New Requirement for the 21st Century," The Journal of General Education 51 (2002): 115-126; Peter Lyman, "Information Literacy," Liberal Education 87 (Winter 2001): 28-37.
79. See, for example, DeMars, Cameron, and Erwin, "Information Literacy as Foundational: Determining Competence," pp. 253-265; Kimsey and Cameron, "Teaching and Assessing Information Literacy in a Geography Program," pp. 17-23.
80. See, for example, Mackey and Jacobson, "Information Literacy: A Collaborative Endeavor," pp. 140-145.
81. See, for example, Jill D. Jenson, "It's the Information Age, So Where's the Information? Why Our Students Can't Find It and What We Can Do to Help," College Teaching 52 (Summer 2004):107-112; Alison Cook-Sather, "Unrolling Roles in Techno-Pedagogy: Toward New Forms of Collaboration in Traditional College Settings," Innovative Higher Education 26 (Winter 2001): 121-139; Mara L. Houdyshell, "Navigating the Library: What Students (and Faculty) Need to Know," College Teaching 51 (Spring 2003): 76-78; Catherine S. Herlihy, "Internet Sirens and the Role of Today's Librarians," Liberal Education 86 (Summer 2000): 46-51; John D. Kawula, "Geoscience Encyclopedias and Their Potential for Classroom Instruction," Journal of Geoscience Education 51 (November 2003): 512-520.
82. Drum C., and Ashcraft J. "Chemists Doing Library Research-AD 2000". Journal of Chemical Education 77 (2000 (January)) 23-24
83. For example, Erica K. Jacobsen's article focuses on public library programming. See Erica K. Jacobsen, "Read It-Share It," Journal of Chemical Education 80 (July 2003): 721.
84. For example, Douglas Hesse's article focuses on cataloging and how books are organized on shelves. See Douglas Hesse, "The Place of Creative Nonfiction," College English 65 (January 2003): 237-241.
85. Still, "The Role and Image of the Library and Librarians in Discipline-Specific Pedagogical Journals," p. 229.
86. Skiba, "Preparing for Evidence-Based Practice: Revisiting Information Literacy," pp. 310-311.
87. Skiba, "Preparing for Evidence-Based Practice: Revisiting Information Literacy," pp. 310-311.
88. Ibid., 311. Her sources also reveal that various nursing journals not included in this study have published articles on information literacy between 2000-2005, including Computers, Informatics, Nursing; International Nursing Review; and Journal of Professional Nursing.
89. Ibid., p. 310. Skiba references A. Tanner, S. Pierce, and D. Pravikoff's 2004 study, "Readiness for Evidence-Based Practice: Information Literacy Needs of Nurses in the United States," noting, "The results of this study guided me to the literature on information literacy."
90. Ibid., pp. 310-311.
91. Fox L.M., Richter J.M., and White N. "Pathways to Information Literacy". Journal of Nursing Education 28 (1989 (November)) 422-425
92. See, for example, Mackey and Jacobson, "Information Literacy: A Collaborative Endeavor," pp. 140-144.
93. See, for example, Cook-Sather, "Unrolling Roles in Techno-Pedagogy: Toward New Forms of Collaboration in Traditional College Settings," pp. 121-139; Herlihy, "Internet Sirens and the Role of Today's Librarians," pp. 46-51; Sellen, "Information Literacy in the General Education: A New Requirement for the 21st Century," pp. 115-126; Lyman, "Information Literacy," pp. 28-37.
94. See, for example, DeMars, Cameron, and Erwin, "Information Literacy as Foundational: Determining Competence," pp. 253-265; Sellen, "Information Literacy in the General Education: A New Requirement for the 21st Century," pp. 115-126.
95. See, for example, Sellen, "Information Literacy in the General Education: A New Requirement for the 21st Century," pp. 115-126
96. See, for example, Wright, "Information Literacy within the General Education Program: Implications for Distance Education," pp. 23-33.
97. See, for example, Jacobson and Mark, "Separating Wheat from Chaff: Helping First-Year Students become Information Savvy," pp. 256-278.
98. DeMars, Cameron, and Erwin, "Information Literacy as Foundational: Determining Competence," pp. 253-265.
99. DeChambeau and Sasowsky, "Using Information Literacy Standards To Improve Geoscience Courses," pp. 490-495.
100. Johnston and Webber, "Information Literacy in Higher Education: A Review and Case Study," pp. 335-352.
101. Ross and Hurlbert "Problem-Based Learning: An Exercise on Vermont's Legalization of Civil Unions," p. 85.
102. Kimsey and Cameron, "Teaching and Assessing Information Literacy in a Geography Program," p. 22.
103. Moffett, "Talking to Ourselves," p. 610.
104. The term "scholarship of teaching" was popularized by Ernest L. Boyer's Scholarship Reconsidered: Priorities of the Professoriate. See Ernest L. Boyer, Scholarship Reconsidered: Priorities of the Professoriate (Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990); Mick Healey describes the scholarship of teaching as involving "engagement with research into teaching and learning, critical reflection of practice, and communication and dissemination about the practice of one's subject." See Mick Healey, "Developing the Scholarship of Teaching in Higher Education: A Discipline-based Approach," Higher Education Research and Development 19 (July 2000): 169-189.