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Framework for Information Literacy for Higher Education

Framework Focus: Conversation

Framework Focus: Conversation

Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

Scholarship as Conversation

Key sentence: Developing familiarity with the sources of evidence, methods, and modes of discourse in the field assists novice learners to enter the conversation. New forms of scholarly and research conversations provide more avenues in which a wide variety of individuals may have a voice in the conversation.

Knowledge practices:

  1. cite the contributing work of others in their own information production;
  2. contribute to scholarly conversation at an appropriate level, locally and within the field;
  3. identify barriers to entering scholarly conversation via various venues;
  4. critically evaluate contributions made by others in participatory information environments;
  5. identify the contribution that particular scholarly works make to disciplinary knowledge;
  6. summarize the changes in scholarly perspective over time in a topic or discipline;
  7. recognize that a given scholarly work may not represent the majority perspective.

We teach:

  • Saving, citing, and emailing citations in various databases [most courses]
  • Evaluating sources and ways of approaching authority [gen ed, major]
  • Utilizing source networks/citation mining for discovering interconnections between sources [major, capstone/graduate]
  • Identifying major journals for various disciplines [major, capstone/graduate]

“Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, 11 Jan. 2016, Accessed 21 June 2017.

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