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.

The six threshold concepts outlined in the Framework for Information Literacy for Higher Education are not simply a revision of ACRL's previous Information Literacy Competency Standards for Higher Education. They are instead an altogether new way of looking at information literacy. In this important new book, bestselling author and expert instructional librarian Burkhardt decodes the Framework, putting its conceptual approach into straightforward language while offering more than 50 classroom-ready Framework-based exercises.

This easy-to-use book is an invaluable source of inspiration for any librarian involved in teaching information literacy, providing practical guidance on tried and tested ideas and techniques for sessions.

This volume, edited by Grace Veach, explores leading approaches toforegrounding information literacy in first-year college writing courses.Chapters describe cross-disciplinary efforts underway across higher education,as well as innovative approaches of both writing professors and librarians inthe classroom. This seminal work unpacks the disciplinary implications for informationliteracy and writing studies as they encounter one another in theory andpractice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writingthrough the lens of information literacy, curriculum design, specific writingtasks, transfer, and assessment.

This volume, edited by Grace Veach, explores leading approaches toteaching information literacy and writing studies in upper-level and graduatecourses. Contributors describe cross-disciplinary andcollaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting apredetermined message. Topics include: working with varied student populations, teachinginformation literacy and writing in upper-level general education anddisciplinary courses, specialized approaches for graduate courses, andpreparing graduate assistants to teach information literacy.