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Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
-Framework for Information Literacy for Higher Education
This study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof.
Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.
In this seminal work in library and information science, Norgaard broadens the "ownership" of information literacy and issues a call for greater collaboration between librarians and writing faculty contextualized and informed by theory and practice within both fields.
This chapter investigates disciplinary conventions of critical thinking and information literacy and the impact of communities of practice on the context surrounding research itself and its distribution.
The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Authors Wiggins and McTighe propose a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, practical framework for designing curriculum, assessment, and instruction.