The document discusses the ACRL draft framework for information literacy in higher education, including background resources and related literature. It features a bibliography listing works by various authors addressing concepts such as self-efficacy, metaliteracy, and threshold concepts. The document emphasizes the importance of adapting information literacy education to contemporary academic contexts.

1. ACRL VWIG Discussion of Part 1, ACRL Draft Framework for Information Literacy for Higher
Education, 16 Mar 2014
Bibliography
by
Esther Grassian
estherg@ucla.edu
ACRL. Draft Framework for Information Literacy for Higher Education: http://goo.gl/EoY4Xr
ACRL. Task Force Questions: http://goo.gl/b1g4lu
ACRL. Task Force Feedback Form: https://www.surveymonkey.com/s/JCVY3GW
ACRL. VWIG. 2014. Agenda and discussion questions. http://goo.gl/Y20q5Y
Cherry, Kendra. 2011. Self-Efficacy - Psychology Definition of the Week. Retrieved on March 9,
2014 from http://goo.gl/HSL8gf
Jacobson, Trudi E., and Thomas P. Mackey. 2013. "Proposing a Metaliteracy Model to Redefine
Information Literacy." Communications in Information Literacy 7, no. 2 (2013): 84-91.
Mackey, Thomas R. and Jacobson, Trudi E. 2011. Reframing Information Literacy as a
Metaliteracy. C&RL. 73(1):62-78.
Meyer, Jan, and Ray Land. 2003. Threshold Concepts and Troublesome Knowledge: Linkages to
Ways of Thinking and Practicing within the Disciplines. Edinburgh, UK: University of Edinburgh.
Reichel, Mary and Ramey, Mary Ann. 1987. Conceptual Frameworks for Bibliographic Education:
Theory into Practice. Littleton, CO: Libraries Unlimited, Inc.
Townsend, Lori, Korey Brunetti, and Amy R. Hofer. 2011. "Threshold Concepts and Information
Literacy." portal: Libraries and the Academy 11(3): 853-69.