Not Just Where to Click: Teaching Students How to Think about Information

Not Just Where To ClickACRL announces the publication of Not Just Where to Click: Teaching Students How to Think about Information. Edited by Troy A Swanson and Heather Jagman, Not Just Where to Click explores how librarians and faculty work together to teach students about the nature of expertise, authority, and credibility. The book provides practical approaches for motivating students to explore their beliefs, biases, and ways of interpreting the world.

Not Just Where to Click also includes chapters that bridge the gap between the epistemological stances and threshold concepts held by librarians and faculty, and those held by students, focusing on pedagogies that challenge students to evaluate authority, connect to prior knowledge and construct new knowledge in a world of information abundance. Authors draw from a deep pool of perspectives including social psychology, critical theory, and various philosophical traditions.

Contributors to the nineteen chapters offer a balance of theoretical and applied approaches to teaching information literacy, supplying readers with accessible and innovative ideas ready to be put into practice.

Not Just Where to Click is # 68 in the ACRL monographic Publications in Librarianship (PIL) series and is appropriate for all types of academic libraries. The book is also suitable for library and information science curricula and collections.

Not Just Where to Click is available for purchase in print, as an e-book, and as a print/ e-book bundle through the ALA Online Store; in print and for Kindle through; and by telephone order at (866) 746-7252 in the U.S. or (770) 442-8633 for international customers.

Member of the Week: Derrick Jefferson

Derrick JeffersonDerrick Jefferson is Communication Librarian at American University in Washington, DC. Derrick has been an ACRL member since 2012, is a 2015 ALA Emerging Leader, and your ACRL member of the week for March 23, 2015.

1. Describe yourself in three words: Open, humorous, committed.

2. What are you currently reading (or listening to on your mobile device)? I go back every few years to Michael Ondaatje’s pre-English Patient works: Coming Through Slaughter and The Collected Works of Billy the Kid. I find his unique mashup of poetry, prose, myth, and storytelling to be utterly fascinating.

3. Describe ACRL in three words: Connected, purposeful, engaged.

4. What do you value about ACRL? I feel like ACRL has provided a warm and embracing home for me. As a library school student, I dipped my toes in many pools trying to learn as much as I could about the profession, and as an academic librarian interested in how to be a better instructor, how to do better assessment, it has really affected how I go about conducting and refining my work in the library. ACRL really laid the groundwork for me through their publications, meeting other members, etc. The newsletter is great for highlighting the work of my fellow librarians and keeping me informed on current dealings and topics.

5. What do you as an academic librarian contribute to your campus? People are our livelihood. I go out of my way, and out of the library to engage our campus community. Our demographics have changed, I work with many working professionals, graduate students, veterans, online/distance students and an increasingly diverse student population here at American University. Libraries have changed from what many of these students are used to. I hope to keep our patrons informed on what it is libraries and librarians can do for them and their research, study, and and collection needs.

6. In your own words: I wake up every morning with a smile on my face and am often one of the first people in the office. I love what I do, and being able to share my skill set to help others level up on their research is a pretty significant gift. With that, I’m still learning! Having a network of colleagues who can share their experiences and knowledge is huge in helping me help others.

Editor’s Note: Are you an ACRL member? Would you like to be featured as ACRL Member of the Week? Nominate a colleague? Contact Mary Jane Petrowski at for more information.

New Framework for Information Literacy Discussion List, Webinar Archive

Based on participant feedback from the March 11, 2015, webinar on the ACRL Framework for Information Literacy for Higher Education, we’ve created a listserv to provide a convenient spot for exchanging ideas about the Framework. The new list will serve as an open forum for asking questions, posting professional development opportunities, and sharing examples of how you are using the Framework at your libraries. To subscribe, visit

The recorded presentation for the ACRL Presents webinar Putting the Framework for Information Literacy into Action: Next Steps is now available as well.

Meet the Candidates: Jon E. Cawthorne

Editor’s Note: In the lead-up to the 2015 ALA/ ACRL election, we’re profiling the 2015 ACRL Board of Directors candidates. We’ll feature one candidate in slate order each weekday from March 13 — 20. Complete details on candidates for ACRL offices are available on the election website. Make sure to vote for the candidates of your choice starting March 24.

Jon CawthorneJon E. Cawthorne is the Dean of Libraries at the West Virginia University Libraries in Morgantown, West Virginia, and a 2015 candidate for the ACRL Board of Directors as Director-at-Large.

1. Describe yourself in three words: Learner, Positive, Communicator.

2. What are you reading right now (or listening to on your mobile device)? How Universities Work by John V. Lombardi; Big Data: A Revolution That Will Transform How We Live, Work and Think by Viktor Mayer-Schonberger and Kenneth Cukier; The Rise: Creativity, the Gift of Failure and the Search for Mastery by Sarah Lewis; and the On Being podcast, interviews by Krista Tippett.

3. Describe ACRL in three words: Collaboration, Networking, Future.

4. Why do you value about ACRL? I value ACRL for the energy, network, and ability to think broadly with colleagues about positioning academic libraries toward the future. I appreciate ACRL’s committees, programs, and publications that focus on leadership development. The association is the right place for all of us to explore the exciting opportunities that build an inspiring, strong, and sustainable future within higher education.

5. What do you, as an academic librarian, contribute to your campus? I am privileged every day to work as Dean of Libraries at West Virginia University. I believe my encouragement, communication, and positive outlook with staff at all levels creates a learning environment. I am especially excited about the opportunities to support our University Press. Externally, I work with every dean to position the library and the press to support the work of this land-grant institution that has become more important than ever to the state of West Virginia.

6. In your own words: I love my job, the WVU Libraries, and the state of West Virginia. I have equal passion for diversifying the academic library profession and creating pathways to leadership. Although I’ve learned from many library environments (academic, public and special), my career began by asking, how does one get to be a Dean of Libraries? Imagine how grateful I am not only to serve in the position, but to work with talented people to build on the incredible opportunities at West Virginia University Libraries and Press.

Application materials now available for Immersion Assessment/Intentional Teaching tracks

Application materials for the ACRL Information Literacy Immersion Program Assessment and Intentional Teaching Tracks are now available. Applications are due Friday, May 15, 2015.

The Immersion Program allows you to embrace your educational role by embarking on a path of teacher development and pedagogical inquiry in a community of practice for academic librarians devoted to collaborative learning and individual renewal.  The program will be offered in Nashville, Tennessee. Assessment track dates are November 4-7, 2015; Intentional Teaching track dates are November 4-8, 2015.

Assessment: Demonstrating the Educational Value of the Academic Library Track (November 4-7, 2015) — Discover how to approach assessment from a learning-centered perspective. Participants will emerge with a broader understanding of assessment and how to use assessment as an important tool to guide evidence-based classroom, curriculum and program development. Learning outcomes include:

  • Define assessment in terms of student learning in order to understand its relationship to good teaching, library viability, and change
  • Formulate a learning-centered philosophy of assessment in order to inform development of information literacy program elements
  • Explore and utilize multiple modes of assessment in order to build a culture of evidence upon which to base programmatic development and change
  • Critically examine a variety of assessment techniques and methodologies in order to evaluate them for application in your institutional setting
  • Examine the leadership role of the library in a collaborative IL assessment effort in order to build support and trust among the stakeholder groups at your institution

I love Immersion. Every program I’ve gone to has done more to change me in a few days than years of work. Thank you so much!” ~ 2014 Assessment Immersion participant

Intentional Teaching: Reflective Teaching to Improve Student Learning Track (November 4-8, 2015) — Find out how to become more self-aware and self-directed as a teacher.  This track is aimed at the experienced academic librarian (5+ years teaching experience, in a library or other setting) and facilitates the process of critical reflection through peer discussion, readings and personal reflection as a pathway to professional growth and renewal. Learning outcomes include:

  • Engage in ongoing reflective practice in order to sustain professional renewal and growth.
  • Articulate a personal philosophy of teaching and learning in order to intentionally shape the student experience.
  • Align personal philosophy with daily practice in order to consistently actualize your beliefs, intentions and actions
  • Participate in a community of practice in order to access and share ideas, resources, publications, support structures, and networks.
  • Value uncertainty and risk-taking in order to deepen your identity and integrity as a teacher.

Teachers were all fantastic! Participants were all extraordinary people. Fell in love with everyone. Readings were very informative. Can’t wait to go home and read all the books and share them with my colleagues. I’m stoked. Can’t wait to go home and teach!” ~ 2014 Intentional Teaching Immersion participant

Visit the Immersion website for complete details about the program, including curriculum details and application instructions. Questions concerning the program or application process should be directed to Margot Conahan at (312) 280-2522 or

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