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Foothills to Fourteeners: Preparing Students for Research in the Real World: Further Reading

Guide for Library Instruction West 2016 conference presentation.

Further Reading

  • Arnone, M. P., Small, R. V., & Reynolds, R. (2010). Supporting Inquiry by Identifying Gaps in Student Confidence: Development of a Measure of Perceived Competence. School Libraries Worldwide, 16(1), 47–60.
  • Hess, A. N. (2015). Motivational Design in Information Literacy Instruction. Communications in Information Literacy2, 9(1), 44–59.
  • Jacobson, T. E., & Xu, L. (2004). Motivating Students in Information Literacy Classes. New York: Neal-Schuman.
  • Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10.
  • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York: Springer.
  • Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
  • Latham, D., & Gross, M. (2010). Including Student Voices in Instructional Design : Community College Students with Below-Proficient Skills Talk About IL Instruction. In Canadian Association for Information Science, CAIS/ACSI 2010 Conference, Montreal, Canada, June 2-4, 2010 (pp. 1–5). Montreal. Retrieved from
  • Latham, D., & Gross, M. (2012). Instructional Preferences of First-Year College Students with Below-Proficient Information Literacy Skills: A Focus Group Study. College & Research Libraries, 74(5), 430–449.
  • Small, R. V., Zakaria, N., & El-figuigui, H. (2004). Motivational aspects of information literacy skills instruction in community college libraries. College & Research Libraries, 65(2), 96–121.
  • Barrows, H. S. (2002). Is it Truly Possible to Have Such a Thing as dPBL? Distance Education, 23(1), 119–122.
  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-Based Learning: An Approach to Medical Education, vol. 1. New York: Springer.
  • Downing, K. E. (2013). Using Problem-Based Learning to Facilitate Student Learning. In Imagine, Innovate, Inspire: The Proceedings of the ACRL 2013 Conference (pp. 621–624).
  • Hmelo-Silver, C. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Reviewology Review, 16(3), 235–266.
  • Kwan, C. Y. (n.d.). What is Problem Based Learning (PBL)? CDTL Brief, 3(3), 1–2. Retrieved from
  • Strobel, J., & van Barneveld, A. (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 44–58.
  • Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher Education (Vol. 53).   
  • Ferran-Ferrer, N., Minguillón, J., & Pérez-Montoro, M. (2013). Key factors in the transfer of information-related competencies between academic, workplace, and daily life contexts. Journal of the American Society for Information Science and Technology, 64(6), 1112–1121.
  • Head, A. J. (2012). Learning curve: How college graduates solve information problems once they join the workplace. Project Information Literacy Research Report, 1–38.
  • Head, A. J., Hoeck, M. Van, Eschler, J., & Fullerton, S. (2013). What information competencies matter in today’s workplace ? Library and Information Research, 37(114), 74–104.
  • Kuglitsch, R. Z. (2015). Teaching for Transfer: Reconciling the Framework with Disciplinary Information Literacy. Portal: Libraries and the Academy, 15(3), 457–470.
  • Lloyd, A. (2006). Drawing from others: Ways of knowing about information literacy performance. In D. Orr, F. Nouwens, C. Macpherson, R. E. Harreveld, & P. A. Danaher (Eds.), Lifelong learning : partners, pathways, and pedagogies : keynote and refereed papers from the 4th International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia, 13-16 June 2006 (pp. 182–192). Rockhampton: Central Queensland University Press. Retrieved from
  • Lloyd, A. (2013). Building Information Resilient Workers: The Critical Ground of Workplace Information Literacy. What Have We Learnt? In Worldwide Commonalities and Challenges in Information Literacy Research and Practice (pp. 219–228). Springer International Publishing
  • Perkins, D. N., & Salomon, G. (1988). Teaching for Transfer. Educational Leadership, 46(1), 22–32.
  • Forte, M., Jacobson, T. E., Mackey, T. P., O’Keefe, E., & Stone, K. (2014). Metaliteracy: Goals and Learning Objectives. Retrieved from
  • Gross, M., & Latham, D. (2013). Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention. Library and Information Science Research, 35(3), 181–190.
  • Gross, M., Latham, D., & Armstrong, B. (2012). Improving Below-Proficient Information Literacy Skills: Designing an Evidence-Based Educational Intervention. College Teaching, 60(3), 104–111.
  • Hofer, A. R., Brunetti, K., & Townsend, L. (2013). A Thresholds Concept Approach to the Standards Revision. Communications in Information Literacy, 7(2), 108–113. Retrieved from[]=v7i2p108&path[]=168
  • Jacobson, T. E., & Mackey, T. P. (2013). Proposing a Metaliteracy Model to Redefine Information Literacy. Communications in Information Literacy, 7(2), 84–91.
  • Kwon, N., Onwuegbuzie, A. J., & Alexander, L. (2007). Critical Thinking Disposition and Library Anxiety: Affective Domains on the Space of Information Seeking and Use in Academic Libraries. College & Research Libraries, 68(3), 268–279. Retrieved from
  • Mackey, T. P., & Jacobson, T. E. (2011). Reframing Information Literacy as a Meta literacy. College & Research Libraries, 72(1), 62–78.
  • Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago, IL: Neal-Schuman.
  • Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In ETL Project Occasional Report 4.
  • Townsend, L., Brunetti, K., & Hofer, A. R. (2011). Threshold Concepts and Information Literacy. Portal: Libraries and the Academy, 11(3), 853–869.