Introduction / Scott P. Libson and Malia Willey
Section I: Arts. Chapter 1. Music Information Literacy and the Framework: Contexts and Scenarios for the Generalist Librarian / Veronica A. Wells, Anna Grau Schmidt, Angela L. Pratesi, Erin Conor, Tom Bickley, and Andrea Beckendorf
Chapter 2. Incorporating the Framework into the Music History Curriculum, or, How to Not Teach the Same Thing Three Times in One Day / Lina Sheahan
Chapter 3. Blending Information Literacy and Visual Literacy: Instructional Vignettes in Art, Architecture, and Design / Stephanie Beene, Sara Schumacher, Dana Statton Thompson, and Mary Wegmann
Chapter 4. Empowering through Discernment: Building Students’ Skills for Visual Discernment through a Course-Library Collaboration / Elizabeth Pugliano and Karen Sobel
Section II: Writing. Chapter 5. Creative Writing Is (Process, Inquiry, Conversation) Hard: Bringing Information Literacy to the Blank Page / Ashley Roach-Freiman and Paige Chant
Chapter 6. Text Mining Journalism Syllabi for Framework Concepts / Ellen Hampton Filgo
Chapter 7. Practicing Process: Information Literacy Needs of Technical Communication Students / L. E. Eames and Jessica LaBozetta
Chapter 8. Constructing Authority Through Cooperative Learning in First-Year Composition / Mary Kamela
Section III: Humanities. Chapter 9. Integrating Information Literacy Threshold Concepts in Literature Courses / Melissa Anderson
Chapter 10. Screening Knowledge: Teaching Film Through Information Literacy / Lynne Stahl and Olivia Wertz
Chapter 11. Using Special Collections as Laboratories to Demonstrate the Information Creation Process: A Tactile Approach to Historical Primary Source Literacy / Samantha Crisp
Section IV: Interdisciplinary Studies. Chapter 12. Reconstructing Information Literacy for Racial, Ethnic, and Area Studies / Kiana Webster
Chapter 13. Examining Privilege and Oppression in the Information Landscape: Using Information Privilege as a Lens for the Framework in the Women and Gender Studies Classroom / Hannah Madonna
Chapter 14. Threading the Needle: Adopting Complementary Frameworks for Costume Studies / Maggie Murphy and Jenny Dale
Section V: Social Sciences. Chapter 15. The Politics, Policy, and International Relations Section Companion Document to the Framework: Process and Outcomes / Mary K. Oberlies, Brett Cloyd, Erin Ackerman, Stephanie Crowe, Christopher Lemery, Kimberly MacVaugh, Chelsea Nesvig, and Winn W. Wasson
Chapter 16. The Evolution of the Framework: Integrating Theoretical and Practical Approaches for Teaching Anthropology Information Literacy / Catherine Bowers, Jennifer Bowers, and Nikki Tummon
Chapter 17. Information Literacy Within and Beyond the Academy: Connecting the Framework to Social Work’s Accreditation Standards and Professional Code of Ethics / Stephen Maher, Yali Feng, Olivia Given Castello, Carin Graves, and Sarah C. Johnson
Chapter 18. Teaching Information Literacy in the Emerging and Dynamic Fields of Preparedness and Security / Abigail Adams
Section VI: Business. Chapter 19. Approaching a Companion Document for Business: Applications of the Framework in Business Information Literacy / LuMarie Guth, Ilana Stonebraker, G. Arave, Patricia B. Condon, Grace Liu, and Wendy G. Pothier
Chapter 20. Fostering Inquiry through Business Intelligence: The Framework in the Marketing Classroom / Carmen Cole and Emily Mross
Chapter 21. Reimagining Information Literacy and the Framework through the Entrepreneurial Mindset / Morgan Ritchie-Baum and Summer Krstevska
Section VII: Education and Behavioral Studies. Chapter 22. Educating the Educators: Six Frames for Three Identities / Eric Silberberg, Laura Cameron, Christina Jones, Amy James, Alison Lehner-Quam, Robin Ewing, and Margaret Gregor
Chapter 23. Empowering Future Educators: A Spiral-Based Information Literacy Curriculum / Lisa Czirr and Jenifer Sigafoes Phelan
Chapter 24. Through a Disciplinary Lens: Adapting the Framework for Psychology Students and Subject Librarians / Jennifer Bowers, Julia L. Eisenstein, and Brian Quinn
Chapter 25. Guided Exploration of Controlled Language for Undergraduate Psychology Students / Kristin E. C. Green
Section VIII: Health. Chapter 26. Integrating Evidence-Based Practice into the Framework for Health Sciences Librarians / Alyssa Denneler, Kay Strahan, and Rebecca Arriola
Chapter 27. Hearing from Working Nurses: Incorporating Real-World Knowledge Practices into the Framework to Better Instruct Tomorrow’s Healthcare Professionals / Anne R. Diekema, Elizabeth (Betsy) S. Hopkins, Britt Fagerheim, Brandon Patterson, and Nena Schvaneveldt
Chapter 28. Practice as Conversation: Information Literacy in Pre-Doctoral Dentistry Programs / Nena Schvaneveldt, Sean Stone, Lorraine Porcello, and Irene Lubker
Section IX: Sciences. Chapter 29. Reflections on Crafting a Framework Companion Document for and by Science and Technology Librarians / Dawn "Nikki" Cannon-Rech, Allison Brungard, Rachel Hamelers, Rebecca Kuglitsch, and Rebecca Hill Renirie
Chapter 30. Adding “Why” and “How”: Framing Source Use as a Rhetorical Act for STEM Undergraduates / Kevin Moore
Chapter 31. Research as Inquiry in an Undergraduate Physics Lab: Teaching Students How to Ask Questions / Hilary Dorsch Wong
Chapter 32. Environmental Science: Teaching the Frames Through Interdisciplinarity / Clarissa Ihssen
