Interpreting the Conventions of Scholarship: Rhetorical Implications of the ACRL Framework

Autor/in	Burkholder, Joel M.
Titel	Interpreting the Conventions of Scholarship: Rhetorical Implications of the ACRL Framework
Quelle	In: portal: Libraries and the Academy, 19 (2019) 2, S.295-314 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Scholarship; Rhetoric; Information Literacy; Librarians; Librarian Teacher Cooperation; Higher Education; Academic Language; Academic Libraries; Research Libraries; College Faculty + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Rhetorik; Informationskompetenz; Librarian; Bibliothekar; Bibliothekarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Fakultät
Abstract	Few librarians have examined the implications of Rolf Norgaard's theory of "writing information literacy," a rhetoric-based concept that situates research practices in context. Because the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education emphasizes research as a social practice, it seems appropriate to revisit this idea. This article explores how interpretive conventions--communal rules and guidelines that coordinate rhetorical construction and interpretation of texts--are implicated in each frame of the Framework and constrain participation in scholarship. This perspective can inform collaborations between librarians and faculty to develop critical rhetorical awareness, enabling students to read and respond to the interpretive conventions of any context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01