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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 295-314 |
| Number of pages | 20 |
| Journal | Portal |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2019 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Library and Information Sciences
Cite this
}
Interpreting the conventions of scholarship : Rhetorical implications of the acrl framework. / Burkholder, Joel Michael.
In: Portal, Vol. 19, No. 2, 01.04.2019, p. 295-314.Research output: Contribution to journal › Article
TY - JOUR
T1 - Interpreting the conventions of scholarship
T2 - Rhetorical implications of the acrl framework
AU - Burkholder, Joel Michael
PY - 2019/4/1
Y1 - 2019/4/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85067246732&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067246732&partnerID=8YFLogxK
U2 - 10.1353/pla.2019.0017
DO - 10.1353/pla.2019.0017
M3 - Article
VL - 19
SP - 295
EP - 314
JO - Portal: Libraries and the Academy
JF - Portal: Libraries and the Academy
SN - 1531-2542
IS - 2
ER -