Biased Against Apathy: Harnessing Curiosity and Knowledge Gaps in Source Analysis
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Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice, Vol. 6, Chapter 50
ACRL Information Literacy Frame: Authority is Constructed and Contextual; Discipline: Sciences & Engineering; Subject: Health Sciences; Biology; Engineering; Social Work; Psychology; Public Health; Learning Theories: Expectation Confirmation/Disconfirmation Theory; Cognitive Load Theory; Loewenstein’s Gap Theory of Curiosity; Special Populations: Graduate Students; Undergraduate Students; Professional Students
ACRL Information Literacy Frame: Authority is Constructed and Contextual; Discipline: Sciences & Engineering; Subject: Health Sciences; Biology; Engineering; Social Work; Psychology; Public Health; Learning Theories: Expectation Confirmation/Disconfirmation Theory; Cognitive Load Theory; Loewenstein’s Gap Theory of Curiosity; Special Populations: Graduate Students; Undergraduate Students; Professional Students
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Eastman, K., Gilbreath, J., & Johnson, K. (2018). Biased against apathy: Harnessing curiosity and knowledge gaps in source analysis. In M.K. Oberlies & J. Mattson (Eds.), Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice (Vol. 6, pp. 657-678). Chicago: Association of College and Research Libraries.