Association of College and Research Libraries, American Library Association. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf.
Badke, W. B. (2012). Teaching research processes: The faculty role in the development of skilled student researchers. Witney, UK: Chandos Publishing.
Farrell, R. (2012). Reconsidering the relationship between generic and situated IL approaches: the Dreyfus model of skill acquisition in formal information literacy learning environments, part I. Library Philosophy & Practice, 1-16. http://digitalcommons.unl.edu/libphilprac/842/
Farrell, R. (2013). Reconsidering the relationship between generic and situated IL approaches: the Dreyfus model of skill acquisition in formal information literacy learning environments, part II. Library Philosophy & Practice, 1-20. http://digitalcommons.unl.edu/libphilprac/1049
Hepworth, M., & G. Walton. (2013). Developing people’s information capabilities: fostering information literacy in educational, workplace and community contexts. Bingley, UK: Emerald.
Krueger, R.A. (2002). Designing and Conducting Focus Group Interviews [PDF Document]. Retrieved from http://www.eiu.edu/~ihec/Krueger-FocusGroupInterviews.pdf.
Limberg, L., Alexandersson, M., Lantz-Andersson, A., & Folkesson, L. (2008). “What matters? Shaping meaningful learning through teaching information literacy.” Libri, 58(2), 82-91.
Lloyd, A. (2010). Information literacy landscapes: information literacy in education, workplace and everyday contexts. Oxford: Chandos Pub.
Lloyd, A. (2012). Information literacy as socially enacted practice: sensitising themes for an emerging perspective of people-in-practice. Journal of Documentation, 68(6), 772-783.
Lupton, M., & Bruce, C. (2010). Windows on information literacy worlds: generic, situated and transformative perspectives. In A. Lloyd and S. Talja (Eds.), Practising information literacy: bringing theories of learning, practice and information literacy together (pp. 3-27). Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University.
Maybee, C., Bruce, C., Lupton, M., & Rebmann, K. (2013). Learning to use information: Informed learning in the undergraduate classroom. Library & Information Science Research, 35(3), 200-206.
SCONUL Working Group on Information Literacy. (2011). The SCONUL seven pillars of information literacy: core model for higher education. Retrieved from http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf.
Tyron, J., Frigo, E., & O’Kelly, M. (2010). Using teaching faculty focus groups to assess information literacy core competencies at university level. Journal of Information Literacy, 4(2), 62-77.
Wang, L. (2011). An information literacy integration model and its application in higher education. Reference Services Review, 39(4), 703-720.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.