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Lenker Receives 2018 Johns Hopkins University Press Award for Best Article

By skennedy on July 10, 2018 3:47 PM | Permalink

Teaching and Learning Librarian Mark Lenker was recently the recipient of the 2018 Johns Hopkins University Press Award for Best Article. He received the award for "Developmentalism: Learning as the Basis for Evaluating Information", which was published in the journal  "portal: Libraries and the Academy".

The criteria used in the selection process for this award include the quality of research methodology; the extent to which the article places library issues in a broader academic or higher education context; the degree to which the article makes a significant contribution to the literature or the advancement of knowledge; and the timeliness, originality, and overall quality of writing. After an assessment of all articles in volume 17 and independent review of those nominated by Editorial Board members, Lenker's piece was selected as the 14th annual recipient of this award.

In announcing the award, the selection committee noted "Lenker's insightful article is a well-written, genuine thought piece that covers educational theory in a way that is clear and highly accessible. At the same time, it is somewhat unsettling, challenging accepted practices within libraries and showing their limitations. The essay is an excellent synthesis of the idea of developmentalism; it sets an original and cogent argument within a conceptual framework and elevates the discourse about information literacy, effectively placing it into a broader philosophical discussion within the academy. The article asks, 'What does it mean for information to be good?' One of its answers is 'Good information has a disruptive impact on one's current thoughts and feeling, thereby creating an occasion for learning and growth.' Lenker offers the reader an opportunity to learn something new and applicable to teaching the complex process of evaluating sources. As such, the article's interdisciplinary relevance makes it useful to a broader audience, including but not limited to those teaching composition, rhetoric, and critical thinking."