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List of figures and tables
About the author
Chapter 1: Where are you now? Really?
A reality check
Unified language, unified mission, unified program
Chapter 2: Why are we here and where do we want to go? Program mission, goals and objectives
Developing a mission statement
Goals and objectives
Chapter 3: Planning. Yes, more planning
Prioritizing cassessment results
Utilizing focus groups
Chapter 4: Packing for the journey: administrative and institutional support
Support in word and deed
Collaborative and campus-wide support
Chapter 5: Articulation and collaboration
An essential pairing
Chapter 6: Today's (and tomorrow's) student
Knowing our students
Chapter 7: Pedagogy, or "I'm a librarian, not a teacher!"
What is pedagogy?
Librarians and pedagogy
The classroom environment
Bringing it all together
Chapter 8: Staffing
Librarians as teachers
Teacher proficiencies and hiring
Teacher training and development
Chapter 9: Outreach and marketing
Outreach and marketing
A multitude of voices
Chapter 10: Program and student assessment
Formative and summative assessments
Assessing outcomes and critical thinking
Chapter 11: The road ahead
Massive open online courses (MOOCs)
Proceed with caution
Appendix 1: Characteristics of Programs of Information Literacy that Illustrate Best Practices
Appendix 2: Information Literacy Competency Standards for Higher Education
Appendix 3: Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians
Appendix 4: Association of College and Research Libraries Standards for Proficiencies for Instruction Librarians and Coordinators
The Association of College and Research Libraries (ACRL) set forth Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century provides readers with a real-world, practical guide for creating an instruction program step-by-step, as well as a framework for reviewing, assessing, and updating existing programs. Each chapter focuses on one of the main aspects of the ACRL guidelines. Current research, anecdotal evidence and tools provide the reader with the support and instruments needed to either begin, or reinvigorate, an instruction program.
The book begins by placing information literacy in programme context. It then covers how to survey your current program, and how to develop and implementing a program plan. The next chapters concentrate on administrative and institutional support; curriculum integration and campus collaboration; present and future students; pedagogy for the information professional; program marketing and outreach; assessment and future trends. Finally, this book concludes by asking its readers to re-survey their information literacy instruction program landscape once again.
- Provides a practical, scalable information literacy instruction program framework based upon the 2011 draft ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices
- Reflects current scholarship and practice
- Contains sample worksheets, templates, and assessment instruments
Instruction program coordinators, librarians and others who teach information literacy library instruction classes and courses
- No. of pages:
- © Chandos Publishing 2013
- 31st July 2013
- Chandos Publishing
- Paperback ISBN:
- eBook ISBN:
"...three excellent appendices...supply lists of best practice characteristics, competency standards, objectives and a standards document which offers a wide range of perspectives...a useful manual for any librarian in an educational institution."--ALJ Online Reviews,August 1 2014The book focuses on many of the bigger-picture issues involved in programme design and delivery that can sometimes slip through the net with the day-to-day business of teaching, such as planning, goal-setting and quality assurance. This is a book that forces you to ask yourself some fundamental, but often neglected, questions about your IL strategy, including how it is designed, what you can do better, and what it might look like in the future. The value of this alone makes it a worthwhile purchase.--LibFocus
Nancy W. Noe serves as the Instruction Coordinator and Reference and Instruction Librarian at Auburn University in Auburn, Alabama. During her twenty year professional career she has served as a public, corporate and academic librarian and administrator. Nancy’s publications and presentations focus on information literacy instruction, assessment and successful campus collaborative efforts, including university level assessment, information literacy competency core curriculum integration, first year experience classes and curriculum mapping.
Auburn University, USA