Creating and maintaining an information literacy instruction program in the twenty-first century : an ever-changing landscape
Author(s)
Bibliographic Information
Creating and maintaining an information literacy instruction program in the twenty-first century : an ever-changing landscape
（Chandos information professional series）
Chandos Publishing, 2013
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Description and Table of Contents
Description
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.
Table of Contents
Dedication
List of figures and tables
Acknowledgements
About the author
Introduction
Chapter 1: Where are you now? Really?
Abstract:
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
Abstract:
Introduction
Developing a mission statement
Goals and objectives
Conclusion
Chapter 3: Planning. Yes, more planning
Abstract:
Program assessment
Prioritizing cassessment results
Utilizing focus groups
Conclusion
Chapter 4: Packing for the journey: administrative and institutional support
Abstract:
Administrative support
Support in word and deed
Collaborative and campus-wide support
Conclusion
Chapter 5: Articulation and collaboration
Abstract:
An essential pairing
Articulation
Articulation defined
Curriculum mapping
Collaboration
Conclusion
Chapter 6: Today's (and tomorrow's) student
Abstract:
Knowing our students
Conclusion
Chapter 7: Pedagogy, or "I'm a librarian, not a teacher!"
Abstract:
What is pedagogy?
Librarians and pedagogy
Teaching styles
Learning styles
Active learning
The classroom environment
Bringing it all together
Conclusion
Chapter 8: Staffing
Abstract:
Librarians as teachers
Staffing
Teacher proficiencies and hiring
Teacher training and development
Teacher evaluation
Conclusion
Chapter 9: Outreach and marketing
Abstract:
Outreach and marketing
A multitude of voices
Chapter 10: Program and student assessment
Abstract:
Assessment
Program evaluation
Formative and summative assessments
Student assessments
Assessing outcomes and critical thinking
Chapter 11: The road ahead
Abstract:
Future trends
Massive open online courses (MOOCs)
Distance education
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
Bibliography
Index
by "Nielsen BookData"