Creating and Maintaining an Information Literacy Instruction Program in the Twenty-First Century. Chandos Information Professional Series

  • ID: 2719534
  • Book
  • 246 Pages
  • Elsevier Science and Technology
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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

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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

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Noe, NancyNancy 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.
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