Information Literacy Programs: Successes and Challenges / Edition 1

by Patricia Durisin

Overview

Explore the vital links between technology and lifelong learning!

Get the real-life perspective of professionals at the intersection of old ways and new technology in this book written by and for librarians. Information Literacy Programs: Successes and Challenges provides you with the different viewpoints of librarians who have taken varying paths in their information literacy programs. You’ll learn about the roles of Web-based collaboration, teamwork with academic and administrative colleagues, evidence-based librarianship, and active learning strategies in library instruction programs. Information Literacy Programs can help you refresh your own teaching while opening your eyes to the many possible approaches to information literacy.

Helpful features you’ll find in Information Literacy Programs include:

• tips on connecting with technology-savvy “Generation Y”
• principles for multi-campus collaboration
• guidelines for setting up a successful retreat for teaching librarians
• information about the benefits of interdisciplinary partnerships
• comprehensive bibliographies
• methods for assessing your current information literacy programs
• discussion of immersion programs for professional development

Product Details

ISBN-13:	9780789019585
Publisher:	Taylor & Francis
Publication date:	10/28/2002
Pages:	258
Product dimensions:	6.12(w) x 8.50(h) x (d)

About the Author

Patricia Durisin, MLIS, is Instruction Coordinator at the Massachusetts Institute of Technology Humanities Library in Cambridge, MA, and has been working in academic libraries for more than seven years. She also teaches as an adjunct faculty at Simmons College Graduate School of Library and Information Science. She has done interdisciplinary work with faculty and students, and has designed, conducted, and evaluated many library instruction programs. Ms. Durisin is interested in trends and techniques in library instruction and the use of technology to enhance educational services. This work was prepared while she was working at Simmons College Beatley Library.

Table of Contents

Introduction; Chapter 1 Changing Landscapes, Enduring Values: Making the Transition From Bibliographic Instruction to Information Literacy, Elizabeth O. Hutchins, Barbara Fister, Kris (Huber) MacPherson; Chapter 2 The Sum is Greater than the Parts: Cross-Institutional Collaboration for Information Literacy in Academic Libraries, Charity B. Hope, Christina A. Peterson; Chapter 3 Technology and Innovation in Library Instruction Management, Beth S. Woodard, Lisa Janicke Hinchliffe; Chapter 4 We're All in This Together: Planning and Leading a Retreat for Teaching Librarians, Anna Litten; Chapter 5 The Politics of Pedagogy: Expectations and Reality for Information Literacy in Librarianship, Rebecca Albrecht, Sara Baron; Chapter 6 Using the Acrl Information Literacy Competency Standards for Higher Education to Assess a University Library Instruction Program, Jeanne R. Davidson, Paula S. McMillen, Laurel S. Maughan; Chapter 7 Collaborating to Advance Curriculum-Based Information Literacy Initiatives, Austin Booth, Carole Ann Fabian; Chapter 8 Leading Information Literacy Programs: Immersion and Beyond, Elizabeth Blakesley Lindsay, Sara Baron; Chapter 9 The Radical Syllabus: A Part Icipatory Approach to Bibliographic Instruction, Sherri B. Saines; Chapter 10 Something Old, Something New, Something Borrowed, Something Blue: Active Learning in the Classroom, Patricia R. Krajewski, Vivienne B. Piroli; Chapter 11 Teaching Information Literacy to Generation Y, Kate Manuel; Chapter 12 Buoyed by a Rising Tide: Information Literacy Sails Into the Curriculum On the Currents of Evidence-Based Medicine and Professional Competency Objectives, Richard B. Kaplan, Julia S. Whelan;

Editorial Reviews

Reviewer: Jenny Pierce, MS (Philadelphia FIGHT)
Description: This collection of scholarly articles, published simultaneously as Journal of Library Administration, Volume 36, Number 1/2 2002, is an overview of the growing field known as information literacy instruction.
Purpose: The purpose is provide an overview of the philosophies, challenges, and successes of information literacy instruction at the graduate level. As more academic institutions move towards the information literacy model, this book will be useful to those who would lead the movement.
Audience: According to the author, this book was written for "library administrators, higher education faculty and librarians of all types." I think it will be read by librarians already in the field and students in the library sciences.
Features: The book covers information literacy education at the graduate level in higher education institutions across the United States. It includes articles on interschool collaboration, instructor education, faculty/library cooperation, curriculum development, national standards, and teaching philosophies. This book covers a broad range of topics with minimal overlap in the articles.
Assessment: This is a useful and welcome addition to the literature of information literacy instruction. I would recommend it for those librarians and library students interested in this field of study.

Doody's Review Service

This volume, published simultaneously as the Journal of Library Administration (Vol. 36, Nos. 1/2), features 12 papers, most written by academic instruction librarians, addressing issues related to library instruction and information literacy programs. Over half the papers are specifically devoted to information literacy, as distinguished from library instruction. Five themes pervade the papers here: collaboration with colleagues, teaching faculty, campus administrators, and students to develop and promote effective information literacy programs; the integration of information literacy instruction throughout the curriculum; the importance of standards, especially Association of College and Research Libraries' (ACRL) Information Literacy Competency Standards for Higher Education (www.ala.org/acrl/ilintro.html) and standards set by various accrediting bodies; the need for assessment to determine if programs are producing the desired learning outcomes; and the importance of using active learning to engage and involve students. This collection includes both theoretical and practical pieces and lots of suggestions for improving instruction and moving toward an integrated information literacy program. A few essays could have benefited from more thorough editing to improve readability. For academic and professional collections.-Janet A. Crum, Oregon Health & Science Univ. Lib., Portland Copyright 2003 Reed Business Information.

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