Information Literacy Instruction : Theory and Practice

by Grassian, Esther S.; Kaplowitz, Joan R.

• ISBN13: 9781555704063
• ISBN10: 1555704069
• Format: Paperback
• Copyright: 2001-08-01
• Publisher: Neal Schuman Pub

Summary

This cutting edge work is destined to become a seminal text. Written by two academic library leaders, it is a thorough, in-depth discussion of both the theory and practice of library instruction. Chapters cover the history and background of user education in libraries; the psychology of learning as applied to library teaching; conceptual models for teaching critical thinking; program management, planning, and politics (on and off-campus); assessment and evaluation; designing and developing print and electronic teaching materials; classroom management and teaching techniques; learning technology; visions for the future and much more. The CD includes tables describing various instructional modes, an interactive database to aid in selecting among them, handouts for in-house training or personal use, and more.

Table of Contents

Dedication	iii
Table of Contents	v
Figure List	xv
CD-ROM Contents List	xvii
Foreword	xix
Miriam Dudley
Preface	xxi
Acknowledgements	xxv
Introduction	xxvii
Cerise Oberman
PART I. INFORMATION LITERACY INSTRUCTION BACKGROUND
Information Literacy Instruction: What Is It?	3	(10)
A Rose By Any Other Name-Or Is It? What Is Information Literacy?	3	(3)
What's In a Name?	4	(1)
What Are Some Typical Definitions of IL?	5	(1)
How Do We Teach It?	6	(2)
A Working Definition of IL	8	(1)
Is IL a New Concept?	8	(1)
Mechanics versus Concepts	9	(1)
Final Remarks: IL, Relevance and Partnerships	10	(1)
Exercises	11	(1)
Read More About It	11	(2)
History of Information Literacy Instruction	13	(20)
Libraries and Librarians: Where Do They Fit?	13	(1)
Roots of Instruction and Information Literacy in Libraries	14	(2)
Development of Modern Library Instruction Movements	16	(9)
Bibliographic Instruction	16	(2)
Relationship to Reference	18	(1)
On Beyond Farber and Dudley	19	(1)
Information Literacy	20	(1)
Information Competency and Information Fluency	21	(4)
History and Role of Library Instruction Organizations, Publications, and Other Support Groups	25	(4)
Regional Instruction Organizations	25	(1)
ALA ACRL Bibliographic Instruction Section (BIS)/ Instruction Section (IS) and ALA Library Instruction Roundtable (LIRT)	26	(1)
Library Orientation and Exchange (LOEX)	27	(1)
International Federation of Library Associations (IFLA)	27	(1)
BI-L	27	(1)
ACRL Institute for Information Literacy (IIL)	28	(1)
ALA Information Literacy Community Partnerships Initiative	29	(1)
What Role Should Librarians Take Now and In the Future?	29	(1)
Exercises	29	(1)
Read More About It	30	(3)
PART II. INFORMATION LITERACY INSTRUCTION BUILDING BLOCKS
A Brief Introduction to Learning Theory	33	(26)
Why Psychology?	33	(2)
What-How-Who?	34	(1)
Schools of Psychology	35	(20)
Behaviorism, or the Stimulus-Response Approach to Learning	35	(6)
Cognitive Psychology	41	(9)
Humanist Psychology	50	(5)
Final Remarks	55	(1)
Exercises	56	(1)
Read More About It	56	(3)
An Overview of Learning Styles	59	(30)
Who Are Our Learners?	59	(1)
A Sampling of Styles	60	(7)
Cognitive Styles	61	(3)
Affective Styles	64	(2)
Physiological Styles	66	(1)
Attempts at Categorizing the Styles	67	(5)
The Wholistic/ Analytic; Verbal/ Imagery Dimensions	67	(1)
Experiential Learning Model	68	(2)
Thinking Styles	70	(2)
Special Considerations	72	(6)
Measurement Issues	72	(2)
Career Choice and Academic Achievement	74	(1)
Gender Issues	74	(1)
Ethnicity/ Cuture-Based Issues	75	(2)
The Adult Learner	77	(1)
So Many Styles-So Little Time	78	(1)
Matching Teaching and Learning Styles: Does It Matter?	79	(1)
Dealing With Learning Styles	80	(3)
Final Remarks	83	(1)
Exercises	84	(3)
Read More About It	87	(2)
Library Anxiety, Mental Models, and Conceptual Frameworks	89	(22)
Library Anxiety: What and Why?	89	(5)
Relationship to Technophobia	91	(1)
What Can We Do To Alleviate Library Anxiety?	92	(2)
Mental Models and Conceptual Frameworks	94	(14)
Altering Mental Models	95	(2)
Using Analogies for Conceptual Frameworks	97	(2)
Components of Effective Analogical Reasoning	99	(1)
Examples of Analogies	100	(7)
Placement of Conceptual Frameworks	107	(1)
The Cumulative Effect on Learning	108	(1)
Final Remarks	108	(1)
Exercises	108	(1)
Read More About It	109	(2)
Critical Thinking and Active Learning	111	(20)
Critical Thinking	111	(5)
What Should Librarians Teach?	112	(2)
The ILI Librarian's Job: To ``Save the Time of the Reader''	114	(1)
Who Should Teach Critical Thinking?	115	(1)
Critical Thinking Basics	115	(1)
Active Learning	116	(11)
What and Why?	116	(1)
When and Where?	117	(2)
To What Degree Should We Incorporate Active Learning Exercises?	119	(1)
Turn Your Teaching Into Learner-Centered Active Learning	120	(2)
In-Person, Synchronous Active Learning	122	(1)
Asynchronous Active Learning	123	(1)
Collaborative Learning	124	(1)
Learning Communities	125	(1)
Collaborative Learning Backlash	126	(1)
Online Learning and the Web	126	(1)
Final Remarks	127	(1)
Exercises	127	(1)
Read More About It	128	(3)
PART III. PLANNING & DEVELOPING INFORMATION LITERACY INSTRUCTION
ILI Program Planning	131	(18)
How Does Instruction Get Initiated?	131	(1)
The Preliminary Planning Process	132	(11)
Needs Assessment	132	(3)
Goals and Objectives	135	(8)
Taxonomies and Standards	143	(3)
Trimming the Fat in Your Presentations	146	(1)
Final Remarks	146	(1)
Exercises	147	(1)
Read More About It	148	(1)
Selecting Modes of Instruction	149	(20)
At the Instructional Cafe	149	(4)
Which Form of Instruction for Which Situation?	150	(3)
Selecting From the Menu	153	(2)
Key Selection Factors	155	(9)
Audience/Learners (Type, Age Or Educational Level, Skill Levels, and Size)	155	(3)
Purpose	158	(1)
Budget and Cost	159	(2)
Staffing: Planning, Preparation, and Delivery	161	(1)
Time Constraints: Preparation and Development	162	(1)
Time Constraints: Learning and Timing	162	(1)
Facilities (Space, Equipment, and Software) for Development	163	(1)
Facilities for Delivery	163	(1)
Paper versus. Electronic/Electric	163	(1)
Putting It All Together	164	(3)
Final Remarks	167	(1)
Exercises	167	(1)
Read More About It	168	(1)
The Instructional Menu	169	(42)
ILI Modes and Materials	169	(39)
The Web as a Delivery Medium	170	(1)
Wayfinding Modes	171	(5)
Standalone and Supplementary Aids	176	(9)
Usage Guides and Practice Materials	185	(4)
Other Individual and Group Interactive Modes	189	(19)
Final Remarks	208	(1)
Exercises	209	(1)
Read More About It	209	(2)
Basic Copyright and Design Issues	211	(22)
General Concerns	211	(1)
Copyright, Fair Use, and Intellectual Property	212	(3)
Fair Use and the U.S. Digital Millennium Copyright Act (DMCA)	212	(1)
Implications for ILI	213	(2)
Budget, Administrative, and Colleague Support	215	(4)
Administrative Approval	215	(1)
Software and Equipment for Design	215	(2)
Priorities	217	(2)
Categories Of Instructional Modes and Materials	219	(1)
General Design Principles	219	(11)
Audience	220	(1)
Instructional Needs (Purpose)	220	(1)
How Much Content to Include	221	(6)
Format	227	(1)
The Learner and User Input	228	(2)
Final Remarks	230	(1)
Exercises	230	(1)
Read More About It	231	(2)
Designing Instructional Modes and Materials	233	(32)
Designing Print Materials	233	(8)
Structure	234	(1)
White Space, Graphics, and Layout	235	(4)
Typeface of Font	239	(1)
Color	240	(1)
Preparation Time Available	241	(1)
Designing Audio, Video, and Presentation Slide Shows	241	(2)
Audio	241	(1)
Video	242	(1)
Overhead Transparencies	243	(3)
Presentation Slide Shows	244	(2)
Computer-Based Instruction (CBI)	246	(13)
Computer-Assisted Instruction (CAI)	246	(1)
Websites and Pages	247	(3)
Web Page Design Principles	250	(4)
Web-Based Courses	254	(3)
Personalized Websites	257	(2)
Designing Mixed Offerings	259	(1)
Backup Plans and Process	260	(3)
Salvaging Outdated Handouts	261	(1)
Preparing for Non-Functioning Presentation Software	261	(1)
What To Do When the Web Server Is Down	261	(1)
Preparing for Unexpected Changes in Web Interface or Content	262	(1)
What To Do When the Network Connection Fails	262	(1)
Final Remarks	263	(1)
Exercises	263	(1)
Read More About It	264	(1)
Assessing, Evaluating, and Revising ILI Programs	265	(26)
Why Assess?	265	(2)
The Assessment/Evaluation/Revision Cycle	267	(1)
Steps in the Assessment Process	268	(1)
Assessing ILI	269	(2)
Selecting a Methodology	271	(1)
Who Wants to Know?	271	(2)
What Type of Data Do You Need?	272	(1)
Practical Considerations	272	(1)
Assessment Parameters	273	(6)
Formative and Summative Assessment	274	(1)
Reliability, Validity, and Usability	274	(1)
Norm-Referenced versus Criterion-Referenced Assessment	275	(1)
Control versus Relevance	275	(1)
Quantitative versus Qualitative Methods	276	(3)
Types of Assessment Tools	279	(7)
Objective Tests	281	(1)
Open-Ended Questions/Essays	281	(1)
Questionnaires/Surveys/Rating Scales	282	(1)
Interviews	283	(1)
Performance Assessment	284	(1)
Product Assessment	285	(1)
Classroom Assessment Techniques	285	(1)
Field Testing	286	(1)
Final Remarks	287	(1)
Exercise	288	(1)
Read More About It	288	(3)
PART IV. DELIVERING INFORMATION LITERACY INSTRUCTION
Teaching: Preparation, Performance, and Passion	291	(22)
What Makes a Good Teacher?	291	(1)
Preparation	292	(5)
Get Their Attention	292	(1)
Have a Big Finish	293	(1)
What Goes In-Between	294	(3)
Presentation as Performance	297	(10)
Stage Fright	298	(1)
Relaxation Techniques	298	(3)
Stage Presence	301	(2)
Teacher-Student Interaction	303	(4)
Classroom Management	307	(1)
Passion-Theirs and Ours	308	(1)
Playing To Our Strengths	309	(1)
Final Remarks	310	(1)
Exercises	311	(1)
Exercise One	311	(1)
Exercise Two	311	(1)
Read More About It	312	(1)
Designing ILI Programs for Diverse Populations	313	(24)
Reaching and Teaching Diverse Populations	313	(4)
Know Your Learners	313	(1)
Group versus Individual Characteristics	314	(1)
Socialization, Acculturation, and Culture Clash	315	(1)
Macro versus Microcultures	316	(1)
Characteristics and Variations	317	(6)
Context Factors	317	(2)
Social Interaction	319	(1)
Separate versus Connected Learning	320	(1)
Rewards and Punishments	321	(1)
Communication Styles	321	(1)
Immediacy Factors	322	(1)
Specific Group Issues	323	(6)
Adult Learners	323	(1)
Ethnicity and Learning Styles	324	(1)
Gender Issues	325	(1)
International Students	326	(2)
People with Disabilities	328	(1)
Socioeconomic Factors	329	(1)
Solutions	329	(4)
Final Remarks	333	(1)
Exercises	334	(1)
Read More About It	334	(3)
Delivering ILI in Various Environments	337	(28)
IL as National Mandate	337	(1)
Libraries and National Goals	338	(1)
Goal One and the Public Library	338	(1)
Goal Three and the School Library	339	(1)
Goal Five and the Academic and Special Libraries	339	(1)
Unifying Themes	339	(1)
The Environments	340	(3)
What Are They?	340	(2)
What Do They Have in Common?	342	(1)
Special Characteristics and Considerations: Needs, Population, and Relation to Parent Organization	343	(18)
The Public Library	343	(5)
The School (K-12) Environment	348	(6)
The Academic Library	354	(5)
The Special Library	359	(2)
Final Remarks	361	(1)
Exercises	362	(1)
Read More About It	363	(2)
Public Libraries	363	(1)
School Libraries	363	(1)
Academic Libraries	363	(1)
Special Libraries	363	(2)
Teaching Technology	365	(22)
The Nature of Technology	365	(1)
Technophobia and Empowering Users	366	(1)
What Kinds of Technology Should We Teach?	367	(3)
Tension: Teach What Is Available Through the Library or Teach What They Want to Know?	367	(1)
Assess the Technological Landscape and User Needs	368	(1)
Competencies	369	(1)
A Baseline Learning Approach	370	(1)
On Beyond the Baseline	370	(1)
Systematic Approaches to Designing Instruction in Technology Use	371	(14)
The Barclay Approach	371	(1)
A New Ten-Step Model	372	(13)
IL Librarians and Computer Trainers	385	(1)
Final Remarks	385	(1)
Exercises	386	(1)
Read More About It	386	(1)
Using Technology to Teach	387	(26)
Give Us This Day Our Daily Technology?	387	(1)
Questions About Technology Use in Instruction	388	(5)
What Is It?	388	(1)
What Good Is It?	389	(1)
Advantages and Disadvantages of Technology Use in Instruction	390	(3)
Learning and Trying Out Technology for Instruction	393	(3)
Electronic Classrooms	396	(3)
Putting It All Together	398	(1)
Distance Learning	399	(7)
Library Involvement in Distance Learning	401	(1)
Principles for Success	402	(2)
Techniques	404	(2)
Using Technology to Prepare for Both Low-Tech and High-Tech Environments	406	(1)
How Much Technology Is Too Much?	407	(1)
Synchronicity and Asynchronicity, Redux	407	(1)
The Crux of Learning and Teaching	408	(1)
Final Remarks	409	(1)
Exercises	410	(1)
Read More About It	410	(3)
PART V. THE FUTURE OF ILI
Visions of the Future: Two Perspectives	413	(10)
Esther S. Grassian's Perspective	413	(3)
Joan R. Kaplowitz's Perspective	416	(7)
References	423	(30)
Index	453	(14)
About the Authors	467