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A discussion of the theory and practice of library instruction. Chapters cover topics such as conceptual models for teaching critical thinking, programme management, visions for the future, and more. The CD-ROM includes tables on various instructional modes, a database, handouts, and more.

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• Dedication(p. iii)
• Table of Contents(p. v)
• Figure List(p. xv)
• CD-ROM Contents List(p. xvii)
• Foreword(p. xix)
• Preface(p. xxi)
• Acknowledgements(p. xxv)
• Introduction(p. xxvii)
• Part I. Information Literacy Instruction Background
• Chapter 1. Information Literacy Instruction: What Is It?(p. 3)
• A Rose By Any Other Name--Or Is It? What Is Information Literacy?(p. 3)
• What's In a Name?(p. 4)
• What Are Some Typical Definitions of IL?(p. 5)
• How Do We Teach It?(p. 6)
• A Working Definition of IL(p. 8)
• Is IL a New Concept?(p. 8)
• Mechanics versus Concepts(p. 9)
• Final Remarks: IL, Relevance and Partnerships(p. 10)
• Exercises(p. 11)
• Read More About It(p. 11)
• Chapter 2. History of Information Literacy Instruction(p. 13)
• Libraries and Librarians: Where Do They Fit?(p. 13)
• Roots of Instruction and Information Literacy in Libraries(p. 14)
• Development of Modern Library Instruction Movements(p. 16)
• Bibliographic Instruction(p. 16)
• Relationship to Reference(p. 18)
• On Beyond Farber and Dudley(p. 19)
• Information Literacy(p. 20)
• Information Competency and Information Fluency(p. 21)
• History and Role of Library Instruction Organizations, Publications, and Other Support Groups(p. 25)
• Regional Instruction Organizations(p. 25)
• ALAACRL Bibliographic Instruction Section (BIS)/Instruction Section (IS) and ALA Library Instruction Roundtable (LIRT)(p. 26)
• Library Orientation and Exchange (LOEX)(p. 27)
• International Federation of Library Associations (IFLA)(p. 27)
• BI-L(p. 27)
• ACRL Institute for Information Literacy (IIL)(p. 28)
• ALA Information Literacy Community Partnerships Initiative(p. 29)
• What Role Should Librarians Take Now and In the Future?(p. 29)
• Exercises(p. 29)
• Read More About It(p. 30)
• Part II. Information Literacy Instruction Building Blocks
• Chapter 3. A Brief Introduction to Learning Theory(p. 33)
• Why Psychology?(p. 33)
• What--How--Who?(p. 34)
• Schools of Psychology(p. 35)
• Behaviorism, or the Stimulus-Response Approach to Learning(p. 35)
• Cognitive Psychology(p. 41)
• Humanist Psychology(p. 50)
• Final Remarks(p. 55)
• Exercises(p. 56)
• Read More About It(p. 56)
• Chapter 4. An Overview of Learning Styles(p. 59)
• Who Are Our Learners?(p. 59)
• A Sampling of Styles(p. 60)
• Cognitive Styles(p. 61)
• Affective Styles(p. 64)
• Physiological Styles(p. 66)
• Attempts at Categorizing the Styles(p. 67)
• The Wholistic/Analytic; Verbal/Imagery Dimensions(p. 67)
• Experiential Learning Model(p. 68)
• Thinking Styles(p. 70)
• Special Considerations(p. 72)
• Measurement Issues(p. 72)
• Career Choice and Academic Achievement(p. 74)
• Gender Issues(p. 74)
• Ethnicity/Cuture-Based Issues(p. 75)
• The Adult Learner(p. 77)
• So Many Styles--So Little Time(p. 78)
• Matching Teaching and Learning Styles: Does It Matter?(p. 79)
• Dealing With Learning Styles(p. 80)
• Final Remarks(p. 83)
• Exercises(p. 84)
• Read More About It(p. 87)
• Chapter 5. Library Anxiety, Mental Models, and Conceptual Frameworks(p. 89)
• Library Anxiety: What and Why?(p. 89)
• Relationship to Technophobia(p. 91)
• What Can We Do To Alleviate Library Anxiety?(p. 92)
• Mental Models and Conceptual Frameworks(p. 94)
• Altering Mental Models(p. 95)
• Using Analogies for Conceptual Frameworks(p. 97)
• Components of Effective Analogical Reasoning(p. 99)
• Examples of Analogies(p. 100)
• Placement of Conceptual Frameworks(p. 107)
• The Cumulative Effect on Learning(p. 108)
• Final Remarks(p. 108)
• Exercises(p. 108)
• Read More About It(p. 109)
• Chapter 6. Critical Thinking and Active Learning(p. 111)
• Critical Thinking(p. 111)
• What Should Librarians Teach?(p. 112)
• The ILI Librarian's Job: To "Save the Time of the Reader"(p. 114)
• Who Should Teach Critical Thinking?(p. 115)
• Critical Thinking Basics(p. 115)
• Active Learning(p. 116)
• What and Why?(p. 116)
• When and Where?(p. 117)
• To What Degree Should We Incorporate Active Learning Exercises?(p. 119)
• Turn Your Teaching Into Learner-Centered Active Learning(p. 120)
• In-Person, Synchronous Active Learning(p. 122)
• Asynchronous Active Learning(p. 123)
• Collaborative Learning(p. 124)
• Learning Communities(p. 125)
• Collaborative Learning Backlash(p. 126)
• Online Learning and the Web(p. 126)
• Final Remarks(p. 127)
• Exercises(p. 127)
• Read More About It(p. 128)
• Part III. Planning and Developing Information Literacy Instruction
• Chapter 7. ILI Program Planning(p. 131)
• How Does Instruction Get Initiated?(p. 131)
• The Preliminary Planning Process(p. 132)
• Needs Assessment(p. 132)
• Goals and Objectives(p. 135)
• Taxonomies and Standards(p. 143)
• Trimming the Fat in Your Presentations(p. 146)
• Final Remarks(p. 146)
• Exercises(p. 147)
• Read More About It(p. 148)
• Chapter 8. Selecting Modes of Instruction(p. 149)
• At the Instructional Cafe(p. 149)
• Which Form of Instruction for Which Situation?(p. 150)
• Selecting From the Menu(p. 153)
• Key Selection Factors(p. 155)
• Audience/Learners (Type, Age Or Educational Level, Skill Levels, and Size)(p. 155)
• Purpose(p. 158)
• Budget and Cost(p. 159)
• Staffing: Planning, Preparation, and Delivery(p. 161)
• Time Constraints: Preparation and Development(p. 162)
• Time Constraints: Learning and Timing(p. 162)
• Facilities (Space, Equipment, and Software) for Development(p. 163)
• Facilities for Delivery(p. 163)
• Paper versus. Electronic/Electric(p. 163)
• Putting It All Together(p. 164)
• Final Remarks(p. 167)
• Exercises(p. 167)
• Read More About It(p. 168)
• Chapter 9. The Instructional Menu(p. 169)
• ILI Modes and Materials(p. 169)
• The Web as a Delivery Medium(p. 170)
• Wayfinding Modes(p. 171)
• Standalone and Supplementary Aids(p. 176)
• Usage Guides and Practice Materials(p. 185)
• Other Individual and Group Interactive Modes(p. 189)
• Final Remarks(p. 208)
• Exercises(p. 209)
• Read More About It(p. 209)
• Chapter 10. Basic Copyright and Design Issues(p. 211)
• General Concerns(p. 211)
• Copyright, Fair Use, and Intellectual Property(p. 212)
• Fair Use and the U.S. Digital Millennium Copyright Act (DMCA)(p. 212)
• Implications for ILI(p. 213)
• Budget, Administrative, and Colleague Support(p. 215)
• Administrative Approval(p. 215)
• Software and Equipment for Design(p. 215)
• Priorities(p. 217)
• Categories Of Instructional Modes and Materials(p. 219)
• General Design Principles(p. 219)
• Audience(p. 220)
• Instructional Needs (Purpose)(p. 220)
• How Much Content to Include(p. 221)
• Format(p. 227)
• The Learner and User Input(p. 228)
• Final Remarks(p. 230)
• Exercises(p. 230)
• Read More About It(p. 231)
• Chapter 11. Designing Instructional Modes and Materials(p. 233)
• Designing Print Materials(p. 233)
• Structure(p. 234)
• White Space, Graphics, and Layout(p. 235)
• Typeface or Font(p. 239)
• Color(p. 240)
• Preparation Time Available(p. 241)
• Designing Audio, Video, and Presentation Slide Shows(p. 241)
• Audio(p. 241)
• Video(p. 242)
• Overhead Transparencies(p. 243)
• Presentation Slide Shows(p. 244)
• Computer-Based Instruction (CBI)(p. 246)
• Computer-Assisted Instruction (CAI)(p. 246)
• Websites and Pages(p. 247)
• Web Page Design Principles(p. 250)
• Web-Based Courses(p. 254)
• Personalized Websites(p. 257)
• Designing Mixed Offerings(p. 259)
• Backup Plans and Process(p. 260)
• Salvaging Outdated Handouts(p. 261)
• Preparing for Non-Functioning Presentation Software(p. 261)
• What To Do When the Web Server Is Down(p. 261)
• Preparing for Unexpected Changes in Web Interface or Content(p. 262)
• What To Do When the Network Connection Fails(p. 262)
• Final Remarks(p. 263)
• Exercises(p. 263)
• Read More About It(p. 264)
• Chapter 12. Assessing, Evaluating, and Revising ILI Programs(p. 265)
• Why Assess?(p. 265)
• The Assessment/Evaluation/Revision Cycle(p. 267)
• Steps in the Assessment Process(p. 268)
• Assessing ILI(p. 269)
• Selecting a Methodology(p. 271)
• Who Wants to Know?(p. 271)
• What Type of Data Do You Need?(p. 272)
• Practical Considerations(p. 272)
• Assessment Parameters(p. 273)
• Formative and SummativeAssessment(p. 274)
• Reliability, Validity, and Usability(p. 274)
• Norm-Referenced versus Criterion-Referenced Assessment(p. 275)
• Control versus Relevance(p. 275)
• Quantitative versus Qualitative Methods(p. 276)
• Types of Assessment Tools(p. 279)
• Objective Tests(p. 281)
• Open-Ended Questions/Essays(p. 281)
• Questionnaires/Surveys/Rating Scales(p. 282)
• Interviews(p. 283)
• Performance Assessment(p. 284)
• Product Assessment(p. 285)
• Classroom Assessment Techniques(p. 285)
• Field Testing(p. 286)
• Final Remarks(p. 287)
• Exercise(p. 288)
• Read More About It(p. 288)
• Part IV. Delivering Information Literacy Instruction
• Chapter 13. Teaching: Preparation, Performance, and Passion(p. 291)
• What Makes a Good Teacher?(p. 291)
• Preparation(p. 292)
• Get Their Attention(p. 292)
• Have a Big Finish(p. 293)
• What Goes In-Between(p. 294)
• Presentation as Performance(p. 297)
• Stage Fright(p. 298)
• Relaxation Techniques(p. 298)
• Stage Presence(p. 301)
• Teacher-Student Interaction(p. 303)
• Classroom Management(p. 307)
• Passion--Theirs and Ours(p. 308)
• Playing To Our Strengths(p. 309)
• Final Remarks(p. 310)
• Exercises(p. 311)
• Exercise 1 (p. 311)
• Exercise 2 (p. 311)
• Read More About It(p. 312)
• Chapter 14. Designing ILI Programs for Diverse Populations(p. 313)
• Reaching and Teaching Diverse Populations(p. 313)
• Know Your Learners(p. 313)
• Group versus Individual Characteristics(p. 314)
• Socialization, Acculturation, and Culture Clash(p. 315)
• Macro versus Microcultures(p. 316)
• Characteristics and Variations(p. 317)
• Context Factors(p. 317)
• Social Interaction(p. 319)
• Separate versus Connected Learning(p. 320)
• Rewards and Punishments(p. 321)
• Communication Styles(p. 321)
• Immediacy Factors(p. 322)
• Specific Group Issues(p. 323)
• Adult Learners(p. 323)
• Ethnicity and Learning Styles(p. 324)
• Gender Issues(p. 325)
• International Students(p. 326)
• People with Disabilities(p. 328)
• Socioeconomic Factors(p. 329)
• Solutions(p. 329)
• Final Remarks(p. 333)
• Exercises(p. 334)
• Read More About It(p. 334)
• Chapter 15. Delivering ILI in Various Environments(p. 337)
• IL as National Mandate(p. 337)
• Libraries and National Goals(p. 338)
• Goal One and the Public Library(p. 338)
• Goal Three and the School Library(p. 339)
• Goal Five and the Academic and Special Libraries(p. 339)
• Unifying Themes(p. 339)
• The Environments(p. 340)
• What Are They?(p. 340)
• What Do They Have in Common?(p. 342)
• Special Characteristics and Considerations: Needs, Population, and Relation to Parent Organization(p. 343)
• The Public Library(p. 343)
• The School (K-12) Environment(p. 348)
• The Academic Library(p. 354)
• The Special Library(p. 359)
• Final Remarks(p. 361)
• Exercises(p. 362)
• Read More About It(p. 363)
• Public Libraries(p. 363)
• School Libraries(p. 363)
• Academic Libraries(p. 363)
• Special Libraries(p. 363)
• Chapter 16. Teaching Technology(p. 365)
• The Nature of Technology(p. 365)
• Technophobia and Empowering Users(p. 366)
• What Kinds of Technology Should We Teach?(p. 367)
• Tension: Teach What Is Available Through the Library or Teach What They Want to Know?(p. 367)
• Assess the Technological Landscape and User Needs(p. 368)
• Competencies(p. 369)
• A Baseline Learning Approach(p. 370)
• On Beyond the Baseline(p. 370)
• Systematic Approaches to Designing Instruction in Technology Use(p. 371)
• The Barclay Approach(p. 371)
• A New Ten-Step Model(p. 372)
• IL Librarians and Computer Trainers(p. 385)
• Final Remarks(p. 385)
• Exercises(p. 386)
• Read More About It(p. 386)
• Chapter 17. Using Technology to Teach(p. 387)
• Give Us This Day Our Daily Technology?(p. 387)
• Questions About Technology Use in Instruction(p. 388)
• What Is It?(p. 388)
• What Good Is It?(p. 389)
• Advantages and Disadvantages of Technology Use in Instruction(p. 390)
• Learning and Trying Out Technology for Instruction(p. 393)
• Electronic Classrooms(p. 396)
• Putting It All Together(p. 398)
• Distance Learning(p. 399)
• Library Involvement in Distance Learning(p. 401)
• Principles for Success(p. 402)
• Techniques(p. 404)
• Using Technology to Prepare for Both Low-Tech and High-Tech Environments(p. 406)
• How Much Technology Is Too Much?(p. 407)
• Synchronicity and Asynchronicity, Redux(p. 407)
• The Crux of Learning and Teaching(p. 408)
• Final Remarks(p. 409)
• Exercises(p. 410)
• Read More About It(p. 410)
• Part V. The Future of ILI
• Chapter 18. Visions of the Future: Two Perspectives(p. 413)
• Esther S. Grassian's Perspective(p. 413)
• Joan R. Kaplowitz's Perspective(p. 416)
• References(p. 423)
• Index(p. 453)
• About the Authors(p. 467)

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Booklist Review

In 2001 Grassian and Kaplowitz published the first edition of their popular guide, Information Literacy Instruction: Theory and Practice. Like its predecessor, this new edition is designed for anyone involved in the creation and management of information literacy programming. Sixteen well-written chapters, organized into five sections, provide both theory and practical applications, with the emphasis on the practical. The typical chapter includes a thorough overview along with numerous charts, exercises, and suggestions for additional reading. Several extras appear in the accompanying CD-ROM, including hundreds of suggestions for additional reading based on all 16 chapters and various sample documents. Although the authors describe this new edition as the second in a two-part publication the first part being their 2005 book, Learning to Lead and Manage Information Literacy Instruction it can stand on its own. A timely, thorough, and endlessly useful must-have title for libraries, teaching librarians, and library schools.--Collins, Catherine Copyright 2010 Booklist