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More than ever before, librarians are being called upon to contribute considerable energy, knowledge, and leadership to fostering the academic success of students through information literacy. Unique in its expansive breadth and in-depth approach, An Introduction to Instructional Services in Academic Libraries explores the latest methods and ideas for planning, delivering, and evaluating effective instructional sessions.

Providing librarians with informative, real-world case studies culled from over three dozen prominent librarian-instructors from across the US and Canada, An Introduction to Instructional Services in Academic Libraries comprehensively covers the topics of experiential learning, hybrid models of library instruction, interdisciplinary inquiry through collaboration, introducing primary documents to undergrads, using case studies in credit-bearing library courses, teaching information literacy to ESL students, information literature for the non-traditional student, preparing an advanced curriculum for graduate students, librarians in the online classroom, and teaching distance education students. An Introduction to Instructional Services in Academic Libraries features numerous planning documents, survey instruments, handouts, active learning exercises, and extensive references which make it an ideal resource for educators and librarians everywhere.

Tabla de contenidos provista por Syndetics

• About the Editor(p. xiii)
• Contributors(p. xv)
• Preface(p. xxi)
• Part A Library Instruction in College Libraries
• Chapter 1 Creating an "Information Literacy Across the Curriculum" Program from Scratch(p. 3)
• Introduction(p. 3)
• Redefining Positions(p. 4)
• The End of the Self-Paced Workbook(p. 5)
• Designing a Building to Support Information Literacy(p. 6)
• Information Literacy As the Library's Mission(p. 8)
• Credibility on Campus and Off(p. 14)
• Lessons Learned(p. 15)
• Chapter 2 Experiential Learning: Teach Them and They Will Come(p. 19)
• Introduction(p. 19)
• Setting(p. 20)
• Library Description(p. 20)
• Project Participants(p. 21)
• Project Description, Planning, and Delivery(p. 23)
• Results(p. 27)
• Challenges(p. 28)
• Conclusion(p. 29)
• Chapter 3 Taking the Best of Both Worlds: Success and Challenges with the Hybrid Model of Library Instruction(p. 33)
• Introduction(p. 33)
• Setting(p. 34)
• Course Goals(p. 35)
• Course Development(p. 36)
• Course Assessment(p. 38)
• Conclusion(p. 40)
• Chapter 4 Who Wants to Be a Millionaire? Using Clickers to Enhance Learning in the Library(p. 43)
• Introduction(p. 43)
• Setting(p. 44)
• Objectives(p. 44)
• Methods(p. 45)
• Results(p. 48)
• Conclusion(p. 50)
• Part B Library Instruction in University Libraries
• Chapter 5 Interdisciplinary Inquiry Through Collaboration(p. 55)
• Introduction(p. 55)
• Setting(p. 55)
• Objectives(p. 56)
• Methods(p. 56)
• Results(p. 58)
• Conclusion(p. 65)
• Chapter 6 Immersion of Information Literacy and Technology into the Core Discovery Courses(p. 67)
• Introduction(p. 67)
• Setting(p. 67)
• Objectives(p. 70)
• Methods(p. 70)
• Results(p. 78)
• Conclusion(p. 79)
• Chapter 7 PUC 101: A Collaborative Effort for Freshman Orientation(p. 83)
• Introduction/Setting(p. 83)
• Objectives(p. 84)
• Methods(p. 88)
• Results(p. 90)
• Conclusion(p. 92)
• Chapter 8 Making the Case for Enhanced Learning: Using Case Studies in a Credit-Bearing Library Course(p. 95)
• Introduction(p. 95)
• Setting(p. 95)
• Objectives(p. 96)
• Case Study Method(p. 96)
• The Library Course(p. 100)
• Sample Case Study(p. 100)
• Results(p. 102)
• Conclusion(p. 104)
• Chapter 9 Using Problem-Based Learning to Teach Information Literacy Skills in a Freshman Seminar(p. 107)
• Introduction(p. 107)
• Setting and Objectives(p. 111)
• Methods(p. 111)
• Results(p. 113)
• Conclusion(p. 114)
• Chapter 10 Introducing Primary Documents to Undergraduates(p. 119)
• Introduction(p. 119)
• Setting(p. 120)
• Online Collections of Primary Documents(p. 121)
• Objectives(p. 123)
• Literature Review(p. 124)
• Methods(p. 125)
• Results(p. 127)
• Conclusion(p. 128)
• Chapter 11 A Tale of Two Syllabi: Program-Integrated Information Literacy Instruction in Chemistry and Journalism(p. 135)
• Introduction(p. 135)
• Setting(p. 136)
• Objectives(p. 137)
• Case Study 1(p. 138)
• Case Study 2(p. 141)
• Conclusion(p. 143)
• Chapter 12 Teaching Information Literacy to ESL Students(p. 153)
• Introduction(p. 153)
• Setting(p. 153)
• Objectives(p. 155)
• Methods(p. 156)
• Results(p. 161)
• Conclusion(p. 162)
• Chapter 13 Planning, Building, and Assessing a Library Instruction Tutorial(p. 165)
• Introduction(p. 165)
• Setting(p. 165)
• Objectives(p. 167)
• Learning Outcomes(p. 168)
• Methods(p. 169)
• Results(p. 173)
• Conclusion(p. 175)
• Chapter 14 Information Literacy for Nontraditional Students at the University of Rhode Island(p. 183)
• Introduction(p. 183)
• Setting(p. 184)
• The Providence Campus Library(p. 186)
• Teaching in the Library(p. 187)
• Methods(p. 187)
• Results(p. 193)
• Conclusion(p. 194)
• Part C Library Instruction in Health Sciences University Settings
• Chapter 15 Turning Librarians into Teachers(p. 203)
• Introduction(p. 203)
• Setting(p. 203)
• Objectives(p. 205)
• Methods(p. 207)
• Results(p. 209)
• Evaluation(p. 211)
• Conclusion(p. 211)
• Chapter 16 MeSHing with Medical Students: Effectiveness of Library Instruction Over Time-A Longitudinal Research Study(p. 215)
• Introduction(p. 215)
• Purpose(p. 216)
• Design(p. 216)
• Setting(p. 217)
• Participants(p. 218)
• Intervention(p. 218)
• Analysis(p. 221)
• Exam Questions(p. 222)
• Conclusion(p. 224)
• Chapter 17 Preparing an Advanced Information Literacy Curriculum for Graduate Students(p. 229)
• Introduction(p. 229)
• Setting(p. 229)
• Objectives(p. 230)
• Methods(p. 231)
• Results(p. 232)
• Conclusion(p. 234)
• Chapter 18 Graded Online Pharmacy Assignments(p. 239)
• Introduction(p. 239)
• Setting(p. 241)
• Objectives(p. 242)
• Methods(p. 242)
• Results(p. 245)
• Conclusion(p. 246)
• Chapter 19 Information Literacy for a College of Nursing(p. 251)
• Introduction(p. 251)
• Setting(p. 251)
• Objectives(p. 252)
• Methods(p. 253)
• Results(p. 257)
• Conclusion(p. 262)
• Chapter 20 Librarians in the Online Classroom: Proactive Bibliographic Instruction for Distance Education Students(p. 267)
• Introduction(p. 267)
• Situation and Goals(p. 268)
• Literature Review(p. 268)
• Setting(p. 271)
• The Classes(p. 272)
• Methods(p. 273)
• Results(p. 275)
• Conclusion(p. 277)
• Chapter Exercises(p. 281)
• Index(p. 285)

Notas de autor provistas por Syndetics

Elizabeth Connor, MLS, AHIP, is Associate Professor of Library Science and Science Liaison at the Daniel Library of The Citadel, the Military College of South Carolina. Since earning her MLS at the State University College at Geneseo in 1978, Ms. Connor has worked as a community college librarian, medical librarian at teaching hospitals and medical schools in three states (Maryland, Connecticut, and South Carolina), and two foreign countries (Kingdom of Saudi Arabia and Commonwealth of Dominica), and is employed as an academic librarian at the Military College of South Carolina in Charleston. She is a distinguished member of the Academy of Health Information Professionals (AHIP), serves as the book review editor of Medical Reference Services Quarterly, and co-edits Journal of Electronic Resources in Medical Libraries. Research interests relate to how scientists develop habits of mind and how case studies can be used to engage and sustain science learning, especially in undergraduates. Recent publications include A Guide to Developing End User Education Programs in Medical Libraries; Planning, Renovating, Expanding, and Constructing Library Facilities in Hospitals, Academic Medical Centers, and Health Organizations; An Introduction to Reference Services in Academic Libraries; and Evidence-Based Librarianship: Case Studies and Active Learning Exercises.