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Recipient of the 2012 ACRL Instruction Section Ilene F. Rockman Publication of the Year AwardForeword by Sarah Houghton-JanWhether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this much-needed book tackles the challenge of effective teaching and training head-on. Char Booth, an avid library education and technology advocate, introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Laying the foundation for effective teaching, Booth outlines a four-part framework of Instructional Literacy, which includesReflective Practice: tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practiceEducational Theory: evidence-based strategies in learning and instructional researchTeaching Technologies: evaluating and integrating technology in learning using a practical "toolkit" approachInstructional Design: a systematic and outcomes-based strategy for developing and assessing learning experiencesThis foundation is supplemented by the USER Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, USER walks readers through understanding an instructional scenario, structuring content, engaging learners, and reflecting on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field. Entailing a methodical approach to educating oneself about this emerging field, Booth's work helps librarians become better learners and teachers.

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Library Journal Review

Booth (e-learning librarian, Univ. of California, Berkeley; Informing Innovation) has developed an instructional design framework, USER (Understand, Structure, Engage, Reflect), for library educators. First she offers an overview of the components of instructional literacy, including teaching effectiveness, metacognition, reflective practice, learning and instructional theory, teaching technology, creating learning objects, and instructional design. Next comes a detailed presentation of an instructional design framework based on the USER method. In contrast to having to learn "in the trenches" how to teach, as Booth did, her USER method is an action-oriented, reflective practice for improving your teaching during the planning, teaching, and outcomes assessment process. Booth has put together an impressive body of knowledge on learning and instructional theory and practice. This book is packed with practical tips for teaching library instruction, with just enough of an overview of learning and instructional theory to provide an underpinning for instructional design. She provides references for a deeper exploration of instructional design and theory and templates for instructional planning, a glossary of terms, and a categorized "recommended reading" section. -VERDICT Recommended for academic librarian educators but also useful for school and public librarians who teach or train.-Robert L. Battenfeld, Long Island Univ. Lib., Brookville, NY (c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Booklist Review

Authored by the e-learning librarian at the University of California, Berkeley, this book is a guide for any librarian who is educating patrons, whether in a one-shot workshop or an ongoing course. In the first part of the book, Booth lays out her concept of instructional literacy, which has four elements: reflective practice, educational theory, teaching technologies, and instructional design. In the second part, she presents the USER (understand, structure, engage, and reflect) method of instructional design. Each chapter offers goals, a summary, and reflection points. Appendixes include templates and planning documents as well as instructor-development survey responses. The volume also contains a topical list of recommended reading and a glossary. Whether the reader is in an academic or school library, a seasoned educator or a librarian new to the teaching environment, this guide offers useful advice and tools for the task of educating others.--Marcus, Sar. Copyright 2010 Booklist