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As library educators help the academic community incorporate information literacy into the curriculum and instruct students so they become information literate, the role of assessment becomes key-and problematic. What should be assessed, how should it be examined, and is there even a valid and feasible set of assessment tools? This work helps library educators serving students from the pre-kindergarten level through high school address information literacy assessment issues systematically within their own settings. Global trends and cultural contexts are duly noted in exploring assessment processes and use, as well as in analyzing and categorizing existing assessment instruments.

Farmer and Henri also investigate the factors affecting information literacy: instructional strategies, learning activities, collaborative practices, resources, learning environment, curriculum, and administrative support. Library educators will greatly appreciate the systematic approaches to assessment products and processes for information literacy offered in this resource.

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Tabla de contenidos provista por Syndetics

• Preface: The Back Story(p. vii)
• Introduction(p. ix)
• 1 Definitions of Information Literacy(p. 1)
• 2 The Importance of Information Literacy(p. 13)
• 3 Learning, Information Literacy, and Assessment(p. 25)
• 4 The Conditions for Information Literacy Assessment(p. 47)
• 5 The Role of Assessment(p. 71)
• 6 Assessment Processes(p. 83)
• 7 Problems in Assessing Information Literacy(p. 119)
• 8 Existing Information Literacy Assessment Instruments(p. 147)
• Bibliography(p. 181)
• Index(p. 195)
• About the Authors(p. 201)

Reseñas proporcionadas por Syndetics

CHOICE Review

Farmer (California State Univ., Long Beach) and Henri (Univ. of Hong King) disentangle the conceptual and practical complexities of information literacy in an insightful, well-researched, yet very accessible manner. The authors start with a discussion of the multiple overlapping points between information literacy and other valued learning outcomes. Teacher librarians, educators, and administrators can fully integrate information literacy into the learning process by taking a systematic approach. Assessment, the authors argue, is at the core of such changes because it allows members of educational institutions to understand their organization's needs, to evaluate the conditions for information literacy, to design effective interventions, and to adapt their approach over time. Integrating information literacy into the curriculum is an active process, requiring the collaboration of all stakeholders, and teacher librarians have a leadership role to play along with administrators in this process. To address the practical implementation of such changes, the authors devote one chapter to problems in assessment, in which they offer specific recommendations to overcome common challenges. The book concludes with a chapter on existing assessment instruments that can facilitate the process of integrating information literacy in the curriculum. Summing Up: Recommended. Upper-division undergraduates and above. M. A. Gunn Oakland University

Booklist Review

This title takes the conversation about information literacy to its next logical step, and does it in a scholarly, yet readable, fashion. Written for the K-12 teacher-librarian, the book begins with a historical overview of information literacy and explores a common definition. After discussing the importance of information literacy and its implications for the teacher-librarian, the authors address various aspects of assessment. Topics include creating conducive conditions for assessment, implementing a plan, and overcoming problems. The chapter on assessment instruments gives URLs of examples being used around the world so that readers do not have to reinvent the wheel. Appropriate bulleted lists are found throughout the narrative, making the reading and finding of information easier. Chapter notes, an extensive bibliography, and a detailed index add to the book's value.--Glantz, Shelley Copyright 2008 Booklist

Notas de autor provistas por Syndetics

James Henri is associate professor in the Faculty of Education at the University of Hong Kong.