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At a time when students are bombarded with a seemingly infinite variety of information sources, this invaluable guide helps them build the skills they need to distinguish good sources from those that are less reliable.

The American Library Association defines "information literacy" as "a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." The Concise Guide to Information Literacy gives students the tools they need to develop those abilities, including the search techniques and evaluation methods that will help them pinpoint what actually is academically sound information.

Using the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education as a framework, this much-needed sourcebook covers all the major facets of the information literacy process. For students, it is a ready-to-use guide that explains what information literacy is, why it is so important, and how to put it to use in both print and online research. For teachers, it is a helpful classroom resource that can serve as the basis for an information literacy course, a supplemental text, or a handy reference for research in any subject.

Reseñas proporcionadas por Syndetics

Library Journal Review

Information literacy (IL) knowledge and skills are not at the top of students' lists of what they want to learn, write Lanning (Reference and Instructional Services for Information Literacy Skills in School Libraries) and Gerrity, both librarians and IL instructors at Southern Utah University. They also note that these skills will be lifelong assets once acquired. Acquiring IL skills is made accessible by this thorough work, which could be used as an IL course textbook (it includes assignments) or browsed as a reference book. A short bibliographic essay that prefaces the main body of the work offers a mini-course on teaching IL, a helpful addition for librarians who need to teach this subject but haven't taken relevant courses or need a refresher. The book then goes on to provide considerable detail on every aspect of print and digital information literacy, using a model that is new to this edition of the work: the Reflective Inquiry model, which emphasizes the cyclical nature of research and encourages students to reflect on what they've learned at each stage. Lanning and Gerrity's language is concise and accessible to learners, happily offering clarity on topics that can be challenging, such as Boolean logic. VERDICT Academic libraries and faculty professional development centers are strongly advised to consider this valuable work.--Henrietta Verma

CHOICE Review

Lanning (Southern Utah Univ.) defines multiple literacies relevant to students today and provides strategies for acquiring information-literacy skills. He brings his experience as a reference librarian and an instructor in the library media program at his institution to this task, with a text ostensibly written for students currently taking an information-literacy course and complete with assignments and exercises. The volume covers a wide range of topics connected to information literacy, such as the formulation of research questions, effective search strategies, and the evaluation of information; it is illustrated with figures of various aspects of information seeking and creation. As in the first edition (2012), Lanning's explanations of the roles of information in society are somewhat oversimplified and may lack some nuance and the complexity of recent work in library and information science literature. Nevertheless, the definitions and practical tips he provides will be very useful to students in undergraduate writing and research courses. Many books furnishing suggestions for teaching information literacy are available, but fewer guides exist for students themselves, especially ones like this presented so efficiently and with such understanding of the information needs of student-researchers. Summing Up: Recommended. Community college and undergraduate students; professionals/practitioners. --Melissa Anderson, Southern Oregon University

Notas de autor provistas por Syndetics

Scott Lanning teaches reference services and information literacy courses at Southern Utah University, Cedar City.