Esther Grassian and Joan Kaplowitz
| ISBN: 9781555704063 Published: 2001 6 x 9 | 468 pp. | $65.00 |  WorldCat record
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This cutting-edge work is destined to become a seminal text.
Written by two academic library leaders, it is a thorough, in-depth discussion of both the theory and practice of library instruction. Chapters cover the history and background of user education in libraries; the psychology of learning as applied to library teaching; conceptual models for teaching critical thinking; assessment and evaluation; designing and developing print and electronic teaching materials; classroom management and teaching techniques; learning technology; visions for the future and much more.
The book comes with a CD-ROM which includes tables describing various instructional modes, an interactive Web form and Web pages you can use to aid in selecting among them, handouts for in-house training or personal use, and more.
Written by two academic library leaders, it is a thorough, in-depth discussion of both the theory and practice of library instruction. Chapters cover the history and background of user education in libraries; the psychology of learning as applied to library teaching; conceptual models for teaching critical thinking; assessment and evaluation; designing and developing print and electronic teaching materials; classroom management and teaching techniques; learning technology; visions for the future and much more.
The book comes with a CD-ROM which includes tables describing various instructional modes, an interactive Web form and Web pages you can use to aid in selecting among them, handouts for in-house training or personal use, and more.
A seminal work.
-- ACRL Instruction Section Awards Committee
This book will serve as a foundation stone for aspiring instruction librarians in graduate programs, as well as for those who are already teaching.
-- C
The usefulness of this publication as a textbook to library and information science students, complete with exercises and recommended readings at the end of each chapter, is self-evident….The easy-to-read and well-organized content, along with its extensive list of references, would serve as a resource for any library with an instruction program. It would be useful when revising a course, designing a new workshop or creating new approaches to assessment.
-- Public Services Quarterly
Strongly recommended for librarians whose responsibilities involve teaching users how to access information of any kind.
-- Journal of the Medical Library Association
The authors have succeeded in meeting the criteria of most library school faculty looking for an appropriate textbook or most library professionals looking for some basic help with their instructional duties.
-- Journal of Youth Services in Libraries
The reviewer intends to keep his marked up copy handy for planning and reflection, and heartily recommends the book for all academic libraries.
-- Catholic Library World
For anyone interested in library instruction and information literacy, this book is a must read.
-- Bibliotheca Medica Canadiana
Very highly recommended for students of library science and practicing librarians, especially in our contemporary age where technology marches ever on!
-- Bookwatch
All libraries that offer instruction to their users should purchase this book…a fine piece of work that will prove useful for years to come.
-- Reference & User Services Quarterly
Highly recommended to librarians in any field of library work.
-- ARBA
While many excellent books have been written on information literacy, and many more on instruction, this is the first book to put the two together in the context of the information environment in the 21st century for all libraries, and as such is recommended for all libraries.
-- Journal of Academic Librarianship
Information Literacy Instruction is very highly recommended for students of library science and practicing librarians, especially in our contemporary age where technology marches ever on!
-- Midwest Book Review
Information Literacy Instruction provides the critical foundation for understanding information literacy. This book is both a text and a reference tool, covering a wide range of subjects that instruction librarians must understand today.
-- From the introduction by Cerise Oberman
Esther Grassian and Joan Kaplowitz shine, offering guidance, knowledge, and wisdom in assisting library users in their pursuit of information.
-- From the foreword by Miriam Dudley
-- ACRL Instruction Section Awards Committee
This book will serve as a foundation stone for aspiring instruction librarians in graduate programs, as well as for those who are already teaching.
-- C
The usefulness of this publication as a textbook to library and information science students, complete with exercises and recommended readings at the end of each chapter, is self-evident….The easy-to-read and well-organized content, along with its extensive list of references, would serve as a resource for any library with an instruction program. It would be useful when revising a course, designing a new workshop or creating new approaches to assessment.
-- Public Services Quarterly
Strongly recommended for librarians whose responsibilities involve teaching users how to access information of any kind.
-- Journal of the Medical Library Association
The authors have succeeded in meeting the criteria of most library school faculty looking for an appropriate textbook or most library professionals looking for some basic help with their instructional duties.
-- Journal of Youth Services in Libraries
The reviewer intends to keep his marked up copy handy for planning and reflection, and heartily recommends the book for all academic libraries.
-- Catholic Library World
For anyone interested in library instruction and information literacy, this book is a must read.
-- Bibliotheca Medica Canadiana
Very highly recommended for students of library science and practicing librarians, especially in our contemporary age where technology marches ever on!
-- Bookwatch
All libraries that offer instruction to their users should purchase this book…a fine piece of work that will prove useful for years to come.
-- Reference & User Services Quarterly
Highly recommended to librarians in any field of library work.
-- ARBA
While many excellent books have been written on information literacy, and many more on instruction, this is the first book to put the two together in the context of the information environment in the 21st century for all libraries, and as such is recommended for all libraries.
-- Journal of Academic Librarianship
Information Literacy Instruction is very highly recommended for students of library science and practicing librarians, especially in our contemporary age where technology marches ever on!
-- Midwest Book Review
Information Literacy Instruction provides the critical foundation for understanding information literacy. This book is both a text and a reference tool, covering a wide range of subjects that instruction librarians must understand today.
-- From the introduction by Cerise Oberman
Esther Grassian and Joan Kaplowitz shine, offering guidance, knowledge, and wisdom in assisting library users in their pursuit of information.
-- From the foreword by Miriam Dudley
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Dedication iii
Table of Contents v
Figure List xv
CD-ROM Contents List xvii
Foreword by Miriam Dudley xix
Preface xxi
Acknowledgements xxv
Introduction by Cerise Oberman xxvii
PART I. INFORMATION LITERACY INSTRUCTION
BACKGROUND
Chapter 1. Information Literacy Instruction: What Is It? 3
A Rose By Any Other Name – Or Is It? What Is Information Literacy? 3
What’s In a Name? 4
What Are Some Typical Definitions of IL? 5
How Do We Teach It? 6
A Working Definition of IL 8
Is IL a New Concept? 8
Mechanics versus Concepts 9
Final Remarks: IL, Relevance and Partnerships 10
Exercises 11
Read More About It 11
Chapter 2. History of Information Literacy Instruction 13
Libraries and Librarians: Where Do They Fit? 13
Roots of Instruction and Information Literacy in Libraries 14
Development of Modern Library Instruction Movements 16
Bibliographic Instruction 16
Relationship to Reference 18
On Beyond Farber and Dudley 19
Information Literacy 20
Information Competency and Information Fluency 21
History and Role of Library Instruction Organizations,
Publications, and Other Support Groups 25
Regional Instruction Organizations 25
ALA ACRL Bibliographic Instruction Section (BIS)/
Instruction Section (IS) and ALA Library Instruction Roundtable (LIRT) 26
Library Orientation and Exchange (LOEX) 27
International Federation of Library Associations (IFLA) 27
BI-L 27
ACRL Institute for Information Literacy (IIL) 28
ALA Information Literacy Community Partnerships Initiative 29
What Role Should Librarians Take Now and In the Future? 29
Exercises 29
Read More About It 30
PART II. INFORMATION LITERACY INSTRUCTION
BUILDING BLOCKS
Chapter 3. A Brief Introduction to Learning Theory 33
Why Psychology? 33
What—How—Who? 34
Schools of Psychology 35
Behaviorism, or the Stimulus-Response Approach to Learning 35
Cognitive Psychology 41
Humanist Psychology 50
Final Remarks 55
Exercises 56
Read More About It 56
Chapter 4. An Overview of Learning Styles 59
Who Are Our Learners? 59
A Sampling of Styles 60
Cognitive Styles 61
Affective Styles 64
Physiological Styles 66
Attempts at Categorizing the Styles 67
The Wholistic/Analytic; Verbal/Imagery Dimensions 67
Experiential Learning Model 68
Thinking Styles 70
Special Considerations 72
Measurement Issues 72
Career Choice and Academic Achievement 74
Gender Issues 74
Ethnicity/Cuture-Based Issues 75
The Adult Learner 77
So Many Styles—So Little Time 78
Matching Teaching and Learning Styles: Does It Matter? 79
Dealing With Learning Styles 80
Final Remarks 83
Exercises 84
Read More About It 87
Chapter 5. Library Anxiety, Mental Models, and
Conceptual Frameworks 89
Library Anxiety: What and Why? 89
Relationship to Technophobia 91
What Can We Do To Alleviate Library Anxiety? 92
Mental Models and Conceptual Frameworks 94
Altering Mental Models 95
Using Analogies for Conceptual Frameworks 97
Components of Effective Analogical Reasoning 99
Examples of Analogies 100
Placement of Conceptual Frameworks 107
The Cumulative Effect on Learning 108
Final Remarks 108
Exercises 108
Read More About It 109
Chapter 6. Critical Thinking and Active Learning 111
Critical Thinking 111
What Should Librarians Teach? 112
The ILI Librarian’s Job: To "Save the Time of the Reader" 114
Who Should Teach Critical Thinking? 115
Critical Thinking Basics 115
Active Learning 116
What and Why? 116
When and Where? 117
To What Degree Should We Incorporate Active Learning
Exercises? 119
Turn Your Teaching Into Learner-Centered Active Learning 120
In-Person, Synchronous Active Learning 122
Asynchronous Active Learning 123
Collaborative Learning 124
Learning Communities 125
Collaborative Learning Backlash 126
Online Learning and the Web 126
Final Remarks 127
Exercises 127
Read More About It 128
PART III. PLANNING & DEVELOPING INFORMATION
LITERACY INSTRUCTION
Chapter 7. ILI Program Planning 131
How Does Instruction Get Initiated? 131
The Preliminary Planning Process 132
Needs Assessment 132
Goals and Objectives 135
Taxonomies and Standards 143
Trimming the Fat in Your Presentations 146
Final Remarks 146
Exercises 147
Read More About It 148
Chapter 8. Selecting Modes of Instruction 149
At the Instructional Café 149
Which Form of Instruction for Which Situation? 150
Selecting From the Menu 153
Key Selection Factors 155
Audience/Learners (Type, Age Or Educational Level,
Skill Levels, and Size) 155
Purpose 158
Budget and Cost 159
Staffing: Planning, Preparation, and Delivery 161
Time Constraints: Preparation and Development 162
Time Constraints: Learning and Timing 162
Facilities (Space, Equipment, and Software) for Development 163
Facilities for Delivery 163
Paper versus. Electronic/Electric 163
Putting It All Together 164
Final Remarks 167
Exercises 167
Read More About It 168
Chapter 9. The Instructional Menu 169
ILI Modes and Materials 169
The Web as a Delivery Medium 170
Wayfinding Modes 171
Standalone and Supplementary Aids 176
Usage Guides and Practice Materials 185
Other Individual and Group Interactive Modes 189
Final Remarks 208
Exercises 209
Read More About It 209
Chapter 10. Basic Copyright and Design Issues 211
General Concerns 211
Copyright, Fair Use, and Intellectual Property 212
Fair Use and the U.S. Digital Millennium Copyright
Act (DMCA) 212
Implications for ILI 213
Budget, Administrative, and Colleague Support 215
Administrative Approval 215
Software and Equipment for Design 215
Priorities 217
Categories Of Instructional Modes and Materials 219
General Design Principles 219
Audience 220
Instructional Needs (Purpose) 220
How Much Content to Include 221
Format 227
The Learner and User Input 228
Final Remarks 230
Exercises 230
Read More About It 231
Chapter 11. Designing Instructional Modes and Materials 233
Designing Print Materials 233
Structure 234
White Space, Graphics, and Layout 235
Typeface or Font 239
Color 240
Preparation Time Available 241
Designing Audio, Video, and Presentation Slide Shows 241
Audio 241
Video 242
Overhead Transparencies 243
Presentation Slide Shows 244
Computer-Based Instruction (CBI) 246
Computer-Assisted Instruction (CAI) 246
Websites and Pages 247
Web Page Design Principles 250
Web-Based Courses 254
Personalized Websites 257
Designing Mixed Offerings 259
Backup Plans and Process 260
Salvaging Outdated Handouts 261
Preparing for Non-Functioning Presentation Software 261
What To Do When the Web Server Is Down 261
Preparing for Unexpected Changes in Web Interface
or Content 262
What To Do When the Network Connection Fails 262
Final Remarks 263
Exercises 263
Read More About It 264
Chapter 12. Assessing, Evaluating, and Revising ILI Programs 265
Why Assess? 265
The Assessment/Evaluation/Revision Cycle 267
Steps in the Assessment Process 268
Assessing ILI 269
Selecting a Methodology 271
Who Wants to Know? 271
What Type of Data Do You Need? 272
Practical Considerations 272
Assessment Parameters 273
Formative and SummativeAssessment 274
Reliability, Validity, and Usability 274
Norm-Referenced versus Criterion-Referenced Assessment 275
Control versus Relevance 275
Quantitative versus Qualitative Methods 276
Types of Assessment Tools 279
Objective Tests 281
Open-Ended Questions/Essays 281
Questionnaires/Surveys/Rating Scales 282
Interviews 283
Performance Assessment 284
Product Assessment 285
Classroom Assessment Techniques 285
Field Testing 286
Final Remarks 287
Exercise 288
Read More About It 288
PART IV. DELIVERING INFORMATION LITERACY
INSTRUCTION
Chapter 13. Teaching: Preparation, Performance, and Passion 291
What Makes a Good Teacher? 291
Preparation 292
Get Their Attention 292
Have a Big Finish 293
What Goes In-Between 294
Presentation as Performance 297
Stage Fright 298
Relaxation Techniques 298
Stage Presence 301
Teacher-Student Interaction 303
Classroom Management 307
Passion—Theirs and Ours 308
Playing To Our Strengths 309
Final Remarks 310
Exercises 311
Exercise One 311
Exercise Two 311
Read More About It 312
Chapter 14. Designing ILI Programs for Diverse Populations 313
Reaching and Teaching Diverse Populations 313
Know Your Learners 313
Group versus Individual Characteristics 314
Socialization, Acculturation, and Culture Clash 315
Macro versus Microcultures 316
Characteristics and Variations 317
Context Factors 317
Social Interaction 319
Separate versus Connected Learning 320
Rewards and Punishments 321
Communication Styles 321
Immediacy Factors 322
Specific Group Issues 323
Adult Learners 323
Ethnicity and Learning Styles 324
Gender Issues 325
International Students 326
People with Disabilities 328
Socioeconomic Factors 329
Solutions 329
Final Remarks 333
Exercises 334
Read More About It 334
Chapter 15. Delivering ILI in Various Environments 337
IL as National Mandate 337
Libraries and National Goals 338
Goal One and the Public Library 338
Goal Three and the School Library 339
Goal Five and the Academic and Special Libraries 339
Unifying Themes 339
The Environments 340
What Are They? 340
What Do They Have in Common? 342
Special Characteristics and Considerations: Needs, Population,
and Relation to Parent Organization 343
The Public Library 343
The School (K-12) Environment 348
The Academic Library 354
The Special Library 359
Final Remarks 361
Exercises 362
Read More About It 363
Public Libraries 363
School Libraries 363
Academic Libraries 363
Special Libraries 363
Chapter 16. Teaching Technology 365
The Nature of Technology 365
Technophobia and Empowering Users 366
What Kinds of Technology Should We Teach? 367
Tension: Teach What Is Available Through the Library
or Teach What They Want to Know? 367
Assess the Technological Landscape and User Needs 368
Competencies 369
A Baseline Learning Approach 370
On Beyond the Baseline 370
Systematic Approaches to Designing Instruction in
Technology Use 371
The Barclay Approach 371
A New Ten-Step Model 372
IL Librarians and Computer Trainers 385
Final Remarks 385
Exercises 386
Read More About It 386
Chapter 17. Using Technology to Teach 387
Give Us This Day Our Daily Technology? 387
Questions About Technology Use in Instruction 388
What Is It? 388
What Good Is It? 389
Advantages and Disadvantages of Technology Use
in Instruction 390
Learning and Trying Out Technology for Instruction 393
Electronic Classrooms 396
Putting It All Together 398
Distance Learning 399
Library Involvement in Distance Learning 401
Principles for Success 402
Techniques 404
Using Technology to Prepare for Both Low-Tech and High-Tech Environments 406
How Much Technology Is Too Much? 407
Synchronicity and Asynchronicity, Redux 407
The Crux of Learning and Teaching 408
Final Remarks 409
Exercises 410
Read More About It 410
PART V. THE FUTURE OF ILI
Chapter 18. Visions of the Future: Two Perspectives 413
Esther S. Grassian’s Perspective 413
Joan R. Kaplowitz’s Perspective 416
References 423
Index 453
About the Authors 467
Table of Contents v
Figure List xv
CD-ROM Contents List xvii
Foreword by Miriam Dudley xix
Preface xxi
Acknowledgements xxv
Introduction by Cerise Oberman xxvii
PART I. INFORMATION LITERACY INSTRUCTION
BACKGROUND
Chapter 1. Information Literacy Instruction: What Is It? 3
A Rose By Any Other Name – Or Is It? What Is Information Literacy? 3
What’s In a Name? 4
What Are Some Typical Definitions of IL? 5
How Do We Teach It? 6
A Working Definition of IL 8
Is IL a New Concept? 8
Mechanics versus Concepts 9
Final Remarks: IL, Relevance and Partnerships 10
Exercises 11
Read More About It 11
Chapter 2. History of Information Literacy Instruction 13
Libraries and Librarians: Where Do They Fit? 13
Roots of Instruction and Information Literacy in Libraries 14
Development of Modern Library Instruction Movements 16
Bibliographic Instruction 16
Relationship to Reference 18
On Beyond Farber and Dudley 19
Information Literacy 20
Information Competency and Information Fluency 21
History and Role of Library Instruction Organizations,
Publications, and Other Support Groups 25
Regional Instruction Organizations 25
ALA ACRL Bibliographic Instruction Section (BIS)/
Instruction Section (IS) and ALA Library Instruction Roundtable (LIRT) 26
Library Orientation and Exchange (LOEX) 27
International Federation of Library Associations (IFLA) 27
BI-L 27
ACRL Institute for Information Literacy (IIL) 28
ALA Information Literacy Community Partnerships Initiative 29
What Role Should Librarians Take Now and In the Future? 29
Exercises 29
Read More About It 30
PART II. INFORMATION LITERACY INSTRUCTION
BUILDING BLOCKS
Chapter 3. A Brief Introduction to Learning Theory 33
Why Psychology? 33
What—How—Who? 34
Schools of Psychology 35
Behaviorism, or the Stimulus-Response Approach to Learning 35
Cognitive Psychology 41
Humanist Psychology 50
Final Remarks 55
Exercises 56
Read More About It 56
Chapter 4. An Overview of Learning Styles 59
Who Are Our Learners? 59
A Sampling of Styles 60
Cognitive Styles 61
Affective Styles 64
Physiological Styles 66
Attempts at Categorizing the Styles 67
The Wholistic/Analytic; Verbal/Imagery Dimensions 67
Experiential Learning Model 68
Thinking Styles 70
Special Considerations 72
Measurement Issues 72
Career Choice and Academic Achievement 74
Gender Issues 74
Ethnicity/Cuture-Based Issues 75
The Adult Learner 77
So Many Styles—So Little Time 78
Matching Teaching and Learning Styles: Does It Matter? 79
Dealing With Learning Styles 80
Final Remarks 83
Exercises 84
Read More About It 87
Chapter 5. Library Anxiety, Mental Models, and
Conceptual Frameworks 89
Library Anxiety: What and Why? 89
Relationship to Technophobia 91
What Can We Do To Alleviate Library Anxiety? 92
Mental Models and Conceptual Frameworks 94
Altering Mental Models 95
Using Analogies for Conceptual Frameworks 97
Components of Effective Analogical Reasoning 99
Examples of Analogies 100
Placement of Conceptual Frameworks 107
The Cumulative Effect on Learning 108
Final Remarks 108
Exercises 108
Read More About It 109
Chapter 6. Critical Thinking and Active Learning 111
Critical Thinking 111
What Should Librarians Teach? 112
The ILI Librarian’s Job: To "Save the Time of the Reader" 114
Who Should Teach Critical Thinking? 115
Critical Thinking Basics 115
Active Learning 116
What and Why? 116
When and Where? 117
To What Degree Should We Incorporate Active Learning
Exercises? 119
Turn Your Teaching Into Learner-Centered Active Learning 120
In-Person, Synchronous Active Learning 122
Asynchronous Active Learning 123
Collaborative Learning 124
Learning Communities 125
Collaborative Learning Backlash 126
Online Learning and the Web 126
Final Remarks 127
Exercises 127
Read More About It 128
PART III. PLANNING & DEVELOPING INFORMATION
LITERACY INSTRUCTION
Chapter 7. ILI Program Planning 131
How Does Instruction Get Initiated? 131
The Preliminary Planning Process 132
Needs Assessment 132
Goals and Objectives 135
Taxonomies and Standards 143
Trimming the Fat in Your Presentations 146
Final Remarks 146
Exercises 147
Read More About It 148
Chapter 8. Selecting Modes of Instruction 149
At the Instructional Café 149
Which Form of Instruction for Which Situation? 150
Selecting From the Menu 153
Key Selection Factors 155
Audience/Learners (Type, Age Or Educational Level,
Skill Levels, and Size) 155
Purpose 158
Budget and Cost 159
Staffing: Planning, Preparation, and Delivery 161
Time Constraints: Preparation and Development 162
Time Constraints: Learning and Timing 162
Facilities (Space, Equipment, and Software) for Development 163
Facilities for Delivery 163
Paper versus. Electronic/Electric 163
Putting It All Together 164
Final Remarks 167
Exercises 167
Read More About It 168
Chapter 9. The Instructional Menu 169
ILI Modes and Materials 169
The Web as a Delivery Medium 170
Wayfinding Modes 171
Standalone and Supplementary Aids 176
Usage Guides and Practice Materials 185
Other Individual and Group Interactive Modes 189
Final Remarks 208
Exercises 209
Read More About It 209
Chapter 10. Basic Copyright and Design Issues 211
General Concerns 211
Copyright, Fair Use, and Intellectual Property 212
Fair Use and the U.S. Digital Millennium Copyright
Act (DMCA) 212
Implications for ILI 213
Budget, Administrative, and Colleague Support 215
Administrative Approval 215
Software and Equipment for Design 215
Priorities 217
Categories Of Instructional Modes and Materials 219
General Design Principles 219
Audience 220
Instructional Needs (Purpose) 220
How Much Content to Include 221
Format 227
The Learner and User Input 228
Final Remarks 230
Exercises 230
Read More About It 231
Chapter 11. Designing Instructional Modes and Materials 233
Designing Print Materials 233
Structure 234
White Space, Graphics, and Layout 235
Typeface or Font 239
Color 240
Preparation Time Available 241
Designing Audio, Video, and Presentation Slide Shows 241
Audio 241
Video 242
Overhead Transparencies 243
Presentation Slide Shows 244
Computer-Based Instruction (CBI) 246
Computer-Assisted Instruction (CAI) 246
Websites and Pages 247
Web Page Design Principles 250
Web-Based Courses 254
Personalized Websites 257
Designing Mixed Offerings 259
Backup Plans and Process 260
Salvaging Outdated Handouts 261
Preparing for Non-Functioning Presentation Software 261
What To Do When the Web Server Is Down 261
Preparing for Unexpected Changes in Web Interface
or Content 262
What To Do When the Network Connection Fails 262
Final Remarks 263
Exercises 263
Read More About It 264
Chapter 12. Assessing, Evaluating, and Revising ILI Programs 265
Why Assess? 265
The Assessment/Evaluation/Revision Cycle 267
Steps in the Assessment Process 268
Assessing ILI 269
Selecting a Methodology 271
Who Wants to Know? 271
What Type of Data Do You Need? 272
Practical Considerations 272
Assessment Parameters 273
Formative and SummativeAssessment 274
Reliability, Validity, and Usability 274
Norm-Referenced versus Criterion-Referenced Assessment 275
Control versus Relevance 275
Quantitative versus Qualitative Methods 276
Types of Assessment Tools 279
Objective Tests 281
Open-Ended Questions/Essays 281
Questionnaires/Surveys/Rating Scales 282
Interviews 283
Performance Assessment 284
Product Assessment 285
Classroom Assessment Techniques 285
Field Testing 286
Final Remarks 287
Exercise 288
Read More About It 288
PART IV. DELIVERING INFORMATION LITERACY
INSTRUCTION
Chapter 13. Teaching: Preparation, Performance, and Passion 291
What Makes a Good Teacher? 291
Preparation 292
Get Their Attention 292
Have a Big Finish 293
What Goes In-Between 294
Presentation as Performance 297
Stage Fright 298
Relaxation Techniques 298
Stage Presence 301
Teacher-Student Interaction 303
Classroom Management 307
Passion—Theirs and Ours 308
Playing To Our Strengths 309
Final Remarks 310
Exercises 311
Exercise One 311
Exercise Two 311
Read More About It 312
Chapter 14. Designing ILI Programs for Diverse Populations 313
Reaching and Teaching Diverse Populations 313
Know Your Learners 313
Group versus Individual Characteristics 314
Socialization, Acculturation, and Culture Clash 315
Macro versus Microcultures 316
Characteristics and Variations 317
Context Factors 317
Social Interaction 319
Separate versus Connected Learning 320
Rewards and Punishments 321
Communication Styles 321
Immediacy Factors 322
Specific Group Issues 323
Adult Learners 323
Ethnicity and Learning Styles 324
Gender Issues 325
International Students 326
People with Disabilities 328
Socioeconomic Factors 329
Solutions 329
Final Remarks 333
Exercises 334
Read More About It 334
Chapter 15. Delivering ILI in Various Environments 337
IL as National Mandate 337
Libraries and National Goals 338
Goal One and the Public Library 338
Goal Three and the School Library 339
Goal Five and the Academic and Special Libraries 339
Unifying Themes 339
The Environments 340
What Are They? 340
What Do They Have in Common? 342
Special Characteristics and Considerations: Needs, Population,
and Relation to Parent Organization 343
The Public Library 343
The School (K-12) Environment 348
The Academic Library 354
The Special Library 359
Final Remarks 361
Exercises 362
Read More About It 363
Public Libraries 363
School Libraries 363
Academic Libraries 363
Special Libraries 363
Chapter 16. Teaching Technology 365
The Nature of Technology 365
Technophobia and Empowering Users 366
What Kinds of Technology Should We Teach? 367
Tension: Teach What Is Available Through the Library
or Teach What They Want to Know? 367
Assess the Technological Landscape and User Needs 368
Competencies 369
A Baseline Learning Approach 370
On Beyond the Baseline 370
Systematic Approaches to Designing Instruction in
Technology Use 371
The Barclay Approach 371
A New Ten-Step Model 372
IL Librarians and Computer Trainers 385
Final Remarks 385
Exercises 386
Read More About It 386
Chapter 17. Using Technology to Teach 387
Give Us This Day Our Daily Technology? 387
Questions About Technology Use in Instruction 388
What Is It? 388
What Good Is It? 389
Advantages and Disadvantages of Technology Use
in Instruction 390
Learning and Trying Out Technology for Instruction 393
Electronic Classrooms 396
Putting It All Together 398
Distance Learning 399
Library Involvement in Distance Learning 401
Principles for Success 402
Techniques 404
Using Technology to Prepare for Both Low-Tech and High-Tech Environments 406
How Much Technology Is Too Much? 407
Synchronicity and Asynchronicity, Redux 407
The Crux of Learning and Teaching 408
Final Remarks 409
Exercises 410
Read More About It 410
PART V. THE FUTURE OF ILI
Chapter 18. Visions of the Future: Two Perspectives 413
Esther S. Grassian’s Perspective 413
Joan R. Kaplowitz’s Perspective 416
References 423
Index 453
About the Authors 467
Also of Interest
Motivating Students in Information Literacy Classes
Trudi Jacobson and Lijuan Xu Teaching Technology
D. Scott Brandt Exploring the Internet Using Critical Thinking Skills
Debra Jones Teaching the New Library
Cheryl LaGuardia, Michael Blake, Lawrence Dowler, Laura Farwell, Caroline M. Kent, and Ed Tallent Explore Related Titles On:
Information Literacy
Other Books in This Series:
Information Literacy Instruction Sourcebooks
Motivating Students in Information Literacy Classes
Trudi Jacobson and Lijuan Xu Teaching Technology
D. Scott Brandt Exploring the Internet Using Critical Thinking Skills
Debra Jones Teaching the New Library
Cheryl LaGuardia, Michael Blake, Lawrence Dowler, Laura Farwell, Caroline M. Kent, and Ed Tallent Explore Related Titles On:
Information Literacy
Other Books in This Series:
Information Literacy Instruction Sourcebooks