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xiii | |
| CD-ROM Contents |
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xv | |
| Foreword |
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xvii | |
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| Preface |
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xix | |
| Acknowledgments |
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xxiii | |
| Introduction |
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xxv | |
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PART I INFORMATION LITERACY INSTRUCTION BACKGROUND |
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Information Literacy Instruction: What Is It? |
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3 | (6) |
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A Rose by Any Other Name---Or Is It? What Is Information Literacy? |
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3 | (1) |
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3 | (1) |
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Information Literacy in the 1980s and 1990s |
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3 | (3) |
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Where Do We Go from Here? Information Literacy in the Twenty-first Century |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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8 | (1) |
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History of Information Literacy Instruction |
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9 | (18) |
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Libraries and Librarians: Where Do They Fit? |
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9 | (1) |
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Roots of Instruction and Information Literacy in Libraries |
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9 | (8) |
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Development of Modern Library Instruction Movements |
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11 | (1) |
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Bibliographic Instruction |
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11 | (1) |
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Relationship to Reference |
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12 | (1) |
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13 | (1) |
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13 | (3) |
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Information Competency and Information Fluency |
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16 | (1) |
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Digital Divide and Information Literacy Divide |
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17 | (1) |
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History and Role of Library Instruction Organizations, Publications, and Other Support Groups |
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18 | (4) |
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Regional Instruction Organizations |
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19 | (1) |
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Library Orientation and EXchange |
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19 | (1) |
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ALA ACRL Bibliographic Instruction Section/Instruction Section and ALA Library Instruction Round Table |
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19 | (1) |
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ACRL and Broader Information Literacy Initiatives |
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20 | (1) |
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International Federation of Library Associations |
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21 | (1) |
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Bibliographic Instruction Listserv and ILI-L |
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22 | (1) |
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What Role Should Librarians Take Now and in the Future? |
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22 | (1) |
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23 | (1) |
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23 | (1) |
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23 | (4) |
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PART II INFORMATION LITERACY INSTRUCTION BUILDING BLOCKS |
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The Psychology of Learning: The Theory Behind the Practice |
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27 | (18) |
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27 | (1) |
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Psychology of Learning Schools: Doing, Thinking, and Feeling |
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27 | (1) |
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Doing---The Behaviorist Model |
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28 | (2) |
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29 | (1) |
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Educational Applications of Behaviorism |
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29 | (1) |
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Thinking---The Cognitive Model |
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30 | (6) |
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Cognitive Development---According to Piaget |
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32 | (1) |
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Cognitive Development---The Constructivist Approach |
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32 | (1) |
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33 | (1) |
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Educational Applications of Cognitive Psychology |
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33 | (3) |
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Feeling---The Humanist Model |
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36 | (3) |
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37 | (1) |
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Educational Applications of Humanist Psychology |
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37 | (2) |
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Psychology of Learning Schools: Common Threads |
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39 | (1) |
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Learning Styles: The Learners' Perspective |
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40 | (1) |
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Physiological Styles---How Learners Interact with the World |
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41 | (1) |
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Cognitive Styles---How Learners Think About the World |
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41 | (1) |
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Affective Styles---How Learners Feel About the World |
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41 | (1) |
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Measuring Learning Styles |
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41 | (1) |
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42 | (1) |
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43 | (1) |
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43 | (2) |
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Psychology of Learning: Putting Theory into Practice |
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45 | (20) |
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Making Psychology Work for You |
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45 | (1) |
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Applying Psychological Theory to Information Literacy Instruction |
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45 | (7) |
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Applying the Behaviorist Model |
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45 | (5) |
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Applying the Cognitive/Constructivist Model |
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50 | (1) |
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Applying the Humanist Model |
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51 | (1) |
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51 | (1) |
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Teaching with Theory in Mind |
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52 | (6) |
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Learner-centered Teaching Model |
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52 | (2) |
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Self-directed/regulated Learning Model |
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54 | (1) |
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The Information-seeking Process Model |
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55 | (1) |
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Attention, Relevance, Confidence, Satisfaction Model |
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55 | (1) |
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Experience---Practice---Application Model |
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56 | (1) |
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Presentation---Application---Feedback Model |
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57 | (1) |
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58 | (3) |
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Making Your Instruction Styles-friendly |
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58 | (1) |
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Kolb's Experiential Learning Model |
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59 | (1) |
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The Learning Styles Questionnaire Approach |
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60 | (1) |
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Motivation---Getting Our Learners to Want to Learn |
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61 | (2) |
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63 | (1) |
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63 | (1) |
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64 | (1) |
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Library Anxiety, Mental Models, and Conceptual Change |
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65 | (20) |
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Library Anxiety: What and Why? |
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65 | (8) |
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Tags and Controlled Vocabularies |
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67 | (2) |
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Relationship to Technophobia |
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69 | (1) |
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Technophobia and Empowering Users |
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69 | (2) |
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What Can We Do to Alleviate Library Anxiety? |
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71 | (2) |
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Mental Models, Conceptual Frameworks, and Conceptual Change |
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73 | (10) |
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73 | (3) |
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Using Analogies for Conceptual Frameworks |
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76 | (1) |
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Components of Effective Analogical Reasoning |
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77 | (1) |
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Conceptual Frameworks and Analogies |
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78 | (5) |
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Placement of Conceptual Frameworks |
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83 | (1) |
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The Cumulative Effect on Learning |
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83 | (1) |
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83 | (1) |
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83 | (1) |
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84 | (1) |
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Critical Thinking and Active Learning |
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85 | (26) |
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85 | (9) |
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Relation to Information Literacy |
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85 | (2) |
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Information Literacy Instruction Organizations Provide Direction |
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87 | (1) |
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The Information Literacy Instruction Librarian's Job: To ``Save the Time of the Reader'' |
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88 | (1) |
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What Should Librarians Teach? |
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88 | (4) |
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Information Literacy or Technology Literacy? |
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92 | (1) |
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Information Literacy Instruction Encompasses Technology Literacy and More |
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92 | (1) |
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93 | (1) |
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94 | (13) |
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94 | (1) |
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95 | (3) |
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To What Degree Should We Incorporate Active Learning Exercises? |
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98 | (2) |
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Turn Your Teaching into Learner-centered Active Learning |
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100 | (1) |
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In-person, Synchronous Active Learning |
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101 | (1) |
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Asynchronous Active Learning |
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102 | (1) |
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Collaborative and Cooperative Learning Environments |
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103 | (2) |
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Learning Communities and Librarian Collaboration |
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105 | (1) |
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Online Learning and the Web |
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106 | (1) |
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107 | (1) |
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107 | (1) |
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108 | (3) |
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PART III PLANNING AND DEVELOPING INFORMATION LITERACY INSTRUCTION |
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Planning for Information Literacy Instruction |
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111 | (18) |
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111 | (1) |
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Recognizing the Information Need |
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112 | (1) |
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112 | (9) |
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Describe and Analyze the Current Situation---Needs Assessments |
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113 | (3) |
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Develop Instructional Goals, Objectives, and Expected Learning Outcomes |
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116 | (5) |
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121 | (2) |
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123 | (1) |
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From Outcomes to Assessments |
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123 | (1) |
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Special Issues at the Programmatic Level |
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123 | (2) |
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125 | (1) |
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126 | (1) |
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126 | (3) |
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129 | (30) |
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At the Instructional Cafe |
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129 | (1) |
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Which Form of Instruction for Which Situation? |
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130 | (2) |
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Synchronous or Asynchronous |
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130 | (1) |
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131 | (1) |
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Paper, Online, or Other Technology |
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132 | (1) |
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132 | (2) |
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134 | (6) |
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Audience/Learners (Type, Age or Educational Level, Skill Levels, and Size) |
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134 | (1) |
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135 | (1) |
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135 | (1) |
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Staffing: Planning, Preparation, and Delivery |
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136 | (1) |
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Time Constraints: Preparation and Development |
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137 | (1) |
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Time Constraints: Learning and Timing |
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138 | (1) |
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Facilities (Space, Equipment, and Software) for Development |
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138 | (1) |
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138 | (1) |
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Paper versus Online or Other Technology |
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139 | (1) |
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Hybrid or Blended Teaching and Learning |
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140 | (1) |
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141 | (1) |
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Information Literacy Instruction Modes and Materials |
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142 | (15) |
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143 | (4) |
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Course Related or Research Related |
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147 | (1) |
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Stand-alone and Supplementary Aids |
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148 | (9) |
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157 | (1) |
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157 | (1) |
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157 | (2) |
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Basic Copyright and Design Issues |
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159 | (14) |
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159 | (1) |
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Copyright, Fair Use, and Intellectual Property |
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159 | (3) |
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Fair Use and the U.S. Digital Millennium Copyright Act |
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159 | (2) |
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Implications for Information Literacy Instruction |
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161 | (1) |
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Budget, Administrative, and Colleague Support |
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162 | (3) |
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162 | (1) |
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Software and Equipment for Design |
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163 | (1) |
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164 | (1) |
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Categories of Instructional Modes and Materials |
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165 | (1) |
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General Design Principles |
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166 | (5) |
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166 | (1) |
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Instructional Needs (Purpose) |
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166 | (1) |
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How Much Content to Include |
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166 | (1) |
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Mechanics versus Concepts |
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167 | (1) |
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Jargon, Computerphobia, and Accessibility |
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168 | (1) |
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Keeping Learners' Attention |
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168 | (2) |
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170 | (1) |
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Learner Input in Meeting a Range of Needs |
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171 | (1) |
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171 | (1) |
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172 | (1) |
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172 | (1) |
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Designing Instructional Modes and Materials |
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173 | (26) |
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Designing Print Materials |
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173 | (4) |
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174 | (1) |
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White Space, Graphics, and Layout |
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174 | (2) |
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176 | (1) |
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176 | (1) |
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Preparation Time Available |
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177 | (1) |
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Designing Audio and Podcasts |
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177 | (1) |
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Designing Overhead Transparencies and Presentation Slide Shows |
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178 | (2) |
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178 | (1) |
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178 | (2) |
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Designing Videos and Vodcasts |
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180 | (2) |
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Video Screen Captures (Screencasts) |
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181 | (1) |
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181 | (1) |
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Computer-assisted Instruction |
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182 | (1) |
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Designing Web Sites and Web Pages |
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182 | (10) |
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182 | (3) |
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Instructional Web Page Design Principles |
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185 | (3) |
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Online Courses, Workshops, and Conferences |
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188 | (3) |
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Personalized and Customized Web Sites and Portals |
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191 | (1) |
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192 | (1) |
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193 | (1) |
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193 | (1) |
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193 | (2) |
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195 | (2) |
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Salvaging Outdated Materials |
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195 | (1) |
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Preparing for Nonfunctioning Presentation Software |
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196 | (1) |
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What to Do When the Web Server Is Down |
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196 | (1) |
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Preparing for Unexpected Changes in Web Interface or Content |
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196 | (1) |
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What to Do When the Network Connection Fails |
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197 | (1) |
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197 | (1) |
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197 | (1) |
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197 | (2) |
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Assessment: Improving Learning; Improving Teaching |
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199 | (22) |
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199 | (3) |
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202 | (1) |
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Designing Your Assessment |
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203 | (4) |
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204 | (2) |
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Learner-centered Assessment |
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206 | (1) |
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Methodological Issues: Timing and Data Format |
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207 | (1) |
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Selecting Your Assessment Tool |
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208 | (4) |
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209 | (1) |
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Types of Assessment Tools |
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209 | (3) |
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The Movement Toward Authentic Assessment |
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212 | (2) |
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213 | (1) |
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Assessing Information Literacy Instruction |
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214 | (2) |
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Toward Standardized Information Literacy Instruction Assessment Instruments |
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215 | (1) |
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216 | (1) |
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216 | (1) |
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217 | (4) |
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PART IV DELIVERING INFORMATION LITERACY INSTRUCTION |
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Learner-centered Teaching: Listen, Engage, Inspire |
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221 | (26) |
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What Makes a Good Teacher? |
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221 | (3) |
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Learner-centered Teaching and the Effective Teacher |
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222 | (2) |
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224 | (1) |
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225 | (5) |
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From Teacher-centered to Learning-centered Teaching |
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225 | (2) |
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227 | (3) |
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230 | (1) |
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230 | (2) |
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Practical Considerations: Tips for Teaching |
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232 | (10) |
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232 | (1) |
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Lesson Planning: General Considerations |
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232 | (8) |
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Lesson Planning: Specific Segments |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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242 | (2) |
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244 | (1) |
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244 | (1) |
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245 | (2) |
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Teaching in a Diverse World: Knowledge, Respect, and Inclusion |
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247 | (20) |
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Reaching and Teaching Diverse Populations |
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247 | (2) |
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249 | (2) |
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Knowledge, Not Stereotypes |
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250 | (1) |
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Viva La Difference: Cultural and Group Parameters |
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251 | (6) |
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251 | (2) |
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253 | (1) |
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Separate versus Connected Learning |
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253 | (1) |
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254 | (1) |
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255 | (1) |
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255 | (2) |
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257 | (1) |
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257 | (5) |
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Adult (Re-entry) Learners |
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257 | (1) |
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258 | (1) |
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Immigrants, First Generation, and ESL Learners |
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259 | (1) |
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259 | (2) |
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261 | (1) |
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262 | (3) |
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265 | (1) |
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266 | (1) |
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266 | (1) |
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Delivering Information Literacy Instruction in Various Environments |
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267 | (26) |
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Information Literacy Instruction---It Takes a Worldwide Village |
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267 | (2) |
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The Environments---What Are They? |
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269 | (1) |
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User Characteristics, Issues, and Information Literacy Instruction Efforts |
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270 | (18) |
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270 | (4) |
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274 | (5) |
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279 | (7) |
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286 | (2) |
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Breaking Down the Silos: Collaborations, Partnerships, and Sequencing |
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288 | (2) |
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290 | (1) |
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290 | (1) |
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291 | (2) |
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Using Technology to Support Pedagogy |
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293 | (26) |
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Give Us This Day Our Daily Technology? |
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293 | (1) |
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Questions About Technology Use in Instruction |
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294 | (5) |
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294 | (2) |
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296 | (1) |
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Advantages and Disadvantages of Technology Use in Instruction |
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296 | (3) |
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Learning and Trying Out Technology for Instruction |
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299 | (2) |
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301 | (2) |
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Examples of Popular Technologies to Try |
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303 | (5) |
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308 | (1) |
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Distance Education and Information Literacy Instruction Principles for Success |
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308 | (3) |
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310 | (1) |
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Are Online Learning, Distance Education, and e-Learning Best? |
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311 | (1) |
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311 | (2) |
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Using Technology to Prepare for Both Low-tech and High-tech Environments |
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313 | (1) |
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How Much Technology Is Too Much? |
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313 | (1) |
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Synchronicity and Asynchronicity, Redux |
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314 | (1) |
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The Crux of Learning and Teaching |
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314 | (1) |
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315 | (2) |
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317 | (1) |
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317 | (1) |
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317 | (2) |
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Teaching Online Tools and Resources |
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319 | (18) |
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319 | (3) |
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Online Tools and Resources and Information Literacy Instruction |
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322 | (1) |
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Teaching ``Traditional'' versus Emerging Technologies |
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322 | (11) |
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History, Practice, and User Needs |
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324 | (1) |
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Teaching ``Traditional'' Information Literacy Instruction---related Online Tools and Resources |
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324 | (5) |
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Transitioning to Emerging Technologies |
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329 | (3) |
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Beyond the Baseline . . . Teaching Emerging Online Tools and Resources |
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332 | (1) |
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333 | (1) |
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333 | (1) |
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334 | (3) |
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PART V THE FUTURE OF INFORMATION LITERACY INSTRUCTION |
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Visions of the Future: Two Perspectives |
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337 | (6) |
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Esther S. Grassian's Perspective |
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337 | (2) |
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Patience and Respect for the Past |
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337 | (1) |
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Judicious Use of Technology as a Tool |
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338 | (1) |
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Joy in Empowering All Learners |
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338 | (1) |
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339 | (1) |
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Joan R. Kaplowitz's Perspective |
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339 | (4) |
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Power, Politics, and Information Literacy Instruction |
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340 | (1) |
|
Our Information Is Out There---Information Literacy Instruction and Privacy Issues |
|
|
341 | (1) |
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Where Do We Go from Here? |
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|
341 | (2) |
| Bibliography |
|
343 | (48) |
| Index |
|
391 | (20) |
| About the Authors |
|
411 | |
