Information Literacy and Information Skills Instruction: New Directions for School Libraries
292
Information Literacy and Information Skills Instruction: New Directions for School Libraries
292Paperback(4th ed.)
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Overview
The development of information literacy skills instruction can be traced from its basis in traditional reference services to its current growth as an instructional imperative for school librarians. Reviewing the scholarly research that supports best practices in the 21st-century school library, this book contains insights into improving instruction across content areas—drawn from the scholarly literatures of library and information studies, education, communication, psychology, and sociology—that will be useful to school, academic, and public librarians and LIS students.
In this updated fourth edition, special attention is given to recent studies of information seeking in changing instructional environments made possible by the Internet and new technologies. This new edition also includes new chapters on everyday information seeking and motivation and a much-expanded chapter on Web 2.0. The new AASL standards are included and explored in the discussion. This book will appeal to LIS professors and students in school librarianship programs as well as to practicing school librarians.
Product Details
| ISBN-13: | 9781440844515 |
|---|---|
| Publisher: | Bloomsbury Academic |
| Publication date: | 06/09/2020 |
| Edition description: | 4th ed. |
| Pages: | 292 |
| Sales rank: | 1,128,290 |
| Product dimensions: | 7.00(w) x 10.00(h) x 0.75(d) |
About the Author
Sherry R. Crow is professor and administrator of the school librarian endorsement program at the University of Nebraska at Kearney.
Judy A. Henning is assistant professor at the University of Nebraska at Kearney.
Jean Donham is a retired professor of school library studies, a position she held at the University of Northern Iowa.
Table of Contents
Preface to Fourth Edition xi
Introduction xiii
1 Reference Traditions: From "Personal Assistance" to Instructional Intervention 1
"Personal Assistance" in Public Libraries 1
Service Traditions in Academic Libraries 4
The Move to Instruct Users: Justin Winsor's Legacy 5
Columbia College's Melvil Dewey 5
Princeton's William Warner Bishop 6
Vassar's Lucy Maynard Salmon 6
Taxonomy of Reference Service Levels 7
Dissenting Views and Critiques of Reference Services 9
20th-century Instructional Initiatives in Academic Libraries 10
Peabody College's Louis Shores 10
The Mid-Century Information Explosion 10
Knapp's Experiment 11
The Value of Teaching Library Use Skills in Context: The Earlham College Experience 12
BI in the 21st Century: Strategies and Techniques 13
One-Shot Instruction 14
Information Literacy Credit-Bearing Courses 14
Making Connections for Integrated Instruction 15
Embedded Librarians 16
The Commons 17
The Challenge of the First-Year Student 17
What to Teach: A Framework 18
Information Literacy International 19
Conclusion 20
2 The School Library Idea: From Dream to Reality 21
School Library Beginnings: Opening the Door 21
Combining School and Public Libraries 22
Establishing School Library Services 23
20th-Century Educational Developments 24
Inequities in Library Services 25
Library Standards for Public Schools 26
Progress toward Centralization of School Collections 26
The Standards for School Library Media Programs: A Turning Point 27
The Knapp School Libraries Project 28
New Standards in 1969 28
Developing Instructional Programs 29
School Libraries and School Reform 29
Teaching Library Lessons 30
New Focus on Student Learning 31
Three New Roles: Information Power 32
Proving the Value of Library Skills Instruction 32
Renewed Focus on Teaching and Learning 33
A New Vision for a New Millennium 34
Empowenng Learners: Guidelines for School Library Programs 35
National School Library Standards for Learners, School Librarians, and School Libraries 36
Standards from the International Society for Technology in Education 37
The Common Core State Standards 38
Flexible Scheduling 39
Demonstrating Our Value: An Enduring Dilemma 40
Conclusion 41
3 The Information Search Process: Kuhlthau's Legacy 43
Modes of Instruction: The Source Approach 43
Modes of Instruction: The Pathfinder Approach 44
Modes of Instruction: The Process Models Approach 44
Sheingold's Inquiry Model 45
Callison's Free-Inquiry Model 45
Kuhlthau's Information Search Process Model 46
Theoretical Underpinnings 47
Verification of Kuhlthau's ISP 48
A Closer Look at Kuhlthau's ISP 49
Kuhlthau's Research "Moods" 51
Research Based on Kuhlthau's ISP Model 51
ISP in the 21st Century 57
Kuhlthau's Intervention Model: Taxonomy of Service Assistance 58
The Theoretical Basis for Service Intervention 58
Inquiry Learning: A New Framework for Information Literacy Instruction 59
The Impact of Online Resources 60
Guided Inquiry Learning: Moving beyond the ISP 61
Third Space 62
Guided Inquiry: The Team Approach 64
The National School Library Standards (2018) Feature Inquiry 64
Alternative Frameworks for Process Instruction 65
Eisenberg and Berkowitz's Big6 Skills 66
Stripling Model of Inquiry 68
Joyce and Tallman's I-Search Model 69
KWL-RAN© 72
Conclusion 73
Notes 74
4 Cognitive and Social Frameworks for Teaching and Learning 77
Constructivist Principles Drive Curriculum Decision Making 78
How Children Learn 79
Contextualizing Instruction 79
The Focus on Process: Implications for Teaching and Learning 80
More Constructivist Roles for Library Instruction and Services 81
Student-Centered Teaching 82
Cognitive Apprenticeships 83
Own It, Learn It, Share It 84
Information Search Process Strategies That Support Students 84
Motivating Today's Learners 86
Motivation Theory: Two Approaches 87
The Effect of Culture on Motivation 91
5 Diagnosing Informational and Instructional Needs 95
Graver's Diagnostic Model 96
Dimensions of Difference 97
Information Needs 98
Maslow's Hierarchy of Needs 100
Applying Theories of Information Needs in the School Library 101
Socioeconomic Issues and Children's Information Needs 104
Theories of Cognitive Development and Complexity 105
Piaget's Theory of Cognitive Development 106
Bloom's Taxonomy 107
Revising Bloom's Taxonomy 108
Learning Styles and Learning Modes 109
Kolb's Learning Modes 109
Sternberg's Triarchic Theory of (Successful) Intelligence 111
Pask's Holistic and Serialistic Problem Solvers 112
Cerebral Laterality and Multiple Intelligences 113
Gardner's Multiple Intelligences 114
Theories of Social and Cultural Difference 115
Using Cognitive, Cultural, and Social Theories in a Library Context 119
Matching Learning-Style Preferences to the Information Search Process and Information Search Process Models 120
Relating Cultural and Social Differences to Instructional Design 123
Differentiating Research Tasks 125
Modeling Support for All Students in Library Design and Instruction 126
Conclusion 128
Notes 128
6 Building Information Competence: Designing Instruction for Today's Learners 131
Creating Competent Students: An Instructional Imperative 132
The Digital Age of Generations X and Y 133
Understanding Generation Z 135
Web 2.0: An Information Space for Children and Youth 135
How Students Think about and Use the Internet in Information Seeking 136
The Experience and Meaning of the Internet for Children and Youth 137
Research Focus on Information Seeking in Electronic Resources 139
Online Searching Behavior of Students 139
Technology and Learning: Benefits and Challenges of Online Access 141
Barriers to Information Seeking: Ethical Issues 141
Ineffective Searching Strategies and Techniques 143
Handling Search Output 143
Evaluating Online Information Sources 144
The Importance of Critical Review of Internet Resources in an Era of Fake News 145
Judging Relevance 146
Improving Children's Chances of Searching Success 147
Process Models as Structures for Learning 147
Understanding the Library and Its Online Resources 148
The Importance of Background, Domain, or Topical Knowledge 149
Selecting Topics and Tasks That Are Developmentally Appropriate 150
Allowing Time for Information Seeking 150
Developing Competent Searchers: Instructional Strategies 151
The Importance of Personalized Learning 152
Collaboration as an Information-Seeking Strategy 152
Presearch/Inquiry: An Essential First Step 153
Search Strategizing 155
Journaling 156
Changes for School Librarians: Teacher and Information Specialist Roles 157
New Competencies 158
Teacher-School Librarians as Instructional Partners 159
Conclusion 160
Notes 161
7 Creating Effective Inquiry-Based Educational Tasks 163
Inquiry-Based Learning 163
Characteristics of Effective, Research-Based Assignments 164
Self-Assessment 168
The Affective Domain 170
Effective Assignments from the Student's Point of View 172
Authentic Research: Building Competencies through "Real" Tasks 174
Competencies for Independent Research in the School Library 176
Cognitive Barriers to Inquiry 176
Critical Thinking and Information Literacy 177
Helping Students Develop Evaluation Skills 178
Reading Skills 180
Conclusion 180
8 Evaluating Students, Librarians, and Libraries 183
Concern for Student Achievement 184
Educational Assessment: The Standardized Testing Imperative 186
Outcomes-Based Education 187
The School Librarian and Formative Assessment 188
Alternative Models for Student Assessment 188
Authentic Assessment 190
Authentic Assessment Models 190
Authentic Tests 190
Authentic Portfolios 191
Authentic Performances 191
Student Profiles 191
Personal Contacts 192
Alternative/Authentic Assessment: Difficulties and Disadvantages 192
The School Librarian and Alternative Assessment 193
Evaluating the School Library 194
Library Standards 195
Library Use: Circulation and Library Visits 196
Standardized Tests 196
Focusing on the Educational Value of School Library Programs 197
Determining the Value of the School Library Program 197
Measuring Student Achievement 199
Shifting the Evaluation Paradigm 199
Reading Achievement and School Libraries 202
Curriculum Integration 203
Emphasis on Evidence-Based Practice 204
Research in Practice 206
Assessing the School Librarian 207
Conclusion 207
9 Attending to the Social Needs of Today's Learners 209
Acknowledging the Social Dimension of School Library Work 209
Information Seeking as a Social Activity 211
Social Identity Issues in the School Library 212
Interpersonal Interactions in the School Library Context 212
Library Encounters as Communicative Action 213
Approachabiliry: A Key Aspect of Library Service 214
Self-Esteem Needs of Library Users 215
Reference Interactions Online: Teenage Experiences and Preferences 218
How We Describe Library Users' Matters 219
Conclusion 220
Epilogue 221
References 223
Index 261