Information Literacy and Information Skills Instruction

Preface to Fourth Edition
Introduction
1-Reference Traditions: From "Personal Assistance" to Instructional Intervention
"Personal Assistance" in Public Libraries
Service Traditions in Academic Libraries
The Move to Instruct Users: Justin Winsor's Legacy
Columbia College's Melvil Dewey
Princeton's William Warner Bishop
Vassar's Lucy Maynard Salmon
Taxonomy of Reference Service Levels
Dissenting Views and Critiques of Reference Services
20th-Century Instructional Initiatives in Academic Libraries
Peabody College's Louis Shores
The Mid-Century Information Explosion
Knapp's Experiment
The Value of Teaching Library Use Skills in Context: The Earlham College Experience
BI in the 21st Century: Strategies and Techniques
One-Shot Instruction
Information Literacy Credit-Bearing Courses
Making Connections for Integrated Instruction
Embedded Librarians
The Commons
The Challenge of the First-Year Student
What to Teach: A Framework
Information Literacy International
Conclusion
2-The School Library Idea: From Dream to Reality
School Library Beginnings: Opening the Door
Combining School and Public Libraries
Establishing School Library Services
20th-Century Educational Developments
Inequities in Library Services
Library Standards for Public Schools
Progress toward Centralization of School Collections
The Standards for School Library Media Programs: A Turning Point
The Knapp School Libraries Project
New Standards in 1969
Developing Instructional Programs
School Libraries and School Reform
Teaching Library Lessons
New Focus on Student Learning
Three New Roles: Information Power
Proving the Value of Library Skills Instruction
Renewed Focus on Teaching and Learning
A New Vision for a New Millennium
Empowering Learners: Guidelines for School Library Programs
National School Library Standards for Learners, School Librarians, and School Libraries
Standards from the International Society for Technology in Education
The Common Core State Standards
Flexible Scheduling
Demonstrating Our Value: An Enduring Dilemma
Conclusion
3-The Information Search Process: Kuhlthau's Legacy
Modes of Instruction: The Source Approach
Modes of Instruction: The Pathfinder Approach
Modes of Instruction: The Process Models Approach
Sheingold's Inquiry Model
Callison's Free-Inquiry Model
Kuhlthau's Information Search Process Model
Theoretical Underpinnings
Verification of Kuhlthau's ISP
A Closer Look at Kuhlthau's ISP
Kuhlthau's Research "Moods"
Research Based on Kuhlthau's ISP Model
ISP in the 21st Century
Kuhlthau's Intervention Model: Taxonomy of Service Assistance
The Theoretical Basis for Service Intervention
Inquiry Learning: A New Framework for Information Literacy Instruction
The Impact of Online Resources
Guided Inquiry Learning: Moving beyond the ISP
Third Space
Guided Inquiry: The Team Approach
The National School Library Standards (2018) Feature Inquiry
Alternative Frameworks for Process Instruction
Eisenberg and Berkowitz's Big6 Skills
Stripling Model of Inquiry
Joyce and Tallman's I-Search Model
KWL-RAN©
Conclusion
Notes
4-Cognitive and Social Frameworks for Teaching and Learning
Constructivist Principles Drive Curriculum Decision Making
How Children Learn
Contextualizing Instruction
The Focus on Process: Implications for Teaching and Learning
More Constructivist Roles for Library Instruction and Services
Student-Centered Teaching
Cognitive Apprenticeships
Own It, Learn It, Share It
Information Search Process Strategies That Support Students
Motivating Today's Learners
Motivation Theory: Two Approaches
The Effect of Culture on Motivation
5-Diagnosing Informational and Instructional Needs
Grover's Diagnostic Model
Dimensions of Difference
Information Needs
Maslow's Hierarchy of Needs
Applying Theories of Information Needs in the School Library
Socioeconomic Issues and Children's Information Needs
Theories of Cognitive Development and Complexity
Piaget's Theory of Cognitive Development
Bloom's Taxonomy
Revising Bloom's Taxonomy
Learning Styles and Learning Modes
Kolb's Learning Modes
Sternberg's Triarchic Theory of (Successful) Intelligence
Pask's Holistic and Serialistic Problem Solvers
Cerebral Laterality and Multiple Intelligences
Gardner's Multiple Intelligences
Theories of Social and Cultural Difference
Using Cognitive, Cultural, and Social Theories in a Library Context
Matching Learning-Style Preferences to the Information Search Process and Information Search Process Models
Relating Cultural and Social Differences to Instructional Design
Differentiating Research Tasks
Modeling Support for All Students in Library Design and Instruction
Conclusion
Notes
6-Building Information Competence: Designing Instruction for Today's Learners
Creating Competent Students: An Instructional Imperative
The Digital Age of Generations X and Y
Understanding Generation Z
Web 2.0: An Information Space for Children and Youth
How Students Think about and Use the Internet in Information Seeking
The Experience and Meaning of the Internet for Children and Youth
Research Focus on Information Seeking in Electronic Resources
Online Searching Behavior of Students
Technology and Learning: Benefits and Challenges of Online Access
Barriers to Information Seeking: Ethical Issues
Ineffective Searching Strategies and Techniques
Handling Search Output
Evaluating Online Information Sources
The Importance of Critical Review of Internet Resources in an Era of Fake News
Judging Relevance
Improving Children's Chances of Searching Success
Process Models as Structures for Learning
Understanding the Library and Its Online Resources
The Importance of Background, Domain, or Topical Knowledge
Selecting Topics and Tasks That Are Developmentally Appropriate
Allowing Time for Information Seeking
Developing Competent Searchers: Instructional Strategies
The Importance of Personalized Learning
Collaboration as an Information-Seeking Strategy
Presearch/Inquiry: An Essential First Step
Search Strategizing
Journaling
Changes for School Librarians: Teacher and Information Specialist Roles
New Competencies
Teacher-School Librarians as Instructional Partners
Conclusion
Notes
7-Creating Effective Inquiry-Based Educational Tasks
Inquiry-Based Learning
Characteristics of Effective, Research-Based Assignments
Self-Assessment
The Affective Domain
Effective Assignments from the Student's Point of View
Authentic Research: Building Competencies through "Real" Tasks174
Competencies for Independent Research in the School Library
Cognitive Barriers to Inquiry
Critical Thinking and Information Literacy
Helping Students Develop Evaluation Skills
Reading Skills
Conclusion
8-Evaluating Students, Librarians, and Libraries
Concern for Student Achievement
Educational Assessment: The Standardized Testing Imperative
Outcomes-Based Education
The School Librarian and Formative Assessment
Alternative Models for Student Assessment
Authentic Assessment
Authentic Assessment Models
Authentic Tests
Authentic Portfolios
Authentic Performances
Student Profiles
Personal Contacts
Alternative/Authentic Assessment: Difficulties and Disadvantages
The School Librarian and Alternative Assessment
Evaluating the School Library
Library Standards
Library Use: Circulation and Library Visits
Standardized Tests
Focusing on the Educational Value of School Library Programs
Determining the Value of the School Library Program
Measuring Student Achievement
Shifting the Evaluation Paradigm
Reading Achievement and School Libraries
Curriculum Integration
Emphasis on Evidence-Based Practice
Research in Practice
Assessing the School Librarian
Conclusion
9-Attending to the Social Needs of Today's Learners
Acknowledging the Social Dimension of School Library Work
Information Seeking as a Social Activity
Social Identity Issues in the School Library
Interpersonal Interactions in the School Library Context
Library Encounters as Communicative Action
Approachability: A Key Aspect of Library Service
Self-Esteem Needs of Library Users
Reference Interactions Online: Teenage Experiences and Preferences
How We Describe Library Users' Matters
Conclusion
Epilogue
References
Index