Librarians who teach one-shot library instruction classes (one-time, one- to three-hour classes to students who are assumed to be novice researchers) are often torn between two pedagogic approaches: a "critical mass" pedagogy emphasizing a minimum amount of databases that must be introduced with little time for student searching, and a…

Inquiry does not replace information literacy; it encompasses it. It encourages librarians to consider instructional design beyond information search, retrieval, citation, and use. Inquiry-based learning invites school librarians to step into all aspects of instructional planning, from activating prior knowledge straight through to reflection.…

Addresses the need for and success of inservice education for media specialists and the role of media specialists as providers and consumers in this process. Six steps in planning and conducting inservice activities are discussed: (1) needs assessment; (2) objectives; (3) learner analysis; (4) material and activity selection; (5) implementation;…

A library skills program for freshman composition students was redesigned to correct problems caused by a lack of uniformly accepted methods of implementation. Changes made included a revised workbook, streamlined class sessions, enforcement of due dates for exercises, and improved communication with faculty. Three references are listed. (MES)

Augustana (located in Camrose, Alberta, Canada, and formerly known as Augustana University College) is an undergraduate liberal arts and sciences faculty of the University of Alberta with an enrollment of approximately 1,100 students. The fall of 2001 marked the inception of for-credit discipline-specific information literacy (IL) course offerings…

Information skills instruction is a fundamental and vital part of K-12 education in the 21st century. "The Handy 5", a proven effective model for planning, teaching, and assessing information skills instruction, was written to help library media specialists and teachers to collaborate more effectively in the teaching of information skills. This…

Summarizes advantages and disadvantages of using computer-assisted instruction for library skills instruction and describes seven steps for developing a program for use in an academic library setting: (1) needs assessment; (2) objectives; (3) program language selection; (4) hardware selection; (5) writing the program(s); (6) feedback and…

This book, on the process of becoming a library teacher at the postsecondary level, is divided into two parts. Part 1, "Library Instruction as Performance," is devoted to the presentation techniques that are the basis for good instruction. Chapters in this part cover performance anxiety, taming teaching terror, preparing oneself…

Briefly describes the benefits of computer-assisted instruction for library applications in bibliographic instruction and staff training and notes that little quality software is available that is appropriate. Detailed guidelines are provided for librarians to design their own courseware, including planning, designing, writing, programming, and…

This book proposes the application of peer tutoring to library instruction, primarily in the academic library setting. Chapter 1 provides a brief historical view of library instruction and current trends that make peer tutoring a possible form of library service. Chapter 2 describes peer tutoring as currently practiced in higher education.…

Briefly discusses the evolution of duties of school media specialists and describes use of an attitudinal questionnaire to survey the school community to see how well media services are being received and whether improvements or adjustments are necessary. Items to be included in such a questionnaire are listed. (MBR)

The purpose of this book is to introduce innovative educational concepts and techniques to help librarians and other information professionals create technology learning courses, sessions, workshops, and modules. The book applies the concepts of instructional systems design (ISD) to designing courses, or parts of courses, for instruction on…

Review of literature on instructional improvement services and the role of the media center concludes that such services will enhance media center value to postsecondary faculty and institutions. Five recommendations are offered to media centers and their management-level personnel to prepare them to take on this role. (MBR)

The editors of School Library Media Activities Monthly discuss the debate between advocates of a strong instructional development or design role for library media specialists and advocates of strong library media skills programs. They suggest that well-planned and interesting lessons can incorporate both library media and classroom objectives. (EM)

Reviews the role of a public school media specialist and suggests resources for further reading in various areas. Highlights include the instructional role; levels of instructional involvement; the role of school libraries; teaching information skills; and the evaluation process, including evaluation of instructional systems, student performance,…