Information Literacy Instruction Handbook is designed primarily for librarians new to teaching or management of information literacy instruction. In addition, it serves as a one-stop refresher source on key topics for more experienced librarians. The approach is practical, with an emphasis on up to date situations and approaches. It contains concise and practical chapters, written by experienced information literacy instruction librarians, providing the basics but with references to other key sources for those who would like to explore topics further.

Information Literacy Instruction Handbook

Literature & Fiction

Christopher N. Cox

Elizabeth Blakesley Lindsay

History & Criticism

Assoc of College & Research Libraries

The College Library Information on Policy and Practice (CLIPP) publishing program, under the auspices of the College Libraries Section of the Association of College and Research Libraries, provides college and small university libraries analysis and examples of library practices and procedures. Academic Librarian Faculty Status: CLIPP #47 contains a thorough literature review and bibliography, analysis and discussion of survey results, and sample criteria, policies, and guidelines for appointment, promotion, and tenure for librarians with and without faculty status. No other group of employees in higher education has occupied quite the same ambivalent status on campus as librarians. The debate over granting librarians the same rights and responsibilities as faculty has generated a substantial body of literature over the years. Most of this research has tended to focus on either a mix of institutional sizes or on large universities, with a surprising dearth of studies of smaller institutions. The results of the survey reported in CLIPP #47 fills this gap, as well as offering practical information and sample tenure and promotion documents and policies. &nbsp;

Academic Librarian Faculty Status: CLIPP #47 (Volume 47) (College Library Information on Policy and Practice)

Politics & Social Sciences

Social Sciences

Academic libraries and museums foster many outstanding collaborations supporting teaching, learning, and research within their respective institutions. These collaborations, like other progressive activities, require significant invisible labor, caretaking, and resources that have not always been documented. &nbsp; Cultural Heritage and the Campus Community collects examples of successful academic library-museum collaborations and serves as critical knowledge for the cultural heritage sector. Authors from libraries and museums across the United States demonstrate how to develop and execute partnerships and bring forth new dimensions of transdisciplinary objects-based pedagogy, research, and learning centered on inclusive educational practices. Chapters explore visual thinking strategies and the Framework for Information Literacy in Higher Education in the undergraduate classroom; restoring Indigenous heritage through tribal partnerships; using object-based teaching to motivate student research; and much more. &nbsp; The collaborative approaches highlighted here demonstrate the power of possibility when two collections-centric entities unite to enrich our collective understanding of materiality, instructional approaches, and the importance of provenance. Cultural Heritage and the Campus Community also illustrates why interrogating past practices and value assignments within academic library and museum collections is essential to advancing culturally relevant approaches to knowledge sharing in physical and digital spaces.

Cultural Heritage and the Campus Community:: Academic Libraries and Museums in Collaboration (Volume 80) (Publications in Librarianship)

The present volume is timely not only because it models creative and effective strategies to advance both open education and information literacy, but especially because it poses critical questions and urges practitioners to go well beyond questions of access to and the use of information. It demands reflection on what is being accessed (and what is not), who is gaining access (and who is not), who is providing access (and who is not), and what the goal is of this access (and what lies beyond access).—from the Foreword by Rajiv S. Jhangiani\nInformation literacy skills are key when finding, using, adapting, and producing open educational resources (OER). Educators who wish to include OER for their students need to be able to find these resources and use them according to their permissions. When open pedagogical methods are employed, students need to be able to use information literacy skills as they compile, reuse, and create open resources.\nIntersections of Open Educational Resources and Information Literacy captures current open education and information literacy theory and practice and provides inspiration for the future. Chapters include practical applications, theoretical musings, literature reviews, and case studies and discuss social justice issues, collaboration, open pedagogy, training, and advocacy. The book is divided into six parts: Foundations Teaching Info Lit with OER Librarian Support of Open Pedagogy/OER Social Justice/Untold Stories Student Advocacy Spreading the Love: Training Future Advocates and Practitioners Chapters cover topics including library-led OER creation; digital cultural heritage and the intersections of primary source literacy and information literacy; situated learning and open pedagogy; critical librarianship and open education; and developing student OER leaders.\nIntersections of Open Educational Resources and Information Literacy—which went through an open peer review process—informs and inspires on OER, info lit, and their many iterative convergences. It is available as an open access edition at https://bit.ly/ACRLOERInfoLit.

Intersections of Open Educational Resources and Information Literacy (Volume 79) (Publications in Librarianship)

Designing Libraries for the 21st Century

Using Open Educational Resources to Promote Social Justice explores the opportunities and challenges of moving the discussion about open educational resources (OER) beyond affordability to address structural inequities found throughout academia and scholarly publishing. OER have the potential to celebrate research done by marginalized populations in the context of their own communities, to amplify the voices of those who have the knowledge but have been excluded from formal prestige networks, and to engage students as co-creators of learning content that is relevant and respectful of their cultural contexts.\nEdited by academic librarians with experience advocating across campus, Using Open Educational Resources to Promote Social Justice takes a multidisciplinary approach and is filled with examples of the ways OER and open pedagogy can be used to support social justice in education. In five sections, it covers a wide range of topics from theoretical critiques to multidisciplinary examples of OER development in practice to examinations of institutional support for OER development. Section I: Theory and Problematizing Section II: Open Praxis Section III: Decolonizing Learning in the Global South Section IV: Scaling Up with Institutional Policies (Approaches) Section V: Building and Decolonizing OER Platforms Using Open Educational Resources to Promote Social Justice offers something for everyone who advocates for open pedagogy and OER across campus, from librarians to teaching faculty to centers for teaching and learning. It demonstrates ways that open pedagogy—and especially practices that encourage students to participate in building or localizing OER—can provide a way to incorporate a wider range of perspectives into original research projects and add these crucial perspectives into the scholarly discourse.\nThis book is also available as an open access edition at https://bit.ly/ACRLOERSJ.

Using Open Educational Resources to Promote Social Justice

How do you supervise a graduate student working in a library--and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students? Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections: <ul> <li>Creating Access Pathways</li> <li>Developing, Running, and Evolving Programs for LIS Students</li> <li>Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth</li> <li>Centering the Person&nbsp;</li> </ul> Chapters cover topics including developing experiential learning opportunities for online students; cocreated cocurricular graduate learning experiences; an empathy-driven approach to crafting an internship; self-advocacy and mentorship in LIS graduate student employment; and sharing perspectives on work and identity between a graduate student and an academic library manager. Throughout the book you'll find "Voices from the Field," profiles that showcase the voices and reflections of the graduate students themselves, recent graduates, and managers. &nbsp; Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.

Learning in Action:: Designing Successful Graduate Student Work Experiences in Academic Libraries

As records of firsthand accounts, primary sources reveal something about their creators and cultural context. Combining these two elements is a recipe for a transformative classroom experience. The Teaching with Primary Sources Cookbook brings together the work of archivists, librarians, museum professionals, and other educators who evoke the power of primary sources to teach information literacy skills to a variety of audiences. The Cookbook is divided into six sections, with an appendix containing the full text of the Guidelines for Primary Source Literacy developed by a Society of American Archivists and ACRL's Rare Books and Manuscript Section joint task force: <ul> <li>Meal Prep: Teaching Archival Literacy</li> <li>Good Orderer: Teaching Search and Discovery in Archives and Special Collections</li> <li>Food Critics: Teaching Primary Source Literacy</li> <li>Something from the Cart: Exhibitions as Teaching and Learning</li> <li>Takeout: Teaching with Digital Collections</li> <li>Community Picnics: K-12 and Non-Course-Related Instruction</li> </ul> This work aims to provide an entry point for those new to teaching with primary sources and to be a repository of creative ideas for experienced instructors to refresh their lesson plans. It also endeavors to bring together the sometimes disparate realms of each of the professional niches of its authors.

The Teaching with Primary Sources Cookbook

Reference

Product Description Every student brings their own individual set of educational and personal experiences to a research project, and peer research consultants are uniquely able to reveal this “hidden curriculum” to the researchers they assist. In seven highly readable chapters, How to Be a Peer Research Consultant provides focused support for anyone preparing undergraduate students to serve as peer research consultants, whether you refer to these student workers as research tutors, reference assistants, or research helpers. Inside you’ll find valuable training material to help student researchers develop metacognitive, transferable research skills and habits, as well as foundational topics like what research looks like in different disciplines, professionalism and privacy, ethics, the research process, inclusive research consultations, and common research assignments. It concludes with an appendix containing 30 activities, discussion questions, and written reflection prompts to complement the content covered in each chapter, designed to be easily printed or copied from the book. How to Be a Peer Research Consultant can be read in its entirety to gather ideas and activities, or it can be distributed to each student as a training manual. It pays particular attention to the peer research consultant-student relationship and offers guidance on flexible approaches for supporting a wide range of research needs. The book is intended to be useful in a variety of higher education settings and is designed to be applicable to each institution’s unique library resources and holdings. Through mentoring and coaching, undergraduate students can feel confident in their ability to help their peers with research and may be inspired to continue this work as professional librarians in the future. About the Author Maglen Epstein, Research and Instruction Librarian, and Bridget Draxler, Associate Director of Writing, Speaking, and Academic Support, both work at St. Olaf College in Northfield, Minnesota. In addition to separately training undergraduate students in research support and writing tutoring, respectively, Maggie and Bridget have also co-trained students in the combined position of Writing and Research Tutor as part of an initiative to better support underrepresented first-year students. Their combined experience with tutor training, collaborative efforts to create cross-campus partnerships, and individual expertise in research instruction and writing pedagogy have shaped the collaborative and practical nature of this book.

How to be a Peer Research Consultant: A Guide for Librarians and Students

Epstein, Maglen

Draxler, Bridget

The pedagogical value and real-life applicability of traditional research writing assignments has been investigated since at least the 1990s, and the increase in adoption of alternative assignments could be an indication that students are questioning their long-term benefits. Traditional research writing assignments do not always align with the goals and outcomes that students set for their education. Embracing Change: Alternatives to Traditional Research Writing Assignments collects existing alternative assignments from librarians and classroom instructors and examines their benefits and drawbacks, impact on various student populations, and the support needed to make them successful. In two parts--Analog-Driven Assignments and Technology-Driven Assignments--authors offer a wealth of insight into the theory and practice of utilizing alternative assignments. Case studies detail the development of assignments, their implementation, lessons learned, and assessment, and provide examples and reference materials for incorporating or refining your own alternative assignments. Projects covered include: <ul> <li>how students engage with writing gray literature</li> <li>producing a local voting guide</li> <li>creating museum-level exhibit labels</li> <li>composing and printing original poems using a letterpress</li> <li>developing finding aids</li> <li>writing a children's book</li> <li>creating infographics and lightning talk videos</li> <li>learning digital literacy using podcasts</li> <li>a variety of digital humanities projects&nbsp;</li> </ul> Embracing Change is a testament to the power of interdisciplinary collaboration, highlights the value of alternative assignments, and provides librarians and educators with practical guidance for creating, implementing, and supporting alternatives to research writing assignments.

Embracing Change:: Alternatives to Traditional Research Writing Assignments

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