Information Literacy Instruction: Theory and Practice.

Information Literacy Instruction: Theory and Practice provides both an excellent overview to the topic of teaching information literacy to library users of all kinds and an in-depth discussion of the idea, from its history to its application in library classes. Information literacy is a concept that has been around for some time. According to the authors, Paul G. Zurowski first defined information literacy in 1974. He said an information-literate person is “anyone who had learned to use a wide range of information sources in order to solve problems at work and in his or her daily life” (p. 4). Over the years, it has taken on additional meanings, most of which pertain to technology. Although the issues raised by technology can predominate the teaching exchange, the core definition of information literacy deals with how people search for information and how they transfer those skills to a variety of needs. This is of concern to librarians who deal with a range of teaching environments—from one-shot classes to formal course-integrated interactions with classes. This book relates these basic concepts and theories of learning theory, then gives examples of applying them to the classroom. The underlying premise of the book is that librarians are good at instruction, but, because of rapid changes in the way information is presented and used, they need to become more skilled at information-literacy instruction. It is important for library users of all ages and in all fields to be information literate. If they learn the concepts behind information needs and retrieval, they can apply them across a broad range of situations. Library instruction has moved beyond the notion of teaching database mechanics and into the realm of teaching transferable skills. Librarians are uniquely positioned to work with both the information and the users who are accessing the information. Various modes of instruction are discussed, from synchronous to asynchronous and from remote electronic classes to hands-on classes presented in person. This book is a particularly useful tool for individuals learning how to teach classes in information literacy for the first time, as well as individuals who have taught classes for a while and would like to develop their skills. Each chapter is structured with substantial description and discussion in the beginning, a summary, exercises to reinforce what the chapter covered, and, finally, additional reading to pursue. Chapters cover topics such as summarizing the history of information literacy; learning theory from a psychological perspective; critical thinking and active learning; planning and developing information literacy instruction; understanding copyright and design issues; assessing, evaluating, and revising information literacy instruction programs; and using technology to teach information literacy. The audience for this book consists of librarians who work in a variety of settings, including medical libraries. Librarians who deal with any kind of teaching will find this book relevant to their work. The authors provide many scenarios to illustrate their points. The illustrations are particularly useful when deciding how to apply the suggestions to individual class situations. The book is well structured for easy use. The chapters can be taken as free-standing units to be used as a reference tool, or the book can be read as a whole to get a bigger picture of information literacy as it applies to libraries. The book includes a CD-ROM with additional information such a PowerPoint presentation about distance learning and the additional readings lists from each chapters with links. Information Literacy Instruction: Theory and Practice is strongly recommended for librarians whose responsibilities involve teaching users how to access information of any kind. Librarians new to the field, as well as those who have been teaching for some time, will find the book useful to their ongoing training on teaching strategies.