Bibliography


Increasing Your Teaching Skills
Teaching Information Literacy Concepts
Teaching to a Bad Assignment
Teaching Searching Skills without a Computer Classroom

Increasing Your Teaching Skills

   

Allen, Eileen E. "Active Learning and Teaching: Improving Postsecondary Library Instruction." The Reference Librarian 51/52 (1995): 89-103.
Allen describes the history of the concept of active learning, attempts to define the term and discusses active learning techniques that can be incorporated in library instruction sessions. Helpful to new librarian-teachers and a good refresher for experienced teachers.

Arnold, Judith M. "'I Know It When I See It': Assessing Good Teaching." Research Strategies 16 (1998): 1-28.
Based on data gathered from librarians at Western Michigan University and attendees at a LIRT meeting, Arnold identifies seven traits and behaviors that are associated with good teaching. A good checklist for new and experienced librarians to consult.

Jacobson, Trudi E. and Beth L. Mark. "Teaching in the Information Age: Active Learning Techniques to Empower Students." The Reference Librarian 51/52 (1995): 105-120.
In the same issue of The Reference Librarian as the Allen article, this article also discusses active learning theory. In addition, Jacobson and Mark include and discuss specific exercises that can be incorporated into instruction sessions and offer students a more interactive experience.

Kilcullen, Maureen. ìTeaching Librarians to Teach: Recommendations on What We Need to Know.î Reference Services Review 26 (1998): 7-18.
Following a brief introduction to the basic issues of where librarians learn to teach and what to consider when approaching teaching in the library environment, Kilcullen has gathered a well-annotated list of resources that librarians will want to consult to both learn about teaching and to update their teaching skills. The list includes books, conference proceedings and web sites.

 

Teaching Information Literacy Concepts

   

Bruce, Christine. The Seven Faces of Information Literacy. Adelaide, Australia: Auslib Press, 1997.
The topic of information literacy is divided into seven categories that focus on experiences, rather than lists of skills and attributes. This work is based on two Australian universities.

Gradowski, Gail, Loanne Snavely, and Paula Dempsey, eds. Designs for Active Learning: A Sourcebook of Classroom Strategies for Information Education. Chicago: Association of College & Research Libraries, 1998.
This sourcebook presents classroom activities and assignments designed to actively engage students in library instruction. The activities provide clear methods for helping students to understand information literacy concepts. There are sections for basic library instruction, searching indexes and online catalogs, search strategies for the research process, evaluation of library resources, and discipline-oriented instruction.

Grimes, Deborah J. Academic Library Centrality: User Success Through Service, Access, and Tradition. Chicago: Association of College and Research Libraries, 1998.
The importance and methods of gaining library centrality in relation to library instruction are discussed.

Loertscher, David V., and Blanche Woolls. Information Literacy: A Review of the Research: A Guide for Practitioners and Researchers. San Jose: Hi Willow Research and Publishing, 1999.
This annotated bibliography lists research that discusses effective methods for teaching information literacy. There are sections covering stages of the research process, issues in information literacy, promising techniques, and good ideas for keeping current.

Reichel, Mary, and Mary Ann Ramey, eds. Conceptual Frameworks for Bibliographic Education: Theory into Practice. Littleton: Libraries Unlimited, 1987.
This work describes several conceptual frameworks for organizing and presenting the content of library instruction and explains how they can be put into practice. It provides an excellent starting point for identifying useful concepts, and it is a model of how such concepts can be used to teach information literacy.

Snavely, Loanne L., and Natasha A. Cooper. "Competing Agendas in Higher Education: Finding a Place for Information Literacy: Across-the-Curriculum Model." Reference & User Services Quarterly 37 (Fall 1997): 53-62.
Discussion of the need for information literacy to be integrated in to the curriculum.


Teaching to a Bad Assignment

   

Donegan, Patricia Morris. Creating Effective Library Assignments: A Workshop for Faculty. Dallas, Texas: ALA Annual Conference, 1989. ED 329 260.
This paper presented at a poster session at the 1989 ALA conference discusses the planning and implementation of a San Antonio College Library faculty workshop on creating library assignments. Promotional materials, tips, and workshop activities are also included.

Engeldinger, Eugene A. and Barbara R. Stevens. Projects Developed for Library Instruction within the Curriculum. University of Wisconsin - Eau Claire, 1983. ED 244 629.
These materials were created for a faculty and academic staff development seminar entitled Library Instruction within the Curriculum Project. This document provides tips for designing effective assignments and includes final versions of subject-oriented faculty-designed assignments based on the tips presented. These assignments could provide useful in other faculty workshops as examples of well-designed assignments in various subjects. See also ED 244 629 for the 1983 workshop covering other subject areas.

Farber, Evan. "Alternatives to the Term Paper." Bibliographic Instruction in Practice. Eds. Larry Hardesty, Jamie Hastreiter, David Henderson. Ann Arbor, MI: Pierian Press, 1993.

Fink, Deborah. "What You Ask for Is What You Get: Some Dos and Don'ts for Assigning Research Projects." Research Strategies 4 (Spring 1986): 91-93.
A concise guide for faculty on factors that lead to effective research assignments and those that lead to frustration. Useful tips and suggestions.

Gibson, Craig. "Alternatives to the Term Paper: An Aid to Critical Thinking" Reference Librarian 24 (1989): 297-309. Included in the following list are a sampling of Web pages offered to faculty by librarians in an effort to offer guidance and support for their library assignments.

Auer, Nicole. Tips for Designing Effective Library Assignments. Virginia Tech University Libraries. 4 October 1999. Accessed 10 January 2000.
http://www.lib.vt.edu/research/libinst/assignments.html
Written in friendly tones, includes list of quality characteristics of effective library assignments along with a series question and answers addressing common problems with library assignments.

Cardwell, Catherine. Effective Library Assignments. Bowling Green State University. Libraries and Learning Resources. Library User Education. 28 June 1999. Accessed 28 December 1999.  http://www.bgsu.edu/colleges/library/infosrv/lue/effectiveassignments.html
Recommends collaboration between faculty and librarians, offers alternatives to traditional research paper and comments on the confusion faculty sometimes have with students using the WWW for their research.

Lederer, Naomi. Designing Effective Research Assignments. Colorado State University Libraries. 10 December 1999. Accessed January 10, 2000 http://manta.library.colostate.edu/howto/instr.html
A guide for faculty to use in designing library assignments. Includes a suggestion that assignments be graded. This site also links to Polly Thistlewaite's Model Assignments for First Year Seminars. Colorado State University Libraries. 11 November 1999. Accessed 10 January 2000. http://manta.library.colostate.edu/instruction/models.html

Mosley, Pixie. Creating Effective Library Assignments: A Guide for Faculty. Texas A&M University General Library. Accessed 28 December. 1999. http://library.tamu.edu/reference/instruction/libassig.html
This guide is short and to the point. Includes information for faculty on the purpose of library assignments with tips for implementing them as well as a quick list of "pitfalls to avoid".

Ricigliano, Lori. Ideas for Library Related Assignments. Collins Memorial Library, University of Puget Sound. April 1998. Accessed 28 December 2000. http://library.ups.edu/instruct/assign.htm
Extremely useful list of 30+ suggested assignments that can be adapted to most subject areas.

Tweedy, Duffy. Guidelines for Effective Library Assignments. California Clearinghouse on Library Instruction Southern Section. 3 January 2000. Accessed 10 January 2000.
http://gort.ucsd.edu/dtweedy/EffectiveAssignments.html
A list of seven simple but important recommendations that "are meant to ensure students a positive learning experience, and reinforce library use as a means of learning".


Teaching Searching Skills without a Computer Classroom

   

Drueke, Jeanetta. "Active Learning in the University Library Instruction classroom." Research Strategies 10 (Spring 1992): 77-83.
A classic work on active learning in library instruction, this article gives several concrete examples, including techniques to accompany CD-ROM demonstrations.

Gedeon, Randle. "Enhancing a Large Lecture with Active Learning." Research Strategies 15 (1997): 301-9.
For those huge classes that wouldn't fit into a computer classroom anyway, this article offers a specific, effective approach to get students actively engaged at strategic points in a presentation. Also useful for smaller classes.

Gradowski, Gail, Loanne Snavely, and Paula Dempsey, eds. Designs for Active Learning: A Sourcebook of Classroom Strategies for Information Education. Chicago: Association of College & Research Libraries, 1998.
This book is filled with active learning activities for many library instruction scenarios. Besides hands-on computer exercises, it also includes activities for off-line work, such as constructing keyword search strategies, creating a database, indexing an article, learning Boolean operators, and citation analysis.

Jacobson, Trudi E. and Beth L. Mark. "Teaching in the Information Age: Active Learning Techniques to Empower Students." The Reference Librarian 51/52 (1995): 105-120.
Offers sample exercises for actively engaging students in aspects of electronic research, helping their affective comfort with and cognitive understanding of library research, even without a computer classroom.

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