Textbooks for Instruction Librarians

Andretta, S. (2005). Information literacy: A practitioner’s guide. Oxford: Chandos Publishing.

208 p.
ISBN: 1-84334065-8 (paperback)
US $59.95
Order the paperback version from amazon.com

208 p.
ISBN: 1-84334066-6 (hardcover)
US $99.95.
Order the hardcover version from amazon.com

In-print as of 03/2006

Published Reviews:
Legal Information Management, Autumn 2005, v.5, no. 3, pp 205-206. Reviewer: Cathie Jackson. Program, 2005, v. 39, no. 3, pp 281 - 283. Reviewer: Chris Armstrong

---

Avery, E. F. (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. Chicago: Association of College and Research Libraries.

308 p.
ISBN: 0-838-98261-1
US $29.00
Order from ACRL
Order from amazon.com

In-print as of 03/2006

Committee Member Review:
Assessing your instruction program can be a useful endeavor. It enables you to know your strengths and weaknesses, which can help you improve your program. It also provides examples and proof of the effectiveness and necessity for instruction that you can use when promoting your program to faculty. The essays in this book provide practical examples of how to do assessment in a variety of ways. The first several chapters cover the basics of assessment tools, analyzing data, and reporting results. The majority of the book (and the most useful part) contains examples of assessment projects provided by different libraries. There are a variety of different libraries included, from large universities to small community colleges, and a variety of different instruction programs, covering many of the disciplines. There is also variety in the methods used to evaluate the programs. Some used quantitative tests, including multiple choice and fill-in-the blank tests. Others used more evaluative methods, such as assignments that were graded on a rubric, which measured how well the student met the information literacy standards. I found the examples of tests to be the most useful for designing my own evaluation. The libraries also provided an overview of their process, including planning, results, and challenges they faced. Any instructor wishing to do evaluation would find it helpful to consult this book to find examples and guidance.

--Rebecca Miller, March 2004

Published Reviews:
College & Research Libraries, Mar. 2005, v. 66 , no. 2, p186.   Reviewer: John P. Renaud
Library & Information Science Research, Sept. 2004, v. 26 , no. 4, p514.   Reviewers: Peter Hernon & Robert E. Dugan

---

135 p.
ISBN 1-555-70456-5 
US $75.00
Order from amazon.com

In-print as of 03/2006

Published Reviews:
Library Media Connection, Oct. 2003, v. 22, no. 2, p. 87.   Reviewer: Annette Thibodeaux
Reference & User Services Quarterly, Fall 2003, v. 43, no. 1, p. 96.   Reviewer: Elizabeth Baker & Carolyn J. Radcliff
Journal of Academic Librarianship, July 2003, v. 29, no. 4, p. 269.   Reviewer: Elizabeth Blakesley Lindsay
Computers in Libraries, May 2003, v. 23, no. 5, p. 50.   Reviewer: Kimberly Shigo
American Libraries, Feb. 2003, v. 34, no. 2, p. 64.   Reviewer: Cathleen Bourdon

---

192 p.
ISBN 1-573-56000-6  
US $47.95
Order from amazon.com

In-print as of 03/2006

Committee Member Review:
Patricia Breivik, Dean of Wayne State University Libraries, has long been an expert and innovator in the field of information literacy and library instruction. Written in an easy-to-read style, this current work is for the intended audience of campus administrators, faculty and library leaders to provide a backbone for the creation of substantive information literacy programs. It starts by convincingly making a case for the need of an information literacy program, especially critical due to the Internet. As a teaching model, resource-based learning is advocated, rather than lecture due to the higher level of student learning and retention. Several chapters analyze successful information literacy programs, both general and discipline-specific, providing a wealth of ideas from many academic institutions. Finally, Breivik goes on to recommend practical methods for meeting the human resource and institutional challenges of developing an information literacy program.

--Joy Cichewicz, March 1999

Published Reviews:
Community College Journal of Research & Practice, Sept. 2001, v. 25, no. 8, p. 653.   Reviewer: Stoney E. Gaddy
Journal of Higher Education, May/June 2000, v. 71, no. 3, p. 376.   Reviewer: Brenda F. Roth
College & Research Libraries, Nov. 1999, v. 60, no. 6, p. 598.   Reviewer: L. Simoneaux
Library Quarterly, July 1999, v. 69, no. 3, p. 396.   Reviewer: Qun G. Jiao
Teaching Theology & Religion, June 1999, v. 2, no. 2, p. 116.   Reviewer: Kern R. Trembath
Teacher Librarian, Jan. 1999, v. 26, no. 4, p. 38.   Reviewer: K. Haycock
British Journal of Educational Technology, Jan. 1999, v. 30, no. 1, p. 83.   Reviewer: Neil Selwyn
Journal of Academic Librarianship, Jan. 1999, v. 25, no. 1, p. 60.   Reviewer: Maureen Pastine
Choice, Apr. 1998, v. 35, no. 8, p.1422.   Reviewer: M. Lorenzen

---

Burkhardt, J. M., MacDonald, M., and Rathemacher, A.J. (2005). Creating a comprehensive information literacy plan: A how-to-do-it manual and CD-ROM for librarians. New York: Neal-Schuman. 

174 p
US $89.95
ISBN: 1555705332
Order from amazon.com

In-print as of 4/2006

Published Reviews:
Booklist, March 1, 2006, v. 102, no. 13, pp 111. Reviewer: Sean Kinder.

---

128 p.
ISBN 0-838-90854-3  
US $35.00
Order from amazon.com

In-print as of 03/2006

Published Reviews:
Reference & User Services Quarterly, Winter 2003, v. 43, no. 2, p. 187.   Reviewer: Anthony Stamatoplos
Adolescence, Fall 2003, v. 38, no. 151, p. 582.   Reviewer: Unknown

---

Durisin, P. (Ed.). (2003). Information literacy programs: Successes and challenges. Binghamton, NY: Haworth Press.

245 p.
ISBN 0-789-01958-2 (hardcover)
US $42.95
Order the Hardcover version from amazon.com

245 p.
ISBN 0-789-01959-0 (paperback)
US $29.95
Order the Paperback version from amazon.com

In-print as of 03/2006

Published Reviews:
portal: Libraries & the Academy, Oct. 2003, v. 3, no. 4, p. 696.   Reviewer: Carla S. Fowler
Reference & User Services Quarterly, Summer 2003, v. 42, no. 4, p. 372.   Reviewer: Scott Walter
Australian Library Journal, May 2003, v. 52, no. 2, p. 189.   Reviewer: Kat Turner
Library Journal, May 2003, v. 128, no. 4, p. 127.   Reviewers: Wilda W. Williams & Janet A. Crum

---

Eisenberg, M., Lowe, C. A. & Spitzer, K. L. (2004). Information Literacy: Essential Skills for the Information Age. Westport, Conn.: Libraries Unlimited. [2nd edition.]

408 p.
ISBN: 1-59158-143-5
US $47.50
Order from amazon.com.

In print as of 03/2006

Published Reviews:
School Library Journal, 2005, v. 51, p. 76. Reviewer: Pat Adamson, et al.
JASIS&T, 2005, v. 56, no. 9, pp. 1008-9. Reviewer: Denise Agosto.
Library Quarterly, July 2005, v.75, no. 3, pp. 381-3. Reviewer: Shari Lee.
Library Journal, Sept. 1, 2004, v. 129, no. 14, p. 50. Reviewer: Paul Deane.
Library Media Connection, Aug./Sept. 2004, v. 23, no. 1, p. 84. Reviewer: Julie Scordato.
Booklist, July 1, 2004, v. 100, no. 21, p. 1859. Reviewer: Michael Tosko.
Journal of Academic Librarianship, 2004, v. 30, no. 4, p. 334. Reviewer: Elizabeth Blakesley Lindsay.
Reference & User Services Quarterly, 2004, v. 44, no. 1, pp. 99-100. Reviewer: Margie Ruppel.
Teacher Librarian, 2004, v. 32, no. 2, pp. 36-7. Reviewer: Jo Ellen Priest Misakian.

---

Grassian, E. S. & Kaplowitz, J. R. (2005). Learning to lead and manage information literacy instruction. New York: Neal-Schuman Publishers, Inc.

375 p. + 1 computer optical disc (4 3/4 in.)
ISBN 1-555-70515-4
US $65.00
Order from amazon.com

In-print as of 03/2006

Published Reviews:
Reference & Research Books News, Feb. 2006, v. 21, no. 1, p. 325.   Reviewer: Unknown
American Libraries, Feb. 2006, v. 37, no. 2, pp. 46-7.   Reviewer: Cathleen Bourdon

---

Grassian, E. S. & Kaplowitz, J. R. (2001). Information literacy instruction: Theory and practice. New York: Neal-Schuman Publishers, Inc.

468 p. + 1 computer optical disc (4 3/4 in.)
ISBN 1-555-70406-9
US $65.00
Order from amazon.com

In-print as of 03/2006

Committee Member Review:
At 468 pages, this welcome addition to the literature of information literacy is devoted to imparting the history and concepts of information literacy, the integral importance of educational psychology to this mission and the pedagogy of addressing information literacy at school, public and academic levels. The text is aimed at students of LIS programs, librarians, educators and administrators interested and involved in creating, teaching and administering information literacy programs. In the introduction Cerise Oberman states, “Information Literacy Instruction provides the critical foundation for understanding information literacy.” Grassian and Kaplowitz have written a major work that will be utilized as a text book both for library and information science students as well as by those who teach information literacy concepts in the classroom, computer lab or at the reference desk.

Divided into five major parts, the eighteen chapters include the history and background of the development of information literacy, building blocks, conceptual frameworks, planning, developing and delivering programs, and lastly, a look into the future of information literacy. Each chapter offers insight from the authors’ individual and combined experiences as practicing librarians and instructors. The easy to follow text includes many clearly written and helpful lists and graphics as well as summary style final remarks, suggested exercises, and a short reading list on the chapter’s topic. The text includes a CD-ROM that provides practical guides to developing and implementing an information literacy program; whether it is a one-shot, workshop, seminar or credit class in information literacy concepts and skills. Well indexed and referenced, this is a must-have, must-read text that covers a tremendous amount of territory within its covers.

--Mary C. MacDonald, June 2002

Published Reviews:
College & Research Libraries News, Apr. 2004, v. 65, no. 4, p. 218.   Reviewer: Megan Bielefeld
Journal of the Medical Library Association, July 2002, v. 90, no. 3, p. 351.   Reviewer: Stephanie Kerns
Journal of Youth Services in Libraries, Summer 2002, v. 15, no. 4, p. 55.   Reviewer: Drew Smith
portal: Libraries and the Academy, Apr. 2002, v. 2, no. 2, p. 344.   Reviewer: Scott Walter
Journal of Academic Librarianship, Jan./Mar. 2002, v. 28, no.1/2, p.78.   Reviewer: Lorena O’English
Reference and User Services Quarterly, Winter 2001, v. 41, no. 2, p.200.   Reviewers: Gregory A. Crawford, Judith Dye
American Libraries, Oct. 2001, v. 32, no. 9, p. 84.   Reviewer: Cathleen Bourdon

---

85 p.
ISBN 0-876-50371-7
US $30.00
Order from amazon.com

In-print as of 03/2006

Committee Member Review:
Approximately once a decade instruction librarians in ACRL have provided a state of the art overview through the think tank format. Think Tank I took place in 1981 when a group of instruction librarians gathered at the invitation of the ACRL/BIS (now IS) Section to discuss themes important to the promulgation of bibliographic instruction within academia. Think Tank II took place in 1989, with updated themes, including a discussion of whether "information literacy" would be useful terminology to describe the intended outcomes of their work. This volume packages the discussions of the twelve Think Tank III (1999) participants who were selected based on their research and contributions to the literature and conference presentations about the practice of information literacy. The discussion themes from Think Tank III include: the history of higher education and the parallel evolution of information literacy; the changing roles of librarians as teachers working in collaboration with technologists and other faculty; the use of instructional design and computer assisted learning to address information literacy learning; a review of some successful initiatives integrating teaching and technology; the development of assessment tools based on definitions, guidelines and standards for information literacy and fluency; and an overview of the information literacy / computer literacy connection. Both formal papers and transcripts of discussions amongst the contributors are included in this volume. This volume will be of interest to new and continuing information literacy practitioners wishing to review the important trends in this field at the beginning of the century.

Paper Contributors: Mark C. Donovan, Anne E. Zald, Elizabeth A. Dupuis, Margit Misangyi Watts, Judith Swanson, Dane Ward, James O. Austin, Karen Williams, Anne Scrivner Agee, Craig Gibson and Patricia Iannuzzi. Opening Remarks by Randy B. Hensley.

--Jean Caspers, April 2005

---

200 p.
ISBN 0-205-28007-2
US $32.00
Order from amazon.com

Out-of-print, Limited availability as of 04/2005

Committee Member Review:
Do you become faint from wondering how to incorporate information literacy skills into your instruction program?  Have you found it difficult to determine which skills your students lack? Do you often feel that you're reinventing the wheel? Then look no further!

Iannuzzi, the head of Reference and co-director of the Information Literacy Initiative at Florida International University (see http://www.fiu.edu/~library/ili/ilibroc.html ), has teamed up with two colleagues in special education to bring us an extremely useful electronic assessment tool and corresponding book of reproducible information literacy activities for students in junior high school, high school, and college.

The authors' Information Literacy Assessment tool comes in a trial version (Windows only) and consists of 70 questions relating to the different information literacy components identified by the Wisconsin Education Media Association and adopted by the American Association of School Librarians, a division of ALA. Once students complete the assessment (estimated between 15-20 minutes), reports are created for the librarian and students indicating which areas need review or instruction.   Librarians can then pick the most appropriate activities and modify them as needed.

Each chapter addresses one of the information literacy components and includes active learning activities for the classroom, library, and computer lab.  Components extend from the basics of defining an information need to preparing a research paper and oral presentation.  A matrix at the beginning of the book indicates which components of the information literacy curriculum are addressed by each activity.

Ordering information for the Information Literacy Assessment is provided at the end of the book, along with a helpful bibliography and an appendix detailing each information literacy component. This work is a definite "must" for anyone involved with information literacy.

--Nicole Auer, March 1999

---

Jacobson, T. (Ed.). (2000). Critical thinking and the Web: Teaching users to evaluate Internet resources. Active Learning Series, no. 4. Pittsburgh, PA: Library Instruction Publications.

Committee Member Review:
Critical Thinking and the Web: Teaching Users to Evaluate Internet Resources is a practical, if slightly dated, compilation of lessons for instruction librarians. It includes 24 complete lessons, each with its objectives and target audience clearly defined. Class size, length of time required, academic level, and other factors are also indicated. Most of the lessons include handouts and class exercises. The accompanying diskette includes copies of the handouts, exercises, websites, and even PowerPoint presentations. The lessons are arranged in broad categories & were prepared by practicing librarians.

Many of the lessons are quite creative and all are well planned and thought-out, making this an excellent resource for teaching librarians. Unfortunately, due to the age of the publication, most of the exercises cannot be used right "out of the box." Many of the web sites referred to in the exercises are no longer at the URLs shown - some no longer even exist. Additionally, some references to popular culture (like the X-Files) may need to be updated for some audiences. Overall, though, this book provides many excellent ideas for instructional sessions on website evaluation and should be a part of every instruction librarians' toolkit.

--Charles Uth, March 2004

---

Jacobson, T. & Gatti, T. H. (2001). Teaching information literacy concepts: Activities and frameworks from the field. Active Learning Series, no. 6. Pittsburgh, PA: Library Instruction Publications.

250 p. + 1 computer disk (3/1/2 in.)
ISBN: 0-965-27117-X
US $50.00
Order from Library Instruction Publications

In-print as of 03/2006

Committee Member Review:
In a wonderful example of librarians' generosity towards one another, this compilation of classroom activities covers, in six sections, the gamut of information literacy concepts -- from broad course frameworks and assessment to social, ethical, and legal issues. Some specific examples of activities are: Research Notebooks: a Framework for Information Literacy Course; Evaluation of Sources through Their Citations; Production and Transfer of Information in the Sciences; Creating Effective Search Strategies; Internet Directories and Search Engines; and Digital Divide. The 44 contributors, from all over the country, each offer their activities in the same format, mainly: Circumstances of the Instruction; Objectives of the Instruction; Components of the Instruction: (Presentation; Hands-on Activities; Variations; Evaluation;) Sources; and Supplementary Materials, which are included on the floppy disk in the back of the book. All materials/handouts may be copied or modified for instructors' use. The activities range in description from two pages to ten pages, with most of them being about three pages. Most activities recommend an effective number of students, approximately how much time it will take, and any preparation that needs to be done before the activity. The sources section lists both article and Web sites for background/additional information. In addition, some of the larger supplemental materials are posted on an accompanying Web site. While most of the activities are best for a semester-long or at least multi-session courses, some of the elements of the activities could be used in one-time sessions. For anyone designing, or revising, or simply looking for great activities and ideas through which to convey information literacy concepts, this is your book.

-- Joan Campbell, March 2002

---

Kratt, S. B. (Ed.). (2005). Relationships between teaching faculty and teaching librarians. New York: Haworth.

182 p.
ISBN: 0-789-02572-8
US $39.95
Order from amazon.com

In-print as of 09/2005

Committee Member Review:
Librarians do various kinds of classroom instruction, including teaching entire courses, giving graded assignments in classes, providing introductions to the library, and teaching courses in other departments. The book comprises general essays about the relationships between classroom faculty and librarians, including their attitudes toward each other. One author analyzed the content of the ILI-L listserv to evaluate librarians’ attitudes about faculty. Another interviewed classroom faculty to see how they felt about librarians and library instruction, including both positive and negative aspects. Other essays describe specific collaborations, instruction programs, and courses, giving specific tips on what they did, what worked, and what did not. One librarian talked about developing graded assignments, and another talked about her experiences teaching a communications class. This can be a useful book for instruction librarians to reevaluate how they relate to faculty, and to gain new ideas for programs.

--Rebecca Miller, April 2006

---

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services. Westport, CT: Libraries Unlimited. [2nd edition.]

264 p.
ISBN 1-591-58094-3
US $41.95
Order from amazon.com

In-print as of 03/2006

Published Reviews:
Teacher Librarian, Feb. 2005, v. 32, no. 3, p. 38.   Reviewer: Ken Haycock
Journal of Academic Librarianship, Sept. 2004, v. 30, no. 5, p. 424.   Reviewer: Amanda Cain
portal: Libraries & the Academy, July 2004, v. 4, no. 3, p. 440.   Reviewer: Emily Marsh

---

La Guardia, C. & Oka. C. K. (2000). Becoming a Library Teacher: Proven Strategies for Delivering Library Instruction. New York: Neal-Schuman.

175 p.
ISBN: 1-55570-378-X
US $49.95
Order from amazon.com.

In print as of 03/2006

Published Reviews:
American Libraries, June/July 2000, v. 31, no. 6, p. 122. Reviewer: Cathleen Bourdon.
Australian Library Journal, 2000, v. 49, no. 4, p. 385. Reviewer: Judith Peacock.
Booklist, 2000, v. 96, no. 22, p. 2151. Reviewer: Roger Leslie.
College & Research Libraries News, 2000, v. 61, no. 6, p. 527. Reviewer: George M. Eberhart.
Journal of Academic Librarianship, 2001, v. 27, no. 5, p. 415. Reviewer: Kwasi Sarkodie-Mensah.
Library Journal, 2000, v. 125, no. 5, p. 134. Reviewer: Janet Brewer.
School Library Journal, 2000, v. 46, no. 10, p. 198. Reviewer: Joyce Rice.

---

Lipson, C. (2005). Doing Honest Work in College. Chicago: Univ. of Chicago Press.

189 p.
ISBN: 0-226-48472-6 (cloth)
ISBN: 0-226-48473-4 (pbk.)
US $13.00 (pbk.)
Order from amazon.com.

In print as of 03/2006

Committee Member Review:
Lipson has written a clear, engaging text which effectively conveys the central tenets of academic honesty and the essential details of citation. His primary audience consists of students who have just begun to be exposed to rigorous, formal academic work at the post-secondary level. The first quarter of the text serves as an overview of academic honesty. After defining academic honesty, Lipson suggests study behaviors and habits of mind to help students avoid unintentional plagiarism. He provides a guide to behaviors expected of individuals undertaking various sorts of academic work, such as take-home and in-class exams, science labs, and term papers. Lipson also discusses practices which will ensure proper citation and plagiarism avoidance. A majority of the book serves as a reference to the Chicago/Turabian, MLA, and APA citation styles, as well as CSE, AMA, ACS, and styles used in scholarly writing in physics, mathematics, and law. Logically, the Chicago, MLA, and APA styles receive the most attention, but his coverage of these styles is neither deeper nor clearer than that found in Diana Hacker's A Writer's Reference. Lipson does accomplish his goals with this text--he clarifies the complex, challenging subject matter that he sets out to cover. However, librarians considering this text for possible inclusion as a required purchase for students enrolled in an information literacy course may first want to determine whether their students have already purchased something similar to Hacker's text. Doing Honest Work in College would certainly be appropriate as a "recommended" text on an information literacy or introductory college composition course syllabus. The text might also be valuable as part of an institutional response to students who have already committed one or more acts of academic dishonesty.

--Ben Treat, March 2006

Published Reviews:
Community College Week, 2005, v.17, no. 5, p. 16. Reviewer: Erika Dreifus.

---

Maeroff, G. I. (2003). A classroom of one: How online learning is changing schools and colleges. New York: Palgrave Macmillan.

336 p.
ISBN: 1403965374 (paperback)
US $11.02
Order the Paperback version from amazon.com

320 p.
ISBN 1403960852
US. $26.95
Order the Hardcover version from amazon.com

In-print as of 03/2006

Published Reviews:
CHOICE: Current Reviews for Academic Libraries, March 2004, v. 41, no. 7, pp.1344. Reviewer: R.W. Rohfeld.
Teachers College Record, Feb 2004, v. 106, no. 2, pp.413-416. Reviewer: David Stoloff.
Library Journal, Jan 2003, v. 128, no. 1, pp. 130. Reviewer: Terry Christner.
Publishers Weekly, Dec 23, 2002, v. 249, no. 51, pp. 53-54.

---

Malone, D. & Videon, C. (2003). First year student library instruction programs. CLIP Notes, No. 33. Chicago: College Library Information Packet Committee, College Libraries Section, Association of College and Research Libraries.

176 p.
ISBN 0-838-98230-1
US $27.00
Order from amazon.com

In-print as of 03/2006

Published Reviews:
Reference & User Services Quarterly, Winter 2003, v. 43, no. 2, p. 185.   Reviewer: Cheryl Smith
Journal of Academic Librarianship, Nov. 2003, v. 29, no. 6, p. 424.   Reviewer: Elizabeth Blakesley Lindsay
Library Journal, Sept. 2003, v. 128, no. 15, p. 98.   Reviewer: Robin Battlefield & Wilda W. Williams

---

Mann, W. & McDevitt T. R. (Eds.). (2003). Government publications unmasked: Teaching government information resources in the 21st century. Active Learning Series, no. 7. Pittsburgh, PA: Library Instruction Publications.

250 p. + 1 computer disk (3/1/2 in.)
ISBN: 0-9652711-8-8
Order from: Library Instruction Publications

In-print as of 03/2006

Committee Member Review:
This text seeks to help librarians to explain how to best tap the vast resource that is government documents. The book is organized into seven sections which contain 18 lessons overall ranging from The Presidency to Statistics. Each lesson is loosely divided into four main sections –Objectives of the Instruction, Components of the Instruction, Sources, and Handouts & Exercises. Because each lesson has different authors there is some variety to the depth and organization with which each topic is written and the number of sources given, but overall each lesson is virtually classroom ready. In fact, in some cases the material may even have to be pared down due to time constraints and the scope of the class. A 3.5”disk is also included containing exercises and supplementary materials. Many of the lessons are geared towards students outside of political science. With lessons on government publications on health, education, crime, environmental issues, economics, business and the sciences, most libraries that collect government publications would find a section that appeals to their users’needs. Each lesson also represents an excellent resource for any librarian or future-librarian who is looking to improve their knowledge and skills pertaining to government document resources. Some proprietary finding aides (e.g. LexisNexis Congressional) are mentioned and, as the government changes, some of the URLs may go dead (the current situation with ERIC is a perfect example), but overall the format and content of this text is well-designed to address the needs of a variety of information literacy instructors and students who are looking to take advantage of government documents resources.

--Beth Ashmore, March 2004

---

Merz, L. H. & Mark, B. L. (2002). Assessment in college library instruction programs. CLIP Notes, No. 32. Chicago: College Library Information Packet Committee, College Libraries Section, Association of College and Research Libraries.

190 p.
ISBN: 0-838-98201-8
US $29.00
Order from: amazon.com

In-print as of 03/2006

Published Reviews:
portal: Libraries & the Academy, July 2003, v. 3, no. 3, p. 542.   Reviewer: Unknown
American Libraries, Oct. 2002, v. 33, no. 9, p. 89.   Reviewer: Unknown

---

Nolan, A. C. & Whitmore, M. P. (Eds.). (1998). Instruction and training for enhanced reference service: Using hands-on active learning techniques (Vol. 1: Categories of fact & finding reference resources). Active Learning Series, No. 3. Pittsburgh, PA: Library Instruction Publications.

220 p. (Includes supplementary materials on disk)
ISBN: 0-965-27112-9
US $45.00
Order from: Library Instruction Publications

Nolan, A. C. & Whitmore, M. P. (Eds.). (1998). Instruction and training for enhanced reference service: Using hands-on active learning techniques (Vol. 2, pt. 1: Reference sources for the disciplines). Active Learning Series, No. 3. Pittsburgh, PA: Library Instruction Publications.

In-print as of 03/2006

Committee Member Review:
Just as the title advertises, this set of instruction books is geared toward training staff for reference service. But instruction librarians will find them just as useful for the annotated sources, lesson plans, and hands-on exercises. This three-volume set is the ambitious project of many authors who wrote the 46 lessons included. Each volume covers one aspect of reference sources -- categories, disciplines, or major topics of research. The sources listed are nicely and thoroughly annotated, and exercises are included that use the materials covered. A disk accompanies each volume that includes hands-on exercises which instruction librarians can quickly adapt to their needs. The lengthy list of sources is comprehensive in scope. It contains many valuable reference works in both print and electronic versions that were available at the time of printing. The only drawback to this excellent source list is that some of the material will soon be dated. This work merits consideration for two reasons. First, it's a great way for instruction librarians (or anyone who works in a library) to review sources that they may no longer be familiar with. Second, the exercises are very useful. If you're constantly thinking about new ways to illustrate a point, or just need a fresh set of exercises for an assignment, then this work is for you. Instruction librarians will find them easy to adapt for classroom exercises or homework assignments for their students.

--Patrick Oberholtzer, March 2005

---

Rockman, I. F. (2004). Integrating information literacy into the higher education curriculum: Practical models for transformation. The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass.

In-print as of 03/2006

Published Reviews:
Adolescence, Fall 2005, v. 40, no. 159, p. 689.   Reviewer: Unknown
portal: Libraries and the Academy, July 2005, v. 5, no. 3, pp. 429-30.   Reviewer: Margit Misangyi Watts
Journal of Academic Librarianship, Jan. 2005, v. 31, no. 1, p. 75.   Reviewer: Patricia O'Brien Libutti
College & Research Libraries, Jan. 2005, v. 66, No. 1, p. 74.   Reviewer: Bill Stahl
American Libraries, Aug. 2004, v. 35, no. 7, pp. 86-87.   Reviewer: Cathleen Bourdon
Reference & Research Books News, Aug. 2004, v. 19, no. 3, p. 306.   Reviewer: Unknown

---

Smith , J. B., Churchill, L. & Mason, L. (2005). Teaching & Testing Information Literacy. Worthington, OH: Linworth Books.

In-print as of 03/2006

Published Reviews:
Reference & Research Book News, Feb. 2006, v. 21, no. 1, p.328.   Reviewer: Unknown
School Library Journal, Nov. 2005, v. 51, no. 11, p.186.   Reviewer: Mary R. Hoffman
Library Media Connection, Oct. 2005, v. 24, no. 2, p.88.   Reviewer: Patricia J. Heasley

---

Upcraft, M. L., Gardner, J. N., Barefoot, B. O. & Associates. (2004). Challenging and supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.

640 p.
ISBN 0-7879-5968-5 (hardcover)
US $55.00
Order from amazon.com

In-print as of 04/2006

Published Reviews:
College and Research Libraries. Jan. 2006 v. 67, no. 1, pp. Reviewer: John W. Collins,
Portal: Libraries and the Academy, 2005 v. 5, no.3 pp 427-428. Reviewer: Debbie Tenofsky & Barbara Macke

---

Watts, M. M. (2003). College: We make the road by walking. Upper Saddle River, New Jersey: Prentice Hall.

285 p.
ISBN: 0130987565 (paperback)
US $41.33
Order from amazon.com

In-print as of 04/2006

Committee Member Review:
Watts taught an innovative first-year program at the University of Hawaii at Manoa. The intent of her curriculum and this book is to get students to explore why they are going to college and their motivations for learning. Each chapter contains a section called “Travel Essentials,” which discusses some aspect of information literacy. Topics of these sections include the difference between subjective and objective, ways of knowing (experience, observation, and authority), and scholarly discourse. There is great variety within each chapter, and they are formatted in an engaging way. She includes personal stories from her experiences teaching, stories from students, and stories from people out in the work world who talk about how college, learning, and information literacy help them now. Essays such as Plato’s “Allegory of the Cave,” Malcolm X’s “Saved” and a speech given at Yale are inspiring reads on the value of learning. The book is intended to be interactive, and includes plenty of space for students to journal in response to questions and to work on assignments. The assignments are creative, including such things as art projects and creating a museum exhibit. Chapter nine, on research, is the most focused on library skills, as it discusses research methodology, locating and evaluating sources, credibility, review of literature, and plagiarism. It includes exercises such as researching the credibility of authors in various fields. The other chapters are not as focused on information literacy, but they do include aspects related to it. This would be a fun book for someone who would like a more creative approach to teaching a first-year studies class.

--Rebecca Miller, April 2006

---

Whitmore, M. P. & Bodnar, M. G. (Eds.). (2001). Creative strategies for library instruction in the arts, literature, and music. Active Learning Series, No. 5. Pittsburgh, PA: Library Instruction Publications.

In-print as of 03/2006

Committee Member Review:
This volume in the Active Learning series developed by Library Instruction Publications collects lesson plans designed by academic librarians with appropriate subject expertise.  The lesson plans are organized in three broad areas, e.g. The Arts (including film, dance history, dance, theater, studio arts, and visual arts), Literature & Communications (including literary masterpieces, medieval literature, mystery fiction, allusions in literary works, short story criticism, technical communications, women as writers), and Music (including music in western civilization, music the discipline, opera, women composers, world and ethnic music).

Included in each lesson plan are the following components:

• Circumstances for the instruction
• Objectives of the instruction
• Components of the library instruction
• Selected resources (print, internet sites, search engines, etc)
• Presentation outline
• Hands-on activity
• Exercises
• Evaluation

All materials are also provided on diskette (in windows or mac format) for easy adaptation (the diskette was not available to this reviewer). Information about additional titles in this series, as well as a sample lesson plan, are available at the publisher website.

--Anne Zald, March 2005

---

Young, R. & Harmony, S. (1999). Working with faculty to design undergraduate information literacy programs: A how-to-do-it manual for librarians. How-To-Do-It Manuals for Librarians, No. 90. New York: Neal-Schuman.

Published Reviews:
Journal of Government Information, Nov./Dec. 2000, v. 27, no. 6, pp. 896-8.   Reviewer: O. E. Adams
Australian Library Journal, May 2000, v. 49, no. 2, p. 189.   Reviewer: Deborah. A. Cronau
Journal of Academic Librarianship, Mar. 2000, v. 26, no. 2, p. 144.   Reviewer: Michelle Noel
Reference User Services Quarterly, Fall 1999, v. 39, no. 1, p. 189.   Reviewer: Cindy Pierard
College & Research Libraries News, Oct. 1999, v. 60, No. 9, p. 773.   Reviewer: George Eberhart
American Libraries, Aug. 1999, v. 30, No. 7, p. 100.   Reviewer: Cathleen Bourdon
Library Journal, Aug. 1999, v. 124, No. 13, p. 150.   Reviewer: Mark Meng

---

Instruction Section Home Page
Send us your comments and questions