Publisher Description

This work is a collection of previously unpublished papers in which contributing authors describe and recommend best practices for creating, developing and teaching credit-bearing information literacy (IL) courses at the college and university level. Contributors include academic librarians from universities, four-year colleges and community colleges to demonstrate successful IL course endeavors at their respective institutions. It includes several case studies of both classroom and online IL courses; some are elective and some required, some are discipline-specific and others are integrated into academic programs or departments. Contributors discuss useful and effective methods for developing, teaching, assessing and marketing courses. Also included are chapters on theoretical approaches to credit bearing IL courses and their history in higher education. Organized around three themes, create, develop and teach, this book provides practitioners and administrators with a start-to-finish guide to best practices for credit-bearing IL courses.

Implementing the Information Literacy Framework: A Practical Guide for Librarians is written with three types of people in mind: librarians, classroom educators, and students. This book and its website address the implementation of the Association of College and Research Libraries’ Framework of Information Literacy in Higher Education. One of the few books written jointly by an academic librarian and a classroom faculty member, Implementing the Information Literacy Framework packs dozens of how-to ideas and strategies into ten chapters specifically intended for librarians and classroom instructors. If you have been waiting for a no-nonsense, carefully explained, yet practical source for implementing the Framework, this book is for you, your colleagues, and your students, all in the context of a discipline-specific, equal collaboration between the library liaison and classroom educator. Implementing the Information Literacy Framework gives you the tools and strategies to put into practice a host of Framework-based information literacy experiences for students and faculty, creating a campus culture that understands and integrates information literacy into its educational mission.

This issue draws on the expertise of librarians and faculty to highlight the central role of information literacy in higher education. The authors show how approaches to information literacy can be used to engage undergraduates in research and creative scholarship. The articles clarify definitions of information literacy and illustrate various means of curricular integration: Reforming the Undergraduate Experience Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory Global Educational Goals, Technology, and Information Literacy in Higher Education Information Literacy and Its Relationship to Cognitive Development and Reflective Judgment Information Literacy and First-Year Students Effective Librarian and Discipline Faculty Collaboration Models for Integrating Information Literacy into the Fabric of an Academic Institution Dynamic Purposeful Learning in Information Literacy College Student Engagement Surveys: Implications for Information Literacy Students regularly miss the relationship between the information-seeking process and the actual creation of knowledge. The authors in this issue support infusing the undergraduate curriculum with research-based learning to facilitate students' ability to define research for themselves. Most importantly, this volume argues, students' information literacy leads beyond finding information -- it actually involves their creating knowledge. This is the 114th volumes of the Jossey-Bass quarterly higher education report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.

This book helps demystify how to incorporate ACRL’s Framework for Information Literacy for Higher Education into information literacy instruction in higher education as well as how to teach the new Framework to pre-service librarians as part of their professional preparation. This authoritative volume copublished by the Association for Library and Information Science Education (ALISE) demonstrates professional practice by bringing together current case studies from librarians in higher education who are implementing the Framework for Information Literacy for Higher Education as well as cases from educators in library and information science, who are working to prepare their pre-service students to practice in the new instructional environment. Instructional librarians, administrators, and educators will benefit from the experiences the people on the ground who are actively working to make the transition to the Framework in their professional practice.