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The rampant nature of technology has caused a shift in information seeking behaviors. In addition, current trends such as evidence based medicine and information literacy mean that one time instructional sessions cannot provide our patrons with all of the skills they need. For this reason, many librarians are working to develop curriculum based instruction that is semester long or consisting of many sessions throughout an academic program. In addition to teaching, librarians are also becoming embedded in the curriculums they support by serving as web-based course designers, problem-based learning facilitators, or members of curriculum committees.
Although it is fairly obvious that library instruction is important and that librarians should be equipped to provide this instruction, the majority of ALA accredited programs offer only one course on library instruction, the courses are only available as electives, and they are often only offered once a year. Librarians need to gain their instructional experiences through real life experiences, mentors, and of course, books like this one. Many books commonly discuss one-shot sessions and provide tips for getting the most out of that type of instruction. There are not as many that discuss curriculum based instruction in a section, let alone an entire book.
Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.
This volume describes and provides examples of librarians’ varied roles in the curriculum of education programs. These roles include semester long or multi-session instructor, web-based course designer, problem-based learning facilitator, and member of a curriculum committee. In addition to describing the roles that librarians have in supporting curriculum, the book describes how to carry out those roles with sections devoted to adult learning theory, teaching methods, developing learning objectives, and working with faculty to develop curriculum. Examples of library sessions devoted to information literacy, evidence based practice, information literacy, and biomedical informatics are included. This book is not limited to one mode of delivering information and covers examples of face to face, distance and blended learning initiatives.
The rampant nature of technology has caused a shift in information seeking behaviors. In addition, current trends such as evidence based medicine and information literacy mean that one time instructional sessions cannot provide our patrons with all of the skills they need. For this reason, many librarians are working to develop curriculum based instruction that is semester long or consisting of many sessions throughout an academic program. In addition to teaching, librarians are also becoming embedded in the curriculums they support by serving as web-based course designers, problem-based learning facilitators, or members of curriculum committees.
Although it is fairly obvious that library instruction is important and that librarians should be equipped to provide this instruction, the majority of ALA accredited programs offer only one course on library instruction, the courses are only available as electives, and they are often only offered once a year. Librarians need to gain their instructional experiences through real life experiences, mentors, and of course, books like this one. Many books commonly discuss one-shot sessions and provide tips for getting the most out of that type of instruction. There are not as many that discuss curriculum based instruction in a section, let alone an entire book.
Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.
This volume describes and provides examples of librarians’ varied roles in the curriculum of education programs. These roles include semester long or multi-session instructor, web-based course designer, problem-based learning facilitator, and member of a curriculum committee. In addition to describing the roles that librarians have in supporting curriculum, the book describes how to carry out those roles with sections devoted to adult learning theory, teaching methods, developing learning objectives, and working with faculty to develop curriculum. Examples of library sessions devoted to information literacy, evidence based practice, information literacy, and biomedical informatics are included. This book is not limited to one mode of delivering information and covers examples of face to face, distance and blended learning initiatives.
Preface
Part I: Building Relationships and Gaining Trust
Chapter 1: Instructional Roles for Librarians
Jessica Cole
Chapter 2: Getting Your Foot in the Door
Susan Kraat
Part II: Learning Theories
Chapter 3: Introduction to Learning Theories
Rebecca S. Graves and Shelly R. McDavid
Chapter 4: Adult Learning
Christine Andresen and Katy Kavanagh Webb
Chapter 5: Active Learning
Barbara A. Gushrowski
Part III: Instructional Techniques
Chapter 6: Introduction to Instructional Techniques
Rebecca S. Graves and Shelly R. McDavid
Chapter 7: Audience Response Systems
Emily Johnson
Chapter 8: Team Based Learning
Brandi Tuttle and Adrianne Leonardelli
Chapter 9: Lesson Study in the Nursing Curriculum
Bryan S. Vogh, Hans Kishel, and Eric Jennings
Part IV: Instructional Modes and Assessment
Chapter 10: Online Instruction
Megan B. Inman
Chapter 11: Face to Face Instruction
Michele Malloy and Sarah Cantrell
Chapter 12: Blended Librarianship
Daniel P. Gall
Chapter 13: Incorporating Self-assessment and Peer Assessment into
Library Instructional Practice
Stephan J. Macaluso
Part V: Subject-Based Instruction in Health Sciences
Chapter 14: What is Evidence-Based Practice?
Connie Schardt
Chapter 15: Creating a Curriculum Based Library Instruction Plan
for Medical Students
Amy E. Blevins
Chapter 16: Librarians Role in Evidence-based Medicine Integration
into the Medical Curriculum
Heather A. McEwen, Rienne Johnson, LuAnne M. Stockton, Janice M.
Spalding, David M. Sperling, Lisa N. Weiss
Chapter 17: Reflections on Involvement in a Graduate Nursing
Curriculum
Jennifer Deberg
Chapter 18: Strategies for Building an Information Skills
Curriculum: The University of Michigan Experience
Mark P. MacEachern and Whitney Townsend
Chapter 19: What is Biomedical Informatics?: An Overview and Case
Study
Carolyn Schubert
Part VI: Subject-Based Instruction in Other Disciplines
Chapter 20: What is Information Literacy?
April Cunningham and Allie Carr
Chapter 21: How to Achieve Information Literacy Integration
Allie Carr and April Cunningham
Chapter 22: A Curricular Approach to Information Literacy
Instruction in Sociology: A Case Study
Adam T. Beauchamp
Chapter 23: Evolution of an Undergraduate Business Information
Literacy Class: A Case Study
Kimberly Bloedel
Chapter 24: The Expanding Role of Information Literacy in the
Freshman Writing Program at Saint Louis University: A Case
Study
Jamie L. Emery
Index
About the Editors
List of Contributors
Amy E. Blevins, MALS holds the rank of Expert Librarian at the
Hardin Library for the Health Sciences at the University of Iowa.
She serves as a Clinical Education Librarian and is the Liaison to
the Carver College of Medicine as well as a liaison to several
departments within the University of Iowa Hospitals and Clinics.
She previously worked as the Education and Instructional
Technologies Librarian at the William E. Laupus Health Sciences
Library at East Carolina University. In addition to holding an
MALS, Amy also has a Certificate in Distance Learning and
Administration from East Carolina University.
Megan B. Inman, MLIS holds the rank of Research Assistant Professor
at the William E. Laupus Health Sciences Library at East Carolina
University. She serves as the Liaison to the College of Allied
Health Sciences and the College of Health and Human Performance. As
a liaison, Megan works closely with faculty to incorporate library
instruction into their curriculum. She embedded in multiple online
courses that provide users with library materials and instruction
at their point of need.
Editors Blevins and Inman call for academic librarians to help
faculty develop curriculum. The book addresses everything from
forging relationships with faculty, learning theory, and teaching
techniques to blended librarianship, information literacy trends,
and assessment, providing a comprehensive glance of the present and
future of library instruction. Each chapter dips briefly into its
topic, providing substantial knowledge and inviting further
inquiry. Different library professionals write each chapter,
tackling their topics with confidence and reassurance, referencing
and integrating concepts from other sections. The practical advice
on lesson planning is particularly beneficial. Later segments
narrow the focus—to Health Sciences for an entire section, and
Sociology, Business, and First-Year Writing for a chapter each—but
anyone involved in library instruction is likely to learn something
from them. VERDICT A fantastic guide for librarians hoping to get
involved in developing curriculum with faculty, also offering
advice on teaching in ways both new and old.
*Library Journal*
Librarians who currently teach predominantly one-shot sessions, for
students in any discipline, may find this book to be a helpful
support to envisioning, and developing with courses instructors,
more comprehensive and integrated instruction. Blevins and Inman
hope that 'with this book and a little bit of determination, you
will be well on your way to designing your own curriculum-based
library instruction program'. This title certainly sets the stage,
by providing practical ideas, sample learning objectives, case
studies, assessment rubrics, explanations of current practices in
health sciences education, and guidance on how librarians may set
out to effectively incorporate sustained instruction into program
curricula.
*Communications in Information Literacy*
Comprised of twenty-four articles of impressive and seminal
scholarship, Curriculum-Based Library Instruction: From Cultivating
Faculty Relationships to Assessment is enhanced with the inclusion
of a number of figures and tables, as well as a comprehensive
Index, making it an ideal Library Science curriculum supplement
text and a core addition to academic library collections. Simply
stated, Curriculum-Based Library Instruction: From Cultivating
Faculty Relationships to Assessment should be considered a
mandatory read for library science students and practicing
librarians in both community and academic library settings.
*Midwest Book Review*
Curriculum-Based Library Instruction: From Cultivating Faculty
Relationships to Assessment provides a very good reference point
for librarians who are interested in starting up curriculum-based
library instruction in the academic library setting. This reviewer
is looking at the book from a nonacademic librarian viewpoint, with
a residency program on the horizon. . . .This book is a great
resource for librarians who are starting to integrate library
instruction into an academic curriculum. I found lots of gems to
use when the time comes for me to develop a residency program
curriculum at my institution. Curriculum-Based Library Instruction
is recommended as a curriculum writing resource for librarians.
*Journal of the Medical Library Association*
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