Publication Information
Pages97
LicenseCC BY
Year2024
LanguageEnglish
AccessibilityInstructional DesignTeachingInformation LiteracyInclusionLibrary Instruction

High Impact Instructional Librarianship

Teaching Library and Information Literacy Skills in All Library Types
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Abstract

High impact instructional practices are those that benefit individuals through intellectual growth and positively changed behaviors in many areas of everyday life information seeking and across contexts including home, school, workplace, and recreation. Instructional librarians engage in high impact instructional practices with people of all ages. In this important new book, written to pre- and in-service librarians regardless of the position they hold, the authors put high impact instructional librarianship into clear language addressing essential questions in each chapter and offering research-based theory, models, and practices relevant to instruction, information literacy learning, accessibility and inclusion, instructional design in libraries, teaching in libraries, lesson planning and assessment of learning and emphasizing identifying goals for continuous, self-directed professional learning. Chapters include narrative, charts, tables, videos, links to resources, and wrap up with featured exercises to reinforce and support learning. Based on the premise that one of the most crucial aspects of librarianship today is engaging with people as users of information, media, and technology, the authors’ guidance will help library professionals to deliver information literacy instruction in any library type and create their own local, high impact information literacy teaching and learning opportunities.

Table of Contents

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High impact instructional practices are those that benefit individuals through intellectual growth and positively changed behaviors in many areas of everyday life information seeking and across contexts including home, school, workplace, and recreation. Instructional librarians engage in high impact instructional practices with people of all ages. In this important new book, written to pre- and in-service librarians regardless of the position they hold, the authors put high impact instructional librarianship into clear language addressing essential questions in each chapter and offering research-based theory, models, and practices relevant to instruction, information literacy learning, accessibility and inclusion, instructional design in libraries, teaching in libraries, lesson planning and assessment of learning and emphasizing identifying goals for continuous, self-directed professional learning. Chapters include narrative, charts, tables, videos, links to resources, and wrap up with featured exercises to reinforce and support learning. Based on the premise that one of the most crucial aspects of librarianship today is engaging with people as users of information, media, and technology, the authors’ guidance will help library professionals to deliver information literacy instruction in any library type and create their own local, high impact information literacy teaching and learning opportunities.
Preface & 1
Chapter One: Instruction in Libraries  & 3
Chapter Two: Information Literacy Learning & 15
Chapter Three: Accessibility and Inclusion & 29
Chapter Four: Instructional Design in Libraries & 37
Chapter Five: Learner-Centered Instruction in Libraries & 45
Chapter Six: Teaching in Libraries & 57
Chapter Seven: Lesson Planning, Implementation, and Assessment & 79
Chapter Eight: Self-Directed Professional Learning & 91
EdTech Books

EdTech Books

CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it.

The publisher EdTech Books does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

The publisher EdTech Books makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

URL: https://edtechbooks.org/high_impact_instructional_librarianship

& (2024). High Impact Instructional Librarianship. EdTech Books. https://edtechbooks.org/high_impact_instructional_librarianship
Mirah J. Dow

Emporia State University, Doctor of Philosophy (Ph.D.), Master of Library Science (M.L.S.), Bachelor of Science Education (B.S.E.)

Mirah J. Dow is a professor of library and information management and director of the Doctor of Philosophy (Ph.D.) program in the School of Library and Information Management at Emporia State University (ESU) in Emporia, Kansas, USA. Her teaching and research interests focus on the areas of cognition, information behavior, teaching and learning, foundations of library and information science, reference and user services, information literacy, neuodiversity in education and employment, high-impact learning, and social presence in online learning. She is recognized for her expertise addressing access and inclusion in schools, libraries, and workplace. In collaboration with the American Library Association (ALA) Office for Intellectual Freedom and the Freedom to Read Foundation, Dr. Dow teaches a graduate course titled Intellectual Freedom in Libraries. This textbook is an extension of her teaching that prepares Ph.D. students as researchers and scholars and master's degree students as they become library professionals with advanced knowledge of information-seeking behavior, reference resources and services, and teaching library and information literacy skills. Dr. Dow holds a Kansas State Department of Education professional license as a teacher and school library media specialist. Dr. Dow received the ALA, Beta Phi Mu, International Library and Information Science Honor Society Award (2019), and the ESU Outstanding Faculty Mentor Award (2019).
Amanda Hovious

Emporia State University

Dr. Amanda Hovious is an Assistant Professor at the School of Library and Information Management at Emporia State University. She holds a Master of Library and Information Science from the University of Wisconsin—Milwaukee, a Master of Science in Instructional Design and Technology from the University of North Dakota, and a PhD in Information Science from the University of North Texas. Extensive professional experience in public and academic libraries has resulted in subject expertise in areas that include reference librarianship, instructional librarianship, learning design, information and cognition, and multiliteracies pedagogy. Her research interests also extend to novel applications of information theory in documentation, information, and communication studies. Her work has been published in journals that include the Journal of Documentation, Library Trends, Information Technology and Libraries, and Technology, Knowledge and Learning.
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