Leaders in the field of information literacy, Esther S. Grassian and Joan R. Kaplowitz have revised, expanded, and updated their comprehensive guide to the theory and practice of library instruction. This second edition covers all aspects and modes of information literacy instruction, including history and psychology, as well as how to create and design teaching materials, how to use new technology to support pedagogy, and how to utilize new developments in the field since the publication of the previous edition. The recommended readings and exercises at the end of each chapter help put ideas and concepts into practice. The companion CD-ROM includes institutional and library mission statements related to information literacy, a table listing pros and cons of assessment tools, a brief overview of learning styles table, examples of minimalist documentation, a sample PowerPoint slide show, a sample class outline, a two-minute yoga exercise, suggestions for further reading and the complete book bibliography, both with links to web pages.

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In 2001 Grassian and Kaplowitz published the first edition of their popular guide, Information Literacy Instruction: Theory and Practice. Like its predecessor, this new edition is designed for anyone involved in the creation and management of information literacy programming. Sixteen well-written chapters, organized into five sections, provide both theory and practical applications, with the emphasis on the practical. The typical chapter includes a thorough overview along with numerous charts, exercises, and suggestions for additional reading. Several extras appear in the accompanying CD-ROM, including hundreds of suggestions for additional reading based on all 16 chapters and various sample documents. Although the authors describe this new edition as the second in a two-part publication—the first part being their 2005 book, Learning to Lead and Manage Information Literacy Instruction—it can stand on its own. A timely, thorough, and endlessly useful must-have title for libraries, teaching librarians, and library schools. --Catherine Collins

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