Proven Strategies for Building an Information Literacy Program

ISBN 10: 1555706088 / ISBN 13: 9781555706081

Published by Neal Schuman Publishers, 2007

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Seller Inventory # ERICA82915557060883

Bibliographic Details

• Title: Proven Strategies for Building an Information Literacy Program
• Publisher: Neal Schuman Publishers
• Publication Date: 2007
• Language: English
• ISBN 10: 1555706088
• ISBN 13: 9781555706081
• Binding: paperback
• Condition: Like New
• Book Type: book

About this title

Synopsis

Developing an information literacy program in the 21st century requires more than simple planning it requires a thoroughly designed strategy based on proven success. In this book, twenty information literacy experts, including Michael Eisenberg, Virginia Walter, and Lesley Farmer, explore various techniques and contribute perspectives on information literacy programs in educational environments from kindergarten through higher education, including public libraries. The result is an indispensable volume that provides an integrated, comprehensible approach for creating a successful, sustained program. The book is divided into chapters, each focusing on one of the 17 components that make up what authors Curzon and Lampert identify as the information literacy wheel . Each section of the wheel planning, teaching models, collaboration, marketing, assessment, and more undergoes in-depth analysis by one of the information literacy professionals. Here is a key resource, packed with compelling analyses and real-world examples from the experts themselves, for developing an effective, multi-dimensional information literacy program in the 21st century.

Reviews

The editors have collected 18 essays on information literacy issues, covering different aspects of developing and maintaining an instructional program. The authors, all academic librarians, mostly focus on issues and procedures at the higher-education level. However, many of the suggestions and issues can pertain to public and school librarians as well. Two of the chapters target the school librarian, and one targets the public librarian. Each chapter is introduced with the author’s qualifications as they pertain to the focus of the chapter, and each concludes with references. Following the essays is a list of “Recommended Readings”; a glossary would have been helpful. With the current emphasis on information literacy, this collection would certainly be valuable to the academic librarian beginning or expanding a program. --Shelley Glantz