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Leading Dynamic Information Literacy Programs delves into the library instruction coordinator's work. Each chapter is written by practicing coordinators, who share their experiences leading information literacy programs that are nimble, responsive, and supportive of student learning.
The volume discusses the work of instruction coordinators within five thematic areas: Claiming our Space: Library Instruction in the Landscape of Higher Education; Moving and Growing Together; Curriculum Development; Meaningful Assessment; and Leading Change. Readers will gain insight from their colleagues' advice for situating information literacy within the higher education institution, developing meaningful curricula, and using assessment in productive ways. Many of the stories represent a departure from traditional models of library instruction. In addition, this book is sure to spark inspiration for innovative approaches to program leadership and development, including strategies for growing communities of practice.
From leadership skills and techniques, methods for cultivating shared values, pedagogical approaches, team building, assessment strategies - and everything in between - the aspiring or practicing instruction coordinator has much to gain from reading this work.
List of contents
Introduction; Part I. Claiming our Space: Library instruction in the landscape of higher education - Chapter 1. Navigating a Shifting Landscape: Information Literacy in Higher Education; Chapter 2. Situating Information Literacy within the Institution: Building a Dynamic Program; Part II. Moving and Growing Together - Chapter 3. Program Foundations: Establishing Values, Boundaries, and Priorities; Chapter 4. From Individual to Community: Building a Community of Practice Around Teaching; Part III. Curriculum Development - Chapter 5. Instruction by Design: Embedding the Library into Curriculum Design; Chapter 6. The Right Tools for the Job: Integrating a Variety of Instructional Modes into an Information Literacy Program; Part IV. Meaningful Assessment - Chapter 7. Improving Information Literacy Instruction through Programmatic Student Learning Assessment; Part V. Leading Change - Chapter 8. That's not the way we've Always Done it: Coordinating Research Instruction with Innovation, Teamwork, Assessment, and Collaboration; Chapter 9. Time for a Reboot! Making Space for Instruction Program Development; Appendices.
About the author
Anne C. Behler is Information Literacy Librarian and Instruction Coordinator for the Library Learning Services department of the Penn State University Libraries, where she leads curriculum innovation for foundational information literacy instruction. Behler's recent scholarship explores instruction delivery strategies and leading instruction communities of practice.
Summary
Leading Dynamic Information Literacy Programs delves into the library instruction coordinator’s work. Each chapter is written by practicing coordinators, who share their experiences leading information literacy programs that are nimble, responsive, and supportive of student learning.
Report
"[...] Behler points out that "space and time" are themes found throughout the book's chapters and that the transformative work of instruction program development is "incremental and cumulative". Additional themes include the importance of support from library administration in program development, aligning program goals with those of the larger institution, and the ways in which information literacy can be integrated throughout the higher education curriculum and community in partnership with university programs and committees. Further, several chapters mention librarian workload and the need for rethinking information literacy delivery models to promote sustainability and more effective opportunities for learning at the students' point of need. Though aimed at instruction coordinators, this volume includes insightful reflections and examples that can inspire any academic librarian whose responsibilities include instruction and offers ideas that can be adopted in a wide variety of institutions and contexts." ~ Amanda Dinscore, Cal Poly Humboldt (COMMUNICATIONS IN INFORMATION LITERACY | VOL. 17, NO. 2, 2023, Article 14, p590)
