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Develop methods and practices for teaching information literacy
COMPRISING six vol- umes, each covering one of the difference threshold concepts that make up the ACRL’s 2015 Framework for Informa- tion Literacy for Higher Education.
This mixed collection of lesson plans, ideas, reflections and some links to materials is aimed at librarians that teach, but could be useful for any- one instructing on research methods courses, academic skills, or improving student’s writing.
The aim of the books is to capture how librarians practically use the Framework in conjunction with educa- tional theories and pedagogy. All chapters follow the same structure which includes a breakdown of what level of student and subject area that lesson plan is aimed at; which learning theory or instruction- al strategy is specifically being addresses, and usually an appendix containing samples of activities. As explained in the introduction, the book is made to dip in and out of, and readers are encouraged to start “at a place of curiosity”. I would recommend that anyone using this book ground themselves in the Framework and other con- cepts such as metaliteracy beforehand, as this is dis- cussed by some chapter authors. Some chapters do as- sume already existing teaching competencies, such as being able to lead group discussions, which may put off librarians
50 INFORMATION PROFESSIONAL
Oberlies, Mary K. and Mattson, Janna (eds). Framing Information Literacy: teaching grounded in theory, pedagogy and practice. Chicago: ACRL, 2018. 1066 pp. ISBN 978 0 8389 8937 1. $200 (six volume set).
completely new to teaching. There are bibliographies for each chapter, which I found very useful in expanding my knowledge of unfamiliar con- cepts or theories mentioned in the lesson plan.
Each volume ends with an identical conclusion, a collection of quotes from the chapter authors on various questions such as what the best teaching advice they’ve ever had was. I liked this idea a lot, it humanised the writers, and could be very inspiring for those new to teaching. Altogether, this is an inter- esting collection, that could provide inspiration or ideas for future sessions.
Jess Haigh
Informal and practical approach to managing a school library collection
A SUCCESSFUL school library requires a diverse and inclusive collection that meets the needs of its users, which is only possible with long-term strategies in place. Collection Development for School Librarians helps practitioners to develop such strategies and both newly appointed as well as experi- enced professionals would find it useful. The book references the American Association of School Librarians Integrated Framework from the recently revised National School Library Standards. Applying an informal and practical approach, the author pro- vides librarians with steps to effectively manage a vibrant school library collection. The argument here is that build- ing a quality collection is no longer enough and this book offers strategies to ensure that learners actively engage with the materials.
The first few chapters con- sider the immediate steps that should be taken when newly appointed, such as assessing and prioritising tasks – there’s a useful 12 tasks list for the first few weeks – as well as ascer- taining learner and curriculum needs. There are guidelines on weeding, evaluating and show- casing the collection, although the chapter on promotion is quite small and not particularly comprehensive, and also sug- gestions on collection mapping and writing collection reports. Sources for new materials and
Kerby, Mona. An Introduction to Collection Development for School Librarians (2nd edition). Chicago: ALA Editions, 2019. 120 pp. ISBN 978 0 8389 1892 0. £32.
to fill collection gaps include book lists and awards are US biased, but still useful. The book touches on a lot of areas and is conversational in tone with quotes and examples from practicing school librarians.
Barbara Band
Library consultant and Trainer.
June 2021
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