The New Instruction Librarian: A Workbook for Trainers and Learners—eEditions e-book

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ALA Member
$48.60
Price
$54.00
Item Number
9780838915127
Published
2017
Publisher
ALA Editions
Pages
256
Format
eBook
Samples

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  • Description
  • Table of Contents
  • About the authors
  • Reviews

The sheer amount of resources on the subject of information literacy is staggering. Yet a comprehensive but concise roadmap specifically for librarians who are new to instruction, or who are charged with training someone who is, has remained elusive. Until now. This book cuts through the jargon and rhetoric to ease the transition into library instruction, offering support to all those involved, including library supervisors, colleagues, and trainees.  Grounded in research on teaching and learning from numerous disciplines, not just library literature, this book

  • shows how to set up new instruction librarians for success, with advice on completing an environmental scan, strategies for recruiting efficiently, and a training checklist;
  • walks readers step by step through training a new hire or someone new to instruction, complete with hands-on activities and examples;
  • explores the different roles an instruction librarian is usually expected to play, such as educator, project manager, instructional designer, and teaching partner;
  • demonstrates the importance of performance evaluation and management, including assessment and continuing education, both formal and informal; and
  • provides guided reading lists for further in-depth study of a topic.

A starter kit for librarians new to instruction, this resource will be useful for training coordinators as well as for self-training.

Check out this book's Web Extra now!
 

Preface
Acknowledgments
Introduction

 

 

Part One


Chapter One    Identifying as an Instruction Librarian
Chapter Two    Laying the Groundwork

 

 

 

 

Part Two


Chapter Three    The Many Hats We Wear
Chapter Four    Colleague
Chapter Five    Instructional Designer
Chapter Six    Teacher
Chapter Seven    Teaching Partner
Chapter Eight    Advocate
Chapter Nine    Project Manager
Chapter Ten    Coordinator
Chapter Eleven    Learner

 

 

 

Part Three


Chapter Twelve    Observation
Chapter Thirteen    Performance Evaluation and Management

 

 

 

Part Four: Tools and Templates


Needs Assessment Tool
Sample Training Curriculum
Sample Job Ad
Sample Candidate Criteria Spreadsheet
Sample Interview Schedule
Sample Orientation Checklist
Sample Orientation Schedule
Sample Training Schedule
Personal Learning Plan Template
Sample Lesson Plan 1
Sample Lesson Plan 2 and Script
Sample Assignments
Sample Observation Form

About the Authors
Index

 

 

Candice Benjes-Small

Candice Benjes-Small began her career at the University of Southern California and is currently the head of research services at William & Mary in Williamsburg, VA. Previously, she was head of information literacy and outreach and university coordinator of information literacy for the general education curriculum at Radford University. Under her leadership, the library instruction program was recognized as an Exemplary Information Literacy program in numerous categories by the ACRL. She received her BA in history from Haverford College in 1995 and her MLIS from the University of Texas at Austin in 1997. She has served as president of the Virginia chapter of ACRL (VLACRL) and has been active on numerous ALA, ACRL, and VLACRL committees. She and Rebecca Miller Waltz founded The Innovative Library Classroom, a very popular regional information literacy conference that won the 2016 Beta Phi Mu Conference Support Award. She has written numerous publications on information literacy and was lead author on an article about cognitive development and web evaluation which was selected as a Top 20 article by the Library Instruction Round Table (LIRT). She has served as an adjunct professor for the library science graduate programs at Syracuse University and Old Dominion University.

Rebecca Miller Waltz

Rebecca Miller Waltz is the Associate Dean for Learning and Engagement at Penn State University Libraries in State College, Pennsylvania. A 2012 ALA Emerging Leader, Rebecca earned an MAEd in instructional design and technology from Virginia Tech in 2014, an MSLS from the School of Information and Library Science at the University of North Carolina at Chapel Hill in 2007, and a BA in English and Religion from the College of William & Mary in Virginia in 2004. She has served as an adjunct instructor for Syracuse University’s School of Information Studies and a facilitator for the ACRL Information Literacy Immersion Program since 2017. Rebecca has been active in regional, state, and national library organizations and has authored and coauthored a number of books, book chapters, technical reports, and articles on teaching, learning, and instructional technologies in libraries, including publications in College & Research Libraries News, Journal of Learning Spaces, Library Leadership & Management, and Journal of Library Administration. More information about Rebecca’s work is available on her website: www.rebeccamillerwaltz.com.

”The authors’ experience and expertise in this field is evident throughout the book. Like the position they are describing, their resources are varied and draw from both library and educational fields … Though written for college and university librarians, school librarians can find helpful information for increasing their effectiveness and confidence in working with students and faculty.”
— VOYA

”Many librarians find that their initial teaching experience is 'trial by fire' rather than a structured training program. With that in mind, the authors have written a solid overview of academic instruction librarianship for both supervisors and novices ... New instruction librarians, particularly recent graduates, will likely find the chapters related to roles to be helpful in understanding expectations in their new workplace. Even experienced managers should find this work to be helpful in thinking about how to welcome librarians into the instruction programs."
— Library Journal