Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries. Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines ...
Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries.
Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines educational theories and practices derived from the fields of behaviorism, cognitive psychology, constructivism, and educational humanism. Additional chapters delve into practices developed to deal with diverse groups and translate the theories and practices that have been outlined into a well-coordinated plan. The final chapters survey the role of libraries as cultural institutions.
This book introduces the field of ILI to public librarians in the context of their own traditions and shows the unique ways that ILI can be implemented in public library settings. It encourages librarians to rethink practices to incorporate the principles of ILI and will enable public librarians to extend and enrich their instruction on information use. Lifelong Learning in Public Libraries is a valuable resource for librarians, educators, and leaders of public organizations.
Donna L. Gilton is professor at the University of Rhode Island where she has taught reference and information services, information literacy, multiculturalism in libraries, comparative and international librarianship, the history of the book, and courses in business, humanities, and social sciences reference for the last 20 years. She has served as a children’s librarian at the Boston Public Library, the head librarian at the Belize Teacher’s College, and a business reference librarian at Western Kentucky University and Pennsylvania State University. Gilton is the author of Multicultural and Ethnic Children’s Literature in the United States (Scarecrow, 2007).
Donna L. Gilton is professor at the University of Rhode Island.
Chapter 1. The World of Information Literacy Instruction (ILI): An Extensive and Intensive Introduction and Overview
A. What is Information Literacy
B. Early Instruction in Academic Libraries
C. From Bibliographic Instruction (BI) to Information Literacy Instruction (ILI)
D. Current Instruction in Academic Libraries
E. Instruction in School Media Centers
F. Instruction in Special Libraries
G. ILI as a Department Store: Components of Instruction
H. Information Enfranchisement, Samuel Green and the Three-Legged Stool of Reference Services
I. Instruction in Public Libraries: Some History and Background
Chapter 2. Current Developments in Public Library Instruction
A. Forms of Public Library Instruction
B. Public Library Instruction Outside the U.S.A.
C. State of the Literature in Public Library Instruction
Chapter 3. How People Learn, Grow, Think, Feel, and Develop: Do We Have Theories!
A. How People Mature: Theories of Erikson, Piaget, Perry, Belenky, Kohlberg, Gilligan, Vygotsky, and Others
B. How People Act: Behaviorism
C. How People Think: Cognitive Theories
D. How People Solve Problems: Constructivism
E. How People Feel: Educational Humanism
F. How People Learn: Perceptual Modalities, Field Dependence and Independence, and Multiple Intelligence
Chapter 4. Instructing Diverse Groups
A. International Students and Immigrants
B. U.S. Ethnic Groups, Especially Racial Minorities
Chapter 5. Teaching People With Disabilities in Ten Steps
A. Know the Issues
B. Know the Laws and the History of Services, Family Activism, and Organizations
C. Know About Developments in Education and LIS
D. Know Whether Your Library is ADA-Compliant
E. Know Whether Your Website is Accessible to All
F. Know How to Find Out About Adaptive or Assistive Technology
G. Plan Services to People With Disabilities, in General
H. Teach Your Staff
I. Plan Your Instruction
J. Know the Needs of Specific Groups
Chapter 6. Making a PACE of a Program: Planning, Administration, Coordination, and Evaluation
A. Models of Instruction, Modes of Planning
B. Startup Resources For ILI
F. Staffing For Instruction
G. What a Good Instruction Program Looks Like
Chapter 7. Public Libraries as Non-formal Cultural Institutions: Impact on Programming and Instruction
A. Types of Education
B. Churches and Other Religious Bodies as Agents of Non-formal Education
C. Museums and Public Libraries as Agents of Non-formal Education
D. Traditional Public Libraries and ILI
Chapter 8. Instructing From the Cradle to the Grave Throughout the Life Cycle
A. Preschoolers and Their Caretakers
B. Children, Teens, and Family Outreach
C. Coming of Age: Roads to Adulthood
D. All Grown Up and Places to Go: Adult Learners
E. Coming of Age: Elderhood