The rampant nature of technology has caused a shift in information seeking behaviors. In addition, current trends such as evidence based medicine and information literacy mean that one time instructional sessions cannot provide our patrons with all of the skills they need. For this reason, many librarians are working to develop curriculum based instruction that is semester long or consisting of many sessions throughout an academic program. In addition to teaching, librarians are also becoming embedded in the curriculums they support by serving as web-based course designers, problem-based learning facilitators, or members of curriculum committees.
Although it is fairly obvious that library instruction is important and that librarians should be equipped to provide this instruction, the majority of ALA accredited programs offer only one course on library instruction, the courses are only available as electives, and they are often only offered once a year. Librarians need to gain their instructional experiences through real life experiences, mentors, and of course, books like this one. Many books commonly discuss one-shot sessions and provide tips for getting the most out of that type of instruction. There are not as many that discuss curriculum based instruction in a section, let alone an entire book.
Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.
This volume describes and provides examples of librarians’ varied roles in the curriculum of education programs. These roles include semester long or multi-session instructor, web-based course designer, problem-based learning facilitator, and member of a curriculum committee. In addition to describing the roles that librarians have in supporting curriculum, the book describes how to carry out those roles with sections devoted to adult learning theory, teaching methods, developing learning objectives, and working with faculty to develop curriculum. Examples of library sessions devoted to information literacy, evidence based practice, information literacy, and biomedical informatics are included. This book is not limited to one mode of delivering information and covers examples of face to face, distance and blended learning initiatives.
About the Author
Amy E. Blevins, MALS holds the rank of Expert Librarian at the Hardin Library for the Health Sciences at the University of Iowa. She serves as a Clinical Education Librarian and is the Liaison to the Carver College of Medicine as well as a liaison to several departments within the University of Iowa Hospitals and Clinics. She previously worked as the Education and Instructional Technologies Librarian at the William E. Laupus Health Sciences Library at East Carolina University. In addition to holding an MALS, Amy also has a Certificate in Distance Learning and Administration from East Carolina University.
Megan B. Inman, MLIS holds the rank of Research Assistant Professor at the William E. Laupus Health Sciences Library at East Carolina University. She serves as the Liaison to the College of Allied Health Sciences and the College of Health and Human Performance. As a liaison, Megan works closely with faculty to incorporate library instruction into their curriculum. She embedded in multiple online courses that provide users with library materials and instruction at their point of need.
Table of Contents
Part I: Building Relationships and Gaining Trust
Chapter 1: Instructional Roles for Librarians
Chapter 2: Getting Your Foot in the Door
Part II: Learning Theories
Chapter 3: Introduction to Learning Theories
Rebecca S. Graves and Shelly R. McDavid
Chapter 4: Adult Learning
Christine Andresen and Katy Kavanagh Webb
Chapter 5: Active Learning
Barbara A. Gushrowski
Part III: Instructional Techniques
Chapter 6: Introduction to Instructional Techniques
Rebecca S. Graves and Shelly R. McDavid
Chapter 7: Audience Response Systems
Chapter 8: Team Based Learning
Brandi Tuttle and Adrianne Leonardelli
Chapter 9: Lesson Study in the Nursing Curriculum
Bryan S. Vogh, Hans Kishel, and Eric Jennings
Part IV: Instructional Modes and Assessment
Chapter 10: Online Instruction
Megan B. Inman
Chapter 11: Face to Face Instruction
Michele Malloy and Sarah Cantrell
Chapter 12: Blended Librarianship
Daniel P. Gall
Chapter 13: Incorporating Self-assessment and Peer Assessment into Library Instructional Practice
Stephan J. Macaluso
Part V: Subject-Based Instruction in Health Sciences
Chapter 14: What is Evidence-Based Practice?
Chapter 15: Creating a Curriculum Based Library Instruction Plan for Medical Students
Amy E. Blevins
Chapter 16: Librarians Role in Evidence-based Medicine Integration into the Medical Curriculum
Heather A. McEwen, Rienne Johnson, LuAnne M. Stockton, Janice M. Spalding, David M. Sperling, Lisa N. Weiss
Chapter 17: Reflections on Involvement in a Graduate Nursing Curriculum
Chapter 18: Strategies for Building an Information Skills Curriculum: The University of Michigan Experience
Mark P. MacEachern and Whitney Townsend
Chapter 19: What is Biomedical Informatics?: An Overview and Case Study
Part VI: Subject-Based Instruction in Other Disciplines
Chapter 20: What is Information Literacy?
April Cunningham and Allie Carr
Chapter 21: How to Achieve Information Literacy Integration
Allie Carr and April Cunningham
Chapter 22: A Curricular Approach to Information Literacy Instruction in Sociology: A Case Study
Adam T. Beauchamp
Chapter 23: Evolution of an Undergraduate Business Information Literacy Class: A Case Study
Chapter 24: The Expanding Role of Information Literacy in the Freshman Writing Program at Saint Louis University: A Case Study
Jamie L. Emery
About the Editors
List of Contributors