Reference and instructional services for information literacy skills in school libraries

cover image

Where to find it

Information & Library Science Library

Call Number
Z675.S3 L265 2014
Status
Available

Authors, etc.

Names:

Summary

Students need to be able to distinguish good information from bad. This book gives you the tools to transmit those essential skills to your students.

Being an effective school librarian requires acting as an active instructional partner, an advocate for information literacy and information resources, and a reference librarian. Now in its third edition, this concise book provides you with a solid foundation in providing reference services to students as well as teachers. It details all aspects of providing essential reference services in the context of the AASL Standards, the Common Core State Standards, and the evolving role of today's school librarian.

Author Scott Lanning emphasizes service and instruction while addressing topics such as inquiry, critical thinking, building core reference skills, electronic and Web resources, leadership skills, and virtual reference services. The book begins with chapters that discuss information and the information-seeking process. The following sections cover the provision of reference services, methods for teaching information literacy, the use of electronic resources in general, and the creation of library resources that support reference and instruction. The text concludes with an assessment of the value of reference and instruction services to the school and beyond.

Contents

  • List of Figures p. xiii
  • Preface p. xv
  • Chapter 1 Information p. 1
  • What Is Information? p. 1
  • Where Does Information Come From? p. 3
  • How Is Information Recorded, Classified, and Organized? p. 3
  • Where Does Information Get Interpreted and Analyzed? p. 4
  • How Does Information Get to You? p. 4
  • Four Types of Information by Age p. 5
  • News Sources-Instant Information p. 5
  • Journals-Current Information p. 6
  • Books-Mature Information p. 6
  • Reference Sources-Established Information p. 7
  • Vocabulary p. 7
  • Questions p. 8
  • Assignment p. 8
  • Chapter 2 Information Literacy p. 9
  • What Is Information Literacy? p. 9
  • What Does It Mean to Be Literate? p. 10
  • Theories of Information Literacy and Behavior p. 11
  • Practice Theory p. 12
  • Information Behavior Wheel p. 12
  • Activity Theory p. 12
  • Standards for Information Literacy p. 12
  • Twenty-First-Century Fluencies p. 13
  • The Common Core State Standards p. 13
  • Standards for the 21st-Century Learner p. 13
  • Models of Information Literacy p. 14
  • Information Search Process p. 14
  • Stripling and Pitts Research Process Model p. 14
  • Seven Pillars p. 14
  • Pathways to Knowledge p. 15
  • The Big Skills p. 15
  • Critical Thinking and Information Literacy p. 15
  • Vocabulary p. 17
  • Questions p. 17
  • Assignment p. 17
  • Chapter 3 How Students Find Information p. 19
  • Becoming Information Literate p. 19
  • Information Overload Barrier p. 20
  • Systemic Barriers p. 21
  • Student Information-Seeking Behavior p. 21
  • Why Information Literacy? p. 22
  • Vocabulary p. 22
  • Questions p. 22
  • Assignment p. 22
  • Chapter 4 Reference Services and Information Literacy p. 23
  • Reference's Role in the School Library p. 23
  • Reference's Role in Information Literacy p. 24
  • The Reference Experience and the User Experience p. 24
  • Guidelines for Performance p. 25
  • Vocabulary p. 26
  • Questions p. 26
  • Assignment p. 26
  • Chapter 5 Traditional and Contemporary Reference Services p. 27
  • Reference Services p. 27
  • E-mail p. 27
  • Chat, Instant Messaging, and Text Messaging p. 28
  • Social Media p. 29
  • Trends and Technology p. 29
  • Implementing New Reference Services p. 31
  • Making Wise Technology Decisions p. 32
  • Vocabulary p. 34
  • Questions p. 34
  • Assignment p. 34
  • Chapter 6 The Reference Transaction p. 35
  • What Is the Reference Transaction? p. 35
  • Customer p. 35
  • Question p. 36
  • Librarian p. 36
  • Reference Interview p. 37
  • Search p. 37
  • Search Evaluation p. 37
  • Answer p. 38
  • Answer Evaluation p. 38
  • Follow-Up p. 39
  • Helping Customers Ask Better Questions as Part of the Reference Interview p. 39
  • The Reference Interview p. 40
  • The Importance of Communication Skills p. 41
  • Example Transactions p. 42
  • Vocabulary p. 43
  • Questions p. 44
  • Assignment p. 44
  • Chapter 7 Reference Resources p. 45
  • Identifying Resources for Your Reference Collection p. 45
  • Is Print Dead? p. 46
  • Print Resources p. 46
  • Electronic Resources p. 47
  • Types of Reference Resources p. 48
  • Almanacs, Yearbooks, and Handbooks p. 48
  • Atlases and Gazetteers p. 49
  • Bibliographies p. 49
  • Biographies p. 49
  • Dictionaries p. 50
  • Directories p. 51
  • Encyclopedias p. 51
  • Vocabulary p. 52
  • Questions p. 52
  • Assignment p. 53
  • Chapter 8 Evaluating Information and Resources p. 55
  • Elements of Evaluation p. 55
  • Relevance p. 56
  • Purpose p. 56
  • Scope p. 57
  • Style p. 58
  • Validity p. 59
  • Timeliness p. 59
  • Accuracy p. 60
  • Authority p. 60
  • Usability p. 62
  • Format p. 62
  • Arrangement p. 63
  • Cost p. 64
  • Examples p. 66
  • Evaluation Checklist p. 67
  • Vocabulary p. 68
  • Questions p. 69
  • Assignment p. 69
  • Chapter 9 Finding Answers and Using Information Ethically p. 71
  • Answering a Question from the Librarian's Point of View p. 71
  • Answering a Question from the Student's Point of View p. 72
  • The Ethical Use of Information p. 72
  • Copyright, Fair Use, and Terms of Use Agreements p. 73
  • Plagiarism p. 74
  • Citing Sources p. 75
  • Citation Resources p. 75
  • Quoting, Paraphrasing, and Summarizing p. 77
  • Vocabulary p. 78
  • Questions p. 78
  • Assignment p. 78
  • Chapter 10 Information Literacy Instruction p. 79
  • What Is Information Literacy Instruction? p. 79
  • A Very Brief History of Information Literacy Instruction p. 80
  • Learning Theories p. 81
  • Behaviorism p. 81
  • Cognitivism p. 81
  • Constructivism p. 82
  • Humanism p. 82
  • Learning Styles p. 83
  • Learning Environments p. 84
  • Instructional Methods p. 85
  • Instructional Style p. 85
  • Types of Information Literacy Instruction p. 86
  • The Benefits of Information Literacy Instruction p. 87
  • A Program of Information Literacy Instruction p. 88
  • Collaboration in Service of Information Literacy p. 88
  • Marketing p. 88
  • Building Professional Relationships p. 89
  • Knowing the Core Curriculum p. 89
  • Relevant Quality Resources and Services p. 90
  • Lesson Planning p. 91
  • Vocabulary p. 93
  • Questions p. 93
  • Assignment p. 94
  • Chapter 11 Creating Library Guides and Web Resources p. 95
  • Library Guides p. 95
  • Types of Library Guides p. 96
  • Bibliographic Guides p. 96
  • Instructional and Combination Guides p. 96
  • Web Presence 2.0 p. 99
  • Examples p. 103
  • Vocabulary p. 103
  • Questions p. 103
  • Assignment p. 103
  • Chapter 12 Searching for Information p. 105
  • What Is a Database? p. 105
  • Searching an Electronic Resource p. 106
  • Search Mechanics p. 106
  • Boolean Logic and Venn Diagrams p. 107
  • AND p. 107
  • OR p. 109
  • NOT p. 109
  • Proximity and Phrase Searching p. 110
  • Truncation and Wildcards p. 111
  • Order of Execution and Nesting p. 112
  • Set Logic p. 114
  • Search Terms p. 114
  • Keyword p. 115
  • Controlled Vocabulary and Subject Search p. 115
  • Stop Words p. 117
  • Federated Search p. 117
  • Web-Scale Discovery Systems p. 118
  • Search Worksheet p. 119
  • Vocabulary p. 120
  • Questions p. 121
  • Assignment p. 121
  • Chapter 13 Search Specifics for Catalogs, Databases, and the Web p. 123
  • A Very Brief History of the Library Catalog p. 123
  • Book Catalogs p. 123
  • Card Catalogs p. 124
  • Computer Output Microfilm Catalogs p. 124
  • Online Public Access Catalogs p. 125
  • Web Catalogs p. 125
  • Open-Source Catalogs p. 125
  • The Library Catalog p. 126
  • Searching Catalogs p. 126
  • Default Search p. 126
  • Field Search p. 126
  • Limiting Searches p. 127
  • Vendors p. 127
  • Commercial Databases p. 127
  • Default Search p. 128
  • Advanced Search p. 128
  • Faceted Search p. 128
  • The Web p. 128
  • Search Engines p. 129
  • Visible and Invisible Web p. 129
  • Web Search p. 130
  • Advanced Web Search p. 131
  • Semantic Search p. 131
  • Hierarchical Search p. 132
  • Subject Search Engines p. 132
  • Metasearch p. 132
  • Kid-Friendly Search Engines p. 133
  • Vocabulary p. 134
  • Questions p. 134
  • Assignment p. 134
  • Chapter 14 Assessment and Evaluation of Reference and Instruction p. 135
  • What Is Assessment? p. 135
  • Planning for Assessment p. 135
  • Types of Assessment p. 138
  • Quantitative Assessments - Statistics p. 138
  • Interpreting Statistics p. 138
  • Summative Assessments p. 139
  • Formative Assessments p. 140
  • Surveys p. 140
  • Evaluating Reference Service p. 141
  • Reference Evaluation p. 141
  • Customer Satisfaction Evaluation p. 143
  • Sample Evaluation Forms p. 144
  • What If It Is Only You? p. 145
  • Report Writing p. 147
  • The Value of Your Library p. 148
  • The Value of the Reference Collections p. 148
  • The Value of Instruction p. 149
  • The Value of the Library to the School p. 149
  • Your Value p. 150
  • Vocabulary p. 151
  • Questions p. 151
  • Assignment p. 151
  • Bibliography p. 153
  • Index p. 163

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