A
AASL (American Association of School Librarians),
10
‘Academic champions’,
19,
59,
60
‘disconnect’ between academics and librarians,
59–60
forms of working relationships,
59
importance of collaboration,
18–21
instability of collaborations with individual academics,
61
Strategies for collaboration,
60–62
‘Top-down’ approach,
61–62
collaboration with librarians,
17
Ellis’s model of information behaviour,
13,
50
expert researcher model,
13,
50
as gatekeepers to the curriculum,
116
information behaviour,
13
information competence,
15–16
perceptions of teaching librarians,
18–24,
188
unrealistic expectations of student information behaviour,
13
willingness to teach information literacy,
15–16
Academic Writing Librarians blog,
177
ACRL (Association of College & Research Libraries), ,
26
and faculty status for librarians,
18
Guidelines for Instruction Programs in Academic Libraries,
58
Information Literacy Competency Standards for Higher Education, ,
29,
75,
103
list of library instruction courses for librarians,
26
Standards for Proficiencies for Instruction Librarians and Coordinators, ,
28–29,
58
action research cycle,
56–57
and need to target non-LIS audience,
66
and Scottish Information Literacy Project,
63–65
and Social networking,
66–67
ALA (American Library Association),
Presidential Committee Report on Information Literacy, ,
63
ARCS Model (Attention, relevance, confidence, satisfaction),
133
ASLA (Australian School Library Association),
10
Standards of Professional Excellence for Teacher Librarians,
10
as a tool for improving teaching and learning,
57–58,
154–155
norm-referenced and criterion-referenced,
112–113
Asynchronous teaching and learning,
105–107
Authentic assessment,
110,
154
C
CCLI (California Clearing house on Library Instruction),
CIBER (Centre for Information Behaviour and the Evaluation of Research),
46
CILIP (Chartered Institute of Library and Information Professionals)
Community Services Group,
26
Classroom response systems (CRS),
130
CLIR (Council on Library and Information Resources),
51
Conference presentations,
178
Course Management Systems (CMS)
See (VLEs)
CPD (Continuing Professional Development),
54,
177,
185
Criterion referenced assessment,
112–113
Curriculum-integrated instruction, ,
58
I
Information Behaviour of the Researcher of the Future,
46
as an academic discipline, ,
74
competency standards for higher education,
conceptualising information literacy,
73–79
history and development of,
2–3
librarians’ understanding of,
12,
73–79
and lifelong learning,
4–5
presidential committee report,
‘Information literate person’ models,
76–77
influence on teaching and learning,
78–79
IIL (Institute for Information Literacy),
ILOs (Intended learning outcomes),
99–106
frameworks for development,
103–106
International students,
47
L
conceptual frameworks,
40–42
goals, objectives and outcomes,
99–106
personal learning philosophy,
39–42
Lectures: and Active learning,
126–132
survey of teaching experience,
181–204
Librarians as Teachers Network,
174–175
Library and Information Science Education in Europe: Joint Curriculum Development and Bologna Perspectives,
26–27
Library Network Support Service (LNSS) project,
159
Library Routes Project wiki,
167
N
NCATE (National Council for the Accreditation of Teacher Education),
10
NFIL (National Forum on Information Literacy),
National Information Literacy Awareness Month 2009 (US),
63
National Information Literacy Framework (Scotland),
64
informal strategies,
98–99
Non-traditional students,
47–48
Norm-referenced assessment,
112–113
S
Scholarly communication,
16–17
changes in scholarship practices,
16–17
Scholarship of teaching and learning,
150
School Library Media Specialist,
10
SCONUL (Society of College, National and University Libraries)
Seven pillars of information literacy model,
Scottish Information Literacy Project,
63–65
‘Sets of abilities” definitions of information literacy,
75–76
and influence on teaching and learning,
77–78
Seven faces of information literacy,
76
Seven Pillars of Information Literacy Model
Six frames for information literacy education,
40–41,
78–79
and advocacy for information literacy,
66–67
Special needs students,
47
Strategies for collaboration,
60–62
Student Information Behaviour,
13,
28
academics’ expectations of,
13
librarians’ understanding of,
13
Strategic Innovation Fund (SIF),
159
Structured note-taking,
131
Survey of librarians’ experiences of teaching,
181–204
beliefs about how role is perceived by outsiders,
187–189
challenges faced in teaching role,
195–197
conceptions of good teaching,
199–201
involvement in teaching,
184
involvement in teaching networks and communities,
186
instructional training received,
184–186
pre-employment role conceptions compared with current role experience,
190–191
teaching grants and awards,
187
Synchronous teaching and learning,
105–107
T
perspectives of Irish librarians,
181–104
Teaching and learning activities,
105–107
Teaching environment,
134
strategies for grant writing,
159–161
arguments in favour of teaching role,
12–18
as information experts,
14–15
comparison with school teachers and teaching faculty,
53
conceptions of “good teaching”,
199–201
influence of academics’ perceptions,
18–24,
197
lack of formal preparation for teaching role,
9–10,
24–27,
186
personal learning philosophy,
39–42
trends shaping development of role,
33–67
Teaching philosophy,
39–42
and information literacy,
Traditional students,
44–47