AASL (American Association of School Librarians), 10

‘Academic champions’, 19, 59, 60

Academic-librarian collaboration, 17, 19–24, 58–62

barriers to collaboration, 22–24, 59–60

‘disconnect’ between academics and librarians, 59–60

forms of working relationships, 59

faculty culture, 23

importance of collaboration, 18–21

instability of collaborations with individual academics, 61

Strategies for collaboration, 60–62

‘Top-down’ approach, 61–62

Academics:

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), 6, 26

and faculty status for librarians, 18

Guidelines for Instruction Programs in Academic Libraries, 58

Information Literacy Competency Standards for Higher Education, 6, 29, 75, 103

list of library instruction courses for librarians, 26

Standards for Proficiencies for Instruction Librarians and Coordinators, 8, 28–29, 58

Action Research, 55–58

action research cycle, 56–57

definition of, 56

Active learning, 92–93, 108

and large groups, 126–132

Adult learners, 47, 139–142

Advocacy, 62–67

and need to target non-LIS audience, 66

and Scottish Information Literacy Project, 63–65

and Social networking, 66–67

strategies, 65–66

ALA (American Library Association), 3

Presidential Committee Report on Information Literacy, 3, 63

Andragogy See (Adult learners)

ARCS Model (Attention, relevance, confidence, satisfaction), 133

ASLA (Australian School Library Association), 10

Standards of Professional Excellence for Teacher Librarians, 10

Assessment, 109–113

as a tool for improving teaching and learning, 57–58, 154–155

formative and summative, 110–112

norm-referenced and criterion-referenced, 112–113

and rubrics, 112–113

Asynchronous teaching and learning, 105–107

Attendance, 123–126

Authentic assessment, 110, 154

Behaviourism, 86–87, 90–91

‘Biblioblogosphere’, 166

Blackboard (VLE), 136–137

Blogging, 66–67, 165–167

Bloom’s taxonomy, 104–105

Brainstorming, 128

‘Buzz’ groups, 127–128

CCLI (California Clearing house on Library Instruction), 8

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

Collaboration See (Academic-librarian collaboration)

Communities of Practice (CoPs), 172–175, 186

Conference presentations, 178

Constructivism, 87–88, 91

Constructive alignment, 99–101, 109–111

‘Cool-hunting’, 119

Course Management Systems (CMS) See (VLEs)

CPD (Continuing Professional Development), 54, 177, 185

Criterion referenced assessment, 112–113

Curriculum design, 28

Curriculum-integrated instruction, 5, 58

Deep learning, 83–85

– See also Surface learning

Distance learning, 48

‘Drop-in’ sessions See (Elective sessions)

EBLIP (evidence-based library and information practice), 55–56

five-step process, 56

E-Learning:

instructional modules for librarians, 26–27, 54

– See also VLE (Virtual Learning Environment)

Elective sessions, 123–126, 196

Ellis’s model of information behaviour, 13, 50

Enquiry-based learning (EBL), 94–96

Evaluation

student evaluation of instruction, 113–114, 152–153

of teaching performance, 151–158

Expectancy-value theory, 132

Expert researcher model, 13, 49–50

Face-to-face teaching (F2F), 105–107

Faculty See (Academics)

Faculty culture, 23

“Faculty problem”, the, 19–20, 60

Faculty status, 18

Fishbowls, 131

Formative assessment, 110–112

Four p’s, 117–119

Google Generation, the, 45–47, 119

Graduate students, 48–51

attributes, 50

information behaviour, 49

transformation to researchers, 49–50

Grants See (Teaching grants)

Group mentoring, 169

Group work

and Adult learners, 142

Guidelines for Instruction Programs in Academic Libraries, 58

HEA ICS (Higher Education Academy Subject Centre for Information & Computer Sciences), 26

Information Behaviour of the Researcher of the Future, 46

Information literacy:

advocacy for, 12–13, 62–67

as an academic discipline, 5, 74

competency standards for higher education, 6

conceptualising information literacy, 73–79

definitions of, 74–79

in education, 5

history and development of, 2–3

and learning, 3–4

librarians’ understanding of, 12, 73–79

and lifelong learning, 4–5

mission statement, 79–82

models and standards, 6

organisations, 7–8

presidential committee report, 3

use of technology for, 6

‘Information literate person’ models, 76–77

influence on teaching and learning, 78–79

‘Infoteach’ project, 174

IIL (Institute for Information Literacy), 3

ILOs (Intended learning outcomes), 99–106

frameworks for development, 103–106

and Understanding, 102–103

– See also Constructive alignment Learning objectives

Instruction librarian:

proficiency standards, 8, 28–29, 58, 80

– See also Teaching Librarian

‘Instructional menu’, 105–107

and ‘one-shot’ sessions, 144–146

Instructional methods See (Teaching and learning activities)

Instructional training See (Professional education)

International students, 47

Irish librarians See (Survey of librarians’ experiences of teaching)

‘Jack-of-all-trades’, 11, 183

‘Jigsaw’ method, 131–132

Large group teaching, 126–132

Learning:

conceptual frameworks, 40–42

goals, objectives and outcomes, 99–106

learning theories, 28, 82–91

personal learning philosophy, 39–42

Learning objectives, 99–106

Learning outcomes See (ILOs)

Lectures: and Active learning, 126–132

‘Liblogs’, 166

Librarians:

faculty status, 18

identity crisis, 7

professional identity, 7

and research, 55–58

stereotypes, 7

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

Lifelong learning, 4–5

Marketing See (Promotion)

Mentoring, 167–170

mentoring circles, 169

Middle States Commission on Higher Education, 63

Mission statement, 79–82

Motivation, 132–136

and student attendance, 124, 196–197

Multi-tasking, 11, 183

NCATE (National Council for the Accreditation of Teacher Education), 10

NFIL (National Forum on Information Literacy), 3

National Information Literacy Awareness Month 2009 (US), 63

National Information Literacy Framework (Scotland), 64

Needs assessment, 97–99

formal strategies, 99

informal strategies, 98–99

Non-traditional students, 47–48

Norm-referenced assessment, 112–113

“One-shot” instruction, 115, 143–146

Online learning See (E-Learning)

Outreach See (Promotion)

‘Pecha Kucha’, 178

Pedagogy See (Learning)

Peer evaluation, 156–158

Peer mentoring See (Mentoring)

Pop-i/Lollipop, 26

Popular culture, 135–146

Postgraduate students See (Graduate students)

Presentations, 129–130

presentation skills, 185

Problem-based learning, 96–97

Professional development, 149–180

Professional education, 24–27

“culture of teaching”, 54–55, 150

instructional curriculum for librarians, 27–30, 51–55

and teacher identity, 27–28, 52, 54

lack of instructional training, 9–10, 24–27, 184

instructional training formats, 52–54

self-development, 54, 70, 149–180

Professional learning communities (PLC), 170–172

Promotion, 114–120

promotional tools, 118–119

strategies, 119–120, 126–127

– See also Advocacy

Promotional tools, 118–119

Publishing, 66, 175–178

Qualitative survey See (Survey of librarians’ experiences of teaching)

Reflective journals

as a tool for improving teaching and learning, 154–155

as a tool for self-development, 165–167

Reflective Practice, 37–39, 70, 81–82, 150–151

and blogging, 150, 165–167

Relational approach, 76–77, 78–79

and learning theory, 89–90, 91

Research:

expert researcher model, 13

librarians doing research, 55–58, 159, 176-177

– See also Action research

RIN (Research Information Network), 48

Rounds, 126

Rubrics, 112–113

Scholarly communication, 16–17

changes in scholarship practices, 16–17

‘Scholarly literacy’, 51

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, 6

Scottish Information Literacy Project, 63–65

‘Sets of abilities” definitions of information literacy, 75–76

criticism of, 75–76

and influence on teaching and learning, 77–78

Seven faces of information literacy, 76

Seven Pillars of Information Literacy Model

criticism of, 6

SirLearnaLot, 26, 54

Six frames for information literacy education, 40–41, 78–79

Social Learning theory, 88–89, 91

Social Networking

and advocacy for information literacy, 66–67

and promotion, 119, 126

SOLO Taxonomy, 104

Special needs students, 47

Strategies for collaboration, 60–62

Student diversity, 44–48

Student Information Behaviour, 13, 28

academics’ expectations of, 13

librarians’ understanding of, 13

motivation, 132–136

Strategic Innovation Fund (SIF), 159

Structured note-taking, 131

Summative assessment, 110–112

Surface learning, 83–85

– See also Deep learning

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

confidence in teaching, 191–195

copy of survey, 203–204

enjoyment of teaching, 197–199

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

various comments, 201–203

work roles, 183

Synchronous teaching and learning, 105–107

Syndicates, 129

Target markets, 117

Teacher anxiety, 10, 121–123

Teacher identity, 33–37

in professional education, 27–28, 52, 54

perspectives of Irish librarians, 181–104

Teacher Librarian, 10

Teaching and learning activities, 105–107

and Adult learners, 140–142

and Large groups, 126–132

Teaching awards, 66, 158

Teaching environment, 134

Teaching grants, 158–161

strategies for grant writing, 159–161

Teaching Librarians:

arguments in favour of teaching role, 12–18

as information experts, 14–15

competencies required by, 28–30, 71–73

comparison with school teachers and teaching faculty, 53

conceptions of “good teaching”, 199–201

confidence in teaching, 191–195

influence of academics’ perceptions, 18–24, 197

institutional status, 17–18, 202

instructional curriculum for, 27–30, 71–73

lack of formal preparation for teaching role, 9–10, 24–27, 186

need to define, 10–11

personal learning philosophy, 39–42

professional education for, 24–30, 69–73

proficiency standards, 8, 28–29, 58, 80

resistance to teaching, 9

role origins, 1, 14

role analysis, 6–8

role definition, 8–12

tasks and duties, 71–72

and teacher anxiety, 10, 121–123, 192–194

trends shaping development of role, 33–67

Teaching methods See (Teaching and learning activities)

Teaching philosophy, 39–42

Teaching portfolios, 161–165

Teaching qualifications, 184–185

Technology:

and information literacy, 6

‘Think-pair-share’, 130–131

Traditional students, 44–47

Twitter, 67, 167

Unique selling proposition (USP), 126

VLE (Virtual Learning Environment), 42–44, 106–107, 108, 136–139

and wikis, research journals and blogs, 138

Web 2.0 See (Social networking)

‘Word-of-mouth’ promotion, 120, 126

Worksheets, 129

Writing for publication, 175–178