| Preface to Fourth Edition |
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xi | |
| Introduction |
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xiii | |
| 1 Reference Traditions: From "Personal Assistance" to Instructional Intervention |
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1 | (20) |
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"Personal Assistance" in Public Libraries |
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1 | (3) |
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Service Traditions in Academic Libraries |
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4 | (3) |
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The Move to Instruct Users: Justin Winsor's Legacy |
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5 | (1) |
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Columbia College's Melvil Dewey |
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5 | (1) |
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Princeton's William Warner Bishop |
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6 | (1) |
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Vassar's Lucy Maynard Salmon |
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6 | (1) |
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Taxonomy of Reference Service Levels |
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7 | (2) |
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Dissenting Views and Critiques of Reference Services |
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9 | (1) |
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20th-Century Instructional Initiatives in Academic Libraries |
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10 | (1) |
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Peabody College's Louis Shores |
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10 | (1) |
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The Mid-Century Information Explosion |
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10 | (1) |
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11 | (1) |
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The Value of Teaching Library Use Skills in Context: The Earlham College Experience |
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12 | (1) |
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BI in the 21st Century: Strategies and Techniques |
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13 | (5) |
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14 | (1) |
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Information Literacy Credit-Bearing Courses |
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14 | (1) |
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Making Connections for Integrated Instruction |
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15 | (1) |
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16 | (1) |
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17 | (1) |
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The Challenge of the First-Year Student |
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17 | (1) |
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What to Teach: A Framework |
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18 | (1) |
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Information Literacy International |
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19 | (1) |
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20 | (1) |
| 2 The School Library Idea: From Dream to Reality |
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21 | (22) |
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School Library Beginnings: Opening the Door |
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21 | (1) |
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Combining School and Public Libraries |
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22 | (1) |
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Establishing School Library Services |
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23 | (1) |
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20th-Century Educational Developments |
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24 | (1) |
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Inequities in Library Services |
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25 | (1) |
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Library Standards for Public Schools |
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26 | (1) |
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Progress toward Centralization of School Collections |
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26 | (1) |
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The Standards for School Library Media Programs: A Turning Point |
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27 | (1) |
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The Knapp School Libraries Project |
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28 | (1) |
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28 | (1) |
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Developing Instructional Programs |
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29 | (1) |
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School Libraries and School Reform |
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29 | (1) |
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30 | (1) |
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New Focus on Student Learning |
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31 | (1) |
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Three New Roles: Information Power |
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32 | (1) |
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Proving the Value of Library Skills Instruction |
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32 | (1) |
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Renewed Focus on Teaching and Learning |
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33 | (4) |
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A New Vision for a New Millennium |
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34 | (1) |
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Empowering Learners: Guidelines for School Library Programs |
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35 | (1) |
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National School Library Standards for Learners, School Librarians, and School Libraries |
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36 | (1) |
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Standards from the International Society for Technology in Education |
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37 | (1) |
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The Common Core State Standards |
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38 | (1) |
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39 | (1) |
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Demonstrating Our Value: An Enduring Dilemma |
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40 | (1) |
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41 | (2) |
| 3 The Information Search Process: Kuhlthau's Legacy |
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43 | (34) |
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Modes of Instruction: The Source Approach |
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43 | (1) |
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Modes of Instruction: The Pathfinder Approach |
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44 | (1) |
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Modes of Instruction: The Process Models Approach |
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44 | (2) |
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Sheingold's Inquiry Model |
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45 | (1) |
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Callison's Free-Inquiry Model |
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45 | (1) |
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Kuhlthau's Information Search Process Model |
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46 | (3) |
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Theoretical Underpinnings |
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47 | (1) |
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Verification of Kuhlthau's ISP |
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48 | (1) |
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A Closer Look at Kuhlthau's ISP |
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49 | (8) |
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Kuhlthau's Research "Moods" |
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51 | (1) |
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Research Based on Kuhlthau's ISP Model |
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51 | (6) |
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57 | (1) |
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Kuhlthau's Intervention Model: Taxonomy of Service Assistance |
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58 | (2) |
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The Theoretical Basis for Service Intervention |
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58 | (1) |
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Inquiry Learning: A New Framework for Information Literacy Instruction |
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59 | (1) |
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The Impact of Online Resources |
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60 | (1) |
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Guided Inquiry Learning: Moving beyond the ISP |
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61 | (4) |
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62 | (2) |
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Guided Inquiry: The Team Approach |
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64 | (1) |
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The National School Library Standards (2018) Feature Inquiry |
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64 | (1) |
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Alternative Frameworks for Process Instruction |
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65 | (8) |
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Eisenberg and Berkowitz's Big6 Skills |
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66 | (2) |
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Stripling Model of Inquiry |
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68 | (1) |
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Joyce and Tallman's I-Search Model |
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69 | (3) |
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72 | (1) |
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73 | (1) |
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74 | (3) |
| 4 Cognitive and Social Frameworks for Teaching and Learning |
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77 | (18) |
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Constructivist Principles Drive Curriculum Decision Making |
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78 | (2) |
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79 | (1) |
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Contextualizing Instruction |
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79 | (1) |
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The Focus on Process: Implications for Teaching and Learning |
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80 | (1) |
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More Constructivist Roles for Library Instruction and Services |
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81 | (3) |
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Student-Centered Teaching |
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82 | (1) |
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Cognitive Apprenticeships |
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83 | (1) |
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Own It, Learn It, Share It |
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84 | (1) |
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Information Search Process Strategies That Support Students |
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84 | (2) |
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Motivating Today's Learners |
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86 | (9) |
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Motivation Theory: Two Approaches |
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87 | (4) |
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The Effect of Culture on Motivation |
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91 | (4) |
| 5 Diagnosing Informational and Instructional Needs |
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95 | (36) |
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Grover's Diagnostic Model |
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96 | (1) |
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97 | (4) |
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98 | (2) |
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Maslow's Hierarchy of Needs |
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100 | (1) |
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Applying Theories of Information Needs in the School Library |
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101 | (3) |
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Socioeconomic Issues and Children's Information Needs |
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104 | (1) |
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Theories of Cognitive Development and Complexity |
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105 | (4) |
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Piaget's Theory of Cognitive Development |
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106 | (1) |
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107 | (1) |
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Revising Bloom's Taxonomy |
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108 | (1) |
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Learning Styles and Learning Modes |
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109 | (4) |
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109 | (2) |
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Sternberg's Triarchic Theory of (Successful) Intelligence |
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111 | (1) |
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Pask's Holistic and Serialistic Problem Solvers |
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112 | (1) |
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Cerebral Laterality and Multiple Intelligences |
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113 | (2) |
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Gardner's Multiple Intelligences |
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114 | (1) |
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Theories of Social and Cultural Difference |
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115 | (4) |
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Using Cognitive, Cultural, and Social Theories in a Library Context |
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119 | (4) |
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Matching Learning-Style Preferences to the Information Search Process and Information Search Process Models |
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120 | (3) |
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Relating Cultural and Social Differences to Instructional Design |
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123 | (2) |
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Differentiating Research Tasks |
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125 | (1) |
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Modeling Support for All Students in Library Design and Instruction |
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126 | (2) |
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128 | (1) |
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128 | (3) |
| 6 Building Information Competence: Designing Instruction for Today's Learners |
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131 | (32) |
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Creating Competent Students: An Instructional Imperative |
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132 | (1) |
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The Digital Age of Generations X and Y |
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133 | (2) |
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Understanding Generation Z |
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135 | (1) |
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Web 2.0: An Information Space for Children and Youth |
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135 | (1) |
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How Students Think about and Use the Internet in Information Seeking |
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136 | (1) |
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The Experience and Meaning of the Internet for Children and Youth |
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137 | (2) |
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Research Focus on Information Seeking in Electronic Resources |
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139 | (8) |
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Online Searching Behavior of Students |
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139 | (2) |
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Technology and Learning: Benefits and Challenges of Online Access |
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141 | (1) |
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Barriers to Information Seeking: Ethical Issues |
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141 | (2) |
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Ineffective Searching Strategies and Techniques |
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143 | (1) |
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143 | (1) |
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Evaluating Online Information Sources |
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144 | (1) |
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The Importance of Critical Review of Internet Resources in an Era of Fake News |
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145 | (1) |
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146 | (1) |
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Improving Children's Chances of Searching Success |
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147 | (4) |
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Process Models as Structures for Learning |
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147 | (1) |
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Understanding the Library and Its Online Resources |
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148 | (1) |
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The Importance of Background, Domain, or Topical Knowledge |
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149 | (1) |
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Selecting Topics and Tasks That Are Developmentally Appropriate |
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150 | (1) |
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Allowing Time for Information Seeking |
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150 | (1) |
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Developing Competent Searchers: Instructional Strategies |
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151 | (6) |
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The Importance of Personalized Learning |
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152 | (1) |
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Collaboration as an Information-Seeking Strategy |
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152 | (1) |
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Presearch/Inquiry: An Essential First Step |
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153 | (2) |
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155 | (1) |
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156 | (1) |
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Changes for School Librarians: Teacher and Information Specialist Roles |
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157 | (1) |
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158 | (1) |
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Teacher-School Librarians as Instructional Partners |
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159 | (1) |
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160 | (1) |
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161 | (2) |
| 7 Creating Effective Inquiry-Based Educational Tasks |
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163 | (20) |
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163 | (1) |
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Characteristics of Effective, Research-Based Assignments |
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164 | (4) |
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168 | (2) |
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170 | (2) |
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Effective Assignments from the Student's Point of View |
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172 | (2) |
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Authentic Research: Building Competencies through "Real" Tasks |
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174 | (2) |
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Competencies for Independent Research in the School Library |
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176 | (4) |
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Cognitive Barriers to Inquiry |
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176 | (1) |
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Critical Thinking and Information Literacy |
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177 | (1) |
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Helping Students Develop Evaluation Skills |
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178 | (2) |
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180 | (1) |
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180 | (3) |
| 8 Evaluating Students, Librarians, and Libraries |
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183 | (26) |
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Concern for Student Achievement |
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184 | (2) |
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Educational Assessment: The Standardized Testing Imperative |
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186 | (1) |
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187 | (1) |
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The School Librarian and Formative Assessment |
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188 | (1) |
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Alternative Models for Student Assessment |
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188 | (2) |
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190 | (1) |
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Authentic Assessment Models |
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190 | (2) |
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190 | (1) |
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191 | (1) |
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191 | (1) |
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191 | (1) |
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192 | (1) |
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Alternative/Authentic Assessment: Difficulties and Disadvantages |
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192 | (1) |
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The School Librarian and Alternative Assessment |
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193 | (1) |
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Evaluating the School Library |
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194 | (3) |
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195 | (1) |
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Library Use: Circulation and Library Visits |
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196 | (1) |
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196 | (1) |
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Focusing on the Educational Value of School Library Programs |
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197 | (2) |
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Determining the Value of the School Library Program |
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197 | (2) |
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Measuring Student Achievement |
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199 | (1) |
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Shifting the Evaluation Paradigm |
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199 | (3) |
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Reading Achievement and School Libraries |
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202 | (2) |
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203 | (1) |
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Emphasis on Evidence-Based Practice |
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204 | (3) |
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206 | (1) |
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Assessing the School Librarian |
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207 | (1) |
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207 | (2) |
| 9 Attending to the Social Needs of Today's Learners |
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209 | (12) |
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Acknowledging the Social Dimension of School Library Work |
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209 | (3) |
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Information Seeking as a Social Activity
211. Social Identity Issues in the School Library |
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212 | (1) |
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Interpersonal Interactions in the School Library Context |
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212 | (1) |
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Library Encounters as Communicative Action |
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213 | (5) |
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Approachability: A Key Aspect of Library Service |
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214 | (1) |
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Self-Esteem Needs of Library Users |
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215 | (3) |
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Reference Interactions Online: Teenage Experiences and Preferences |
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218 | (1) |
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How We Describe Library Users' Matters |
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219 | (1) |
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220 | (1) |
| Epilogue |
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221 | (2) |
| References |
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223 | (38) |
| Index |
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261 | |
