Information Literacy and Assessment Bibliography

Introduction
Library instruction and If anyone had doubts, it is apparent that the

information literacy field of library instruction and information
literacy (IL) is, indeed, an established field of
Anna Marie Johnson research. In fact, one of this year's articles
makes a strong case for that very point (Arp and
Woodard, 2002). Since the number of articles
published this year is similar to last year, it does
not seem like interest in the field is waning,
simply maturing (Table I). This reviewer found
fewer articles explaining what information
literacy is, and many more articles asking
questions such as ``how can we create
meaningful assessment of students' information
literacy levels?'' In fact, approximately
10 percent of the articles in this year's
The author bibliography dealt directly with assessment,
Anna Marie Johnson is Team Leader, Information Literacy while many more made mention of the need for
University of Louisville Libraries, University of Louisville, it. There are several national IL assessment
Louisville, Kentucky, USA. efforts under way which should come to fruition
in the next few years. It will be interesting to see
the research that comes from them.
Keywords
In the school library/media center literature,
Bibliographies, Libraries, Library facilities, research models dominated the discussion, but
Curriculum development collaboration was also the subject much on
practitioners' minds. Several interesting articles
Abstract on inquiry and involving students in asking and
This article presents an annotated bibliography of literature researching meaningful questions were
recently on library instruction and information literacy in published. These could be useful for school
academic, school, public, special, and all types of libraries. media specialists who are looking for
Interest in the topic remains strong, with a growing number collaborative ideas to suggest to their teacher
of pieces also including the importance of assessment. Other colleagues (Broaddus and Ivey, 2002;
themes discussed in the articles include research, colla- Grierson et al., 2002; Harvey, 2002;
boration, the use of tutorials, tours, distance learning, active Mansukhani, 2002).
learning, problem-based learning, and the role of accred- In the public library realm, articles about
itation bodies. information literacy remain sparse;
however, a research guide for public library
Electronic access users was published this year by the
Ontario Public Library Association which
The Emerald Research Register for this journal is available at
could serve as a helpful resource for public
http://www.emeraldinsight.com/researchregister
librarians in both the USA and Canada
The current issue and full text archive of this journal is (Donlan, 2002). This is an encouraging sign
available at that there is a growing awareness among public
http://www.emeraldinsight.com/0090-7324.htm librarians of the need for information literate
citizens.
In the academic library literature, some
themes remain constant. Tutorials, tours, and
distance learning issues were all represented in
Reference Services Review
the practical literature. Many articles mention
Volume 31 . Number 4 . 2003 . pp. 385-418
# MCB UP Limited . ISSN 0090-7324 the ACRL Information Literacy Competency
DOI 10.1108/00907320310505672 Standards For Higher Education, and there
385
Library instruction and information literacy Reference Services Review
Anna Marie Johnson Volume 31 . Number 4 . 2003 . 385-418
Table I Atkins, P. and Frerichs, C.E. (2002), ``Planning

Number of 2001 Number of 2002 and implementing a teaching workshop for
Type of library publications publications Difference librarians'', College & Undergraduate Libraries,
Vol. 9 No. 2, pp. 5-20.
Academic 155 151 ±4
Public 4 3 ±1 A librarian at Hope College and a faculty
School 78 102 +24 development specialist created a workshop for
Special 27 10 ±17 teaching librarians which included three
All types 17 21 +4 half-day sessions: pedagogy, microteaching
Total 281 287 +6 (where librarians actually taught to their peers),
and an open-ended discussion of IL. Workshop
were several articles this year that began to look materials are included.
critically at the standards. This would suggest
that they are being widely adapted and Austen, G. et al. (2002), `Àustralian university
insightfully used (Cain, 2002). Both libraries and the new educational
problem-based learning and case-based environment'', Journal of Academic
learning appear in the literature this year as Librarianship, Vol. 28 No. 1/2, pp. 63-7.
well, and this seems to reflect a shift in teaching Reports on trends in Australian university
from lecturing to more active learning across libraries including an emphasis on remote
many disciplines (Carder et al., 2001; Enger et services, online instruction and information
al., 2002). literacy. Uses the University of Queensland as a
Accreditation standards and the inclusion of case study.
information literacy into those standards was
the subject of several articles in the higher Bao, X.-M. (2002), `À comparative study
education literature. With many accrediting of library surveys of Internet users at Seton
bodies revising their standards, it is important Hall University in 1998 and 2001'',
that IL practitioners are aware of the changes College & Research Libraries, Vol. 63 No. 3,
and can advocate on their campuses for ways to pp. 251-9.
translate the accreditation standards into Comparison of surveys of users' Internet
practice (Gratch-Lindauer, 2002; Ratteray, use in 1998 and 2001 showed a dramatic
2002; Thompson, 2002). Collaboration increase in the use of the Internet as well as
continued to be a theme in the academic increased satisfaction on the part of the users.
literature as well though not as What remains problematic is the ability to
prominently this year. There were several find useful information and the lack of
articles which gave practical suggestions for awareness of alternate sources of
collaborative possibilities in integrating information such as subscription-based
information literacy instruction into the databases.
curriculum.
Beagle, D. (2002), `Èxtending the information
Academic libraries commons: from instructional testbed to
Abidi, S.A.H. (2002), `Ùganda: toward Internet2'', The Journal of Academic
information literacy and an information and Librarianship, Vol. 28 No. 5, pp. 287-96.
communication technologies environment'',
Author uses the term `ìnformation commons''
The Library Quarterly, Vol. 72 No. 4,
to describe the way libraries must reorganize
pp. xiii-xvi.
their thinking for the twenty-first century in
Short opinion piece arguing for information both physical and digital space. Addresses
professionals to use their skills and training to instruction implications including the need for
educate the citizens of their country as a means integration into course management software
of countering terrorism. Includes goals for and online tutorials to meet students at their
information literacy in Uganda. point of need.
386
Beile, P. (2002), The Effect of Library Instruction used, the professional development of the
Learning Environments on Self-efficacy Levels and instructors, and the experience of teaching are
Learning Outcomes of Graduate Students in all discussed.
Education, ERIC Publication, ED465331.
Black, C. et al. (2001), ``Building a successful
Study of 49 graduate students in education who information literacy infrastructure on the
were exposed to instruction in one of three foundation of librarian-faculty collaboration'',
formats (face-to-face, online, or tutorial on Research Strategies, Vol. 18 No. 3, pp. 215-25.
campus) found that regardless of learning Asserts that personal relationships between
environment, students improved their library faculty and librarians are key to collaboration
self-efficacy with instruction. Those with on IL instructional development. Uses
previous instruction showed significant effect examples of this concept in practice at Towson
on self-efficacy scores possibly demonstrating University.
the cumulative effects of instruction.
Blakeslee, S. and Johnson, K. (2002), `Ùsing
Ben Omran, A.I. (2001), Library Anxiety and HorizonLive to deliver library instruction to
Internet Anxiety among Graduate Students of a distance and online students'', Reference Services
Major Research University, University of Review, Vol. 30 No. 4, pp. 324-9.
Pittsburgh, Pittsburgh, PA.
HorizonLive is a software product that enables
Study attempts to find a relationship between a instructors to use streaming media, chat, shared
number of variables and library and Internet applications, and pushed content to create a
anxiety. Only variable with a positive collaborative feel to online classes. Librarians at
correlation was age although frequency of Cal State, Chico used it to create a library
Internet use was also predictive of Internet instruction presentation and quiz that
anxiety. Also found differences in anxiety levels instructors could link to from their online
between American and international students. classes since the software was already in use in
these classes.
Bergart, R. (2002), `Àn exploration of the
impact of electronic resources on Bodi, S. (2002), ``How do we bridge the gap
undergraduate research'', Feliciter, Vol. 48 between what we teach and what they do? Some
No. 4, pp. 181-4. thoughts on the place of questions in the
Discusses the problems and issues faced by process of research'', The Journal of Academic
students when using electronic databases such Librarianship, Vol. 28 No. 3, pp. 109-14.
as ``false focus'' (using the first citations they Research shows that the undergraduate
find or prematurely narrowing their topic research process is significantly different from
because of pressure from a librarian), ``limiting that of faculty and librarians; thus it is
to full-text'', and inability to browse. Urges important to provide more guidance in the form
professors and librarians ``to teach that the of questions (modeled in this article) to help
research process demands time, creativity, and students focus their research topics.
critical thinking.''
Boff, C. and Johnson, K. (2002), ``The library
Bernnard, D.F.J. and Trudi, E. (2001), ``The and first-year experience courses: a nation-wide
committee that worked: developing an study'', Reference Services Review, Vol. 30 No. 4,
information literacy course by group pp. 277-87.
process'', Research Strategies, Vol. 18 No. 2,
Survey of 749 institutions offering first-year
pp. 133-42.
experience courses found that 86 per cent have
Incorporation of IL into general education a library component of some kind and 67 per
requirements at the University of Albany cent have a required component. At 73 per cent
(SUNY) necessitated a timely response in the of the schools, the library component is two
form of a for-credit course. The composition hours or less and comprises a small portion of
and work of the committee, the technology the course curriculum, and schools with low or
387
medium selectivity were more likely to require Brose, F. (2002), Implementing the `Ìnformation
the library component. Competency'' Graduation Requirement in
California Community Colleges: A Chronology of
Booth, A. and Fabian, C.A. (2002), Sources, and Lists, ERIC Publication,
``Collaborating to advance curriculum-based ED463795.
information literacy initiatives'', Journal of
Contains a chronology from 1907 to the
Library Administration, Vol. 36 No. 1/2,
present, in numbered paragraph format, of
pp. 123-42.
significant national or regional documents,
Gives ideas for creating partnerships with legislation, and other developments in
campus colleagues to integrate information education which affected the information
literacy. Includes overview of ``key documents'' competency movement. Also includes a list of
at the local and national levels that librarians community colleges with IL requirements, a list
can use to show how information literacy fits of sample tutorials, and online resources.
with other academic priorities. Brower, S. (2002), ``Teaching e-journals:
Bowden, T.S. and DiBenedetto, A. (2001), building a workshop for an academic health
sciences library'', Serials Review, Vol. 28 No. 2,
`Ìnformation literacy in a biology laboratory
pp. 88-92.
session: an example of librarian-faculty
collaboration'', Research Strategies, Vol. 18 In response to a survey of faculty, staff, and
No. 2, p. 143. students regarding their library education
needs, librarians at SUNY Buffalo's Health
General biology faculty and librarians at
Sciences Library developed a workshop on
Villanova University collaborated to integrate e-journals. Authors include possible reasons
scientific literacy instruction into an why more libraries are not offering such a class.
introductory biology course as a means of
setting the stage for more sophisticated Brown, C.M. and Krumholz, L.R. (2002),
instruction in later biology classes. Planning, `Ìntegrating information literacy into the
instructional content, and assessment are science curriculum. Geomicrobiology course at
included. the University of Oklahoma'', College &
Research Libraries, Vol. 63 No. 2, pp. 111-23.
Bracke, P.J. and Dickstein, R. (2002), ``Web
Although students' self-reported good IL skills,
tutorials and scalable instruction: testing the ``this perceived enhancement was not reflected
waters'', Reference Services Review, Vol. 30 in a significantly improved ability to use
No. 4, pp. 330-7. information'' and a dissonance between their IL
University of Arizona librarians designed a scores and their grades was present. Authors
tutorial for a large psychology class suggest that ACRL outcomes might be
assignment requiring the students to find a unrealistic and suggest using ACRL Instruction
Section objectives to see if a better correlation is
research article and found this method
achieved between students' IL skills and their
effective in dealing with large-scale instruction.
grades.
Article describes the implementation and
evaluation of the tutorial over four semesters Bruce, C. et al. (2002), ``Constituting collective
and includes time estimates for the librarians consciousness: information literacy in university
involved. curricula'', International Journal for Academic
Development, Vol. 7 No. 1, p. 31.
Breivik, P.S. (2002), `Èxpanding our
boundaries with information literacy'', Christian Article uses Bowden and Marton's (1998)
framework of learning as ``changing awareness
Librarian, Vol. 45 No. 3, pp. 96-8.
at the individual and collective levels'' to
Text of Breivik's address to the 2002 describe a university-wide teaching and learning
Conference of the Association of Christian project highlighting IL for staff in all disciplines
Librarians. at the Australian Catholic University.
388
Buchanan, L.E. et al. (2002), `Ìntegrating Gettysburg College). Includes publicity and
information literacy into the virtual university: logistical information and the results of the
a course model'', Library Trends, Vol. 51 No. 2, authors' survey of their audience's practices at
pp. 144-66. ACRL X.
Librarians and a Communications faculty Carter, E.W. (2002), ```Doing the best you can
member collaborated on an online course in with what you have:' lessons learned from
multimedia literacy which integrated the ACRL
outcomes assessment'', The Journal of Academic
IL Competency Standards at Austin Peay State
Librarianship, Vol. 28 No. 1/2, pp. 36-41.
University. Course development and
implementation are discussed as well as student Based on Donald Barclay's 1995 RQ article on
perceptions and instructor recommendations. assessment, librarians at the Citadel designed
instruments for psychology and first-year
Cain, A. (2002), `Àrchimedes, reading, and the information literacy instruction.
sustenance of academic research culture in
library instruction'', The Journal of Academic Caswell, J. and Simoneaux, L. (2002),
Librarianship, Vol. 28 No. 3, pp. 115-21. ``Technical and educational considerations for a
Argues that students need time to reflect and wireless classroom'', Louisiana Libraries, Vol. 64
read deeply to be creative and that our current No. 4, pp. 3-6.
educational culture (including even our Overview of the issues involved in creating a
emphasis on IL standards and competencies) wireless laptop classroom at Southeastern
does not foster these practices. Louisiana University library. Includes specifics
about the set-up, hardware, software, and
Campbell, S. and Fyfe, D. (2002), ``Teaching
at the computer: best practices for one-on-one classroom configuration.
instruction in reference'', Feliciter, Vol. 48 Churkovich, M. and Oughtred, C. (2002),
No. 1, pp. 26-8. ``Can an online tutorial pass the test for library
Some of the best practices include `ènsure that instruction? An evaluation and comparison of
the learner is ready to learn,'' ``don't teach library skills instruction methods for first year
people what they already know,'' ``respect the students at Deakin University'', Australian
learner's need to become independent,'' and Academic & Research Libraries, Vol. 33 No. 1,
``make the person comfortable with her ability pp. 25-38.
to learn.''
Commercially-available online IL tutorial
Carder, L. et al. (2001), ``Case-based, (Web-ezy) was compared to a mediated
problem-based learning: information literacy experience with students completing the
for the real world'', Research Strategies, Vol. 18 tutorial in the presence of a librarian, and
No. 3, pp. 181-90. traditional face-to-face instruction with a
hands-on exercise. Pre- and post-test scores
Discusses use of scenario or case-based IL
instruction with the role of the librarian as showed the biggest improvement in students
facilitator. Examples of cases are included along experiencing the traditional face-to-face
with advice about the writing of cases and the method.
advantages and disadvantages of using this
Conteh-Morgan, M. (2002), ``Connecting the
technique.
dots: limited English proficiency, second
Cardwell, C.F. and O'Keeffe, J.K. (2001), ``My language learning theories, and information
librarian: personalized research clinics and the literacy instruction'', The Journal of Academic
academic library'', Research Strategies, Vol. 18 Librarianship, Vol. 28 No. 4, pp. 191-6.
No. 2, pp. 97-111. Details how librarians can improve IL
Overview of research appointment programs at instruction to ESL students by understanding
three institutions (Bowling Green State and utilizing practices from innatist and
University, Marquette University, and interactivist second-language learning theories.
389
Cox, C.N. (2002), ``Becoming part of the California State University'', Resource Sharing
course: using blackboard to extend one-shot & Information Networks, Vol. 16 No. 1, p. 67.
library instruction'', College & Research Libraries
History of and lessons learned from the
News, Vol. 63 No. 1, pp. 11-13, 39.
Information Competence Initiative created by
Short discussion of features of Blackboard the CSU Libraries in the early 1990s.
course management software and integration
strategies such as including library Dalrymple, C. (2002), ``Perceptions and
information in the course documents, creating practices of learning styles in library instruction.
assignments to post and a bibliography of survey of members of ALA library instruction
library resources, using the e-mail, discussion round table'', College & Research Libraries,
board, and more. Vol. 63 No. 3, pp. 261-73.
Cox, C.N. and Pratt, S. (2002), ``The case of Reports on a survey of 1500 LIRT
the missing students, and how we reached them members regarding their attitudes toward
with streaming media'', Computers in Libraries, learning style theory and the types of
Vol. 22 No. 3, pp. 40-5. teaching strategies they include in their
instruction. Majority felt that learning style
Describes a project to reach distance learning theory could positively impact their
students with streaming media for IL instruction but were unsure how to incorporate
instruction. Includes information about
it.
process, type of equipment used and equipment
substitutions. D'Angelo, B.J. (2001), `Ùsing source analysis
to promote critical thinking'', Research
Cronau, D.A. (2002), ``Lifelong learning and
Strategies, Vol. 18 No. 4, pp. 303-9.
the library connection: a perceptual model for
tertiary library customer education'', Describes an activity where the students
Christian Librarian, Vol. 45 No. 2, pp. 52-7, examined sources in international business for a
69-79. country analysis assignment and answered
questions such as ``How current is the
Author studied the perceptions of library use
information?'', ``Who wrote/published it?'',
and abilities among college students and from
``What is the purpose of the document?'' etc. in
that study created a perceptual model ``which
order to develop critical thinking skills.
defines, discusses, and maps the sequential
relationships among the perceptions.'' Author Davidson, J.R. et al. (2002), `Ùsing the ACRL
feels that there library instruction implications Information Literacy Competency Standards
from this model and makes recommendations for Higher Education to assess a university
for library service. library instruction program'', Journal of
Cunningham, T.H. and Lanning, S. (2002), Library Administration, Vol. 36 No. 1/2,
``New frontier trail guides: faculty-librarian pp. 97-121.
collaboration on information literacy'', Oregon State University created a survey
Reference Services Review, Vol. 30 No. 4, instrument (included) based on the ACRL IL
pp. 343-8. Competency Standards and their own
Describes the importance of collaboration institutional competencies in order to assess
between teaching faculty and librarians for IL their instruction program as a whole. The OSU
instruction, challenges to collaboration, and librarians they surveyed indicated that the
some suggestions for ways to collaborate to ACRL standards were overwhelming and that
integrate IL into the curriculum since one-shot there was disagreement about outcomes-based
sessions and stand-alone IL classes are not instruction.
meeting the students' needs.
De Jager, K. and Nassimbeni, M. (2002),
Curzon, S.C. (2002), ``Cooperating for success: `Ìnstitutionalizing information literacy in
the information competence initiative of the tertiary education: lessons learned from
390
South African programs'', Library Trends, Vol. content, and ways of combining elements on
51 No. 2, pp. 167-84. the page are discussed.
Reports on policy developments affecting IL Dunn, K.K. (2002), `Àssessing information
practice and gives the results of a small survey literacy skills in the California State University:
which investigates current IL practice among a progress report'', The Journal of Academic
12 institutions of higher education. The Librarianship, Vol. 28 No. 1/2, pp. 26-35.
concept of ``multiliteracies'' may hold promise
for recognition of IL as a key overarching The CSU campuses are currently analyzing the
literacy for students. data from Phase II of a multi-year,
multi-method information literacy assessment
Doskatsch, I. (2002a), `Àustralian and New project. This article reports on the results of
Zealand Institute for Information Literacy Phase I and preliminary results of Phase II and
(ANZIIL): new body to champion information includes the ``scenario'' assessment method.
literacy'', Australian Academic & Research
Libraries, Vol. 33 No. 2, pp. 113-16. Durisin, P. (2002), Information Literacy
Programs: Successes and Challenges, Haworth
Introduces ANZIIL (modeled on the ACRL
Press, USA. Co-published as the Journal of
Institute for Information Literacy) and includes
Library Administration, Vol. 36 No. 1/2.
the impetus for its formation, what it will do,
and what its structure and composition will be. Elmborg, J.K. et al. (2001), ``Service learning in
the library and information science curriculum:
Doskatsch, I. (2002b), `Ìmmersion in
the perspectives and experience of one
Australia: an information literacy health spa for
multimedia/user education class'', Research
librarians?'' Australian Academic & Research
Strategies, Vol. 18 No. 4, pp. 265-81.
Libraries, Vol. 33 No. 3, pp. 135-49.
Students in the class at the University of Iowa
Author attended the 2001 US Institute for
created Web sites for public libraries in Iowa as
Information Literacy Immersion as an observer
a part of their project. Article includes
and discusses the program and its viability for
replication in Australia and New Zealand. instructor's and students' reflections on their
Includes an IL training needs analysis that she experiences.
compiled using a survey of Australian librarians. Emmons, M. and Martin, W. (2002),
Dugan, R.E. and Hernon, P. (2002), `Èngaging conversation: evaluating the
`Òutcomes assessment: not synonymous with contribution of library instruction to the quality
inputs and outputs'', The Journal of Academic of student research'', College & Research
Librarianship, Vol. 28 No. 6, pp. 376-80. Libraries, Vol. 63 No. 6, pp. 545-60.
Traditional input and output measures in At the University of New Mexico, librarians
libraries (number of volumes, number of classes worked with English composition instructors to
taught, etc.) do not really measure student assess the impact of library instruction. Results
learning. Article attempts to differentiate indicated that after instruction, students cited
between output and outcomes and identify slightly more scholarly journal articles but the
ways of measuring the latter. same number of books and that students can
only rarely analyze how their sources are
Duncan, D.J. (2001), `Ìnternet inspirations: situated rhetorically.
library instruction with a virtual touch'',
Research Strategies, Vol. 18 No. 4, pp. 283-301. Enger, K.B. et al. (2002), ``Problem-based
learning: evolving strategies and conversations
Author emphasizes that one must ``know your
for library instruction'', Reference Services
resources'', ``know your patrons'' and ``know
Review, Vol. 30 No. 4, pp. 355-8.
your methods'' in order to design a valuable
instruction session Web site. The Short article describing what problem-based
pre-instructional interview, the choice of learning (PBL) is, the process that students use
391
when engaged in PBL and how it could work in Fields, A.M. (2001), ``Women's
a short (50 minute) library instruction session. epistemological development: implications for
undergraduate information literacy
Engle, S. (2001), ``Compiling legislative instruction'', Research Strategies, Vol. 18 No. 3,
histories: an analysis of a course-integrated pp. 227-38.
instruction unit'', Research Strategies, Vol. 18
No. 3, pp. 239-49. Reviews studies which have looked at gender
differences in intellectual development and
Survey of 35 students enrolled in a public policy proposes a re-reading of the ACRL IL
and management class indicated that students Competency Standards in light of possible
prefer to use electronic resources, and find an differences. Includes strategies for helping
instruction session and handouts useful, while students who might be at various stages of their
help at the reference desk is seen as less useful cognitive development.
for completing their assignment.
Forys, M. and Magarrell, K.L. (2002), `À race
Escobar, H. et al. (2002), ``The value of campus against the clock: re-tooling the tutorial ± what
partnerships in redesigning library instruction: happens when your library gets a new online
administrators, faculty, and students get catalog?'', Technical Services Quarterly, Vol. 20
involved'', College & Research Libraries News, No. 2, pp. 13-20.
Vol. 63 No. 5, pp. 345-8, 358.
Moving from a text-based NOTIS OPAC to a
Despite the perception of librarians and faculty Web-based OPAC required revision of the
that students could benefit from a Web-based University of Iowa Libraries tutorial called
library instruction tutorial, students surveyed at ``Library explorer.'' Article describes the
Notre Dame were not interested in a tutorial. process.
The library advisory council is now working to
initiate a Web-based assessment of student IL Fosmire, M. and Macklin, A.S. (2002),
skills instead. ``Riding the active learning wave:
problem-based learning as a catalyst for
Fagen, J.C. (2001), ``Selecting test item types to creating faculty-librarian instructional
evaluate library skills'', Research Strategies, partnerships'', Issues in Science and Technology
Vol. 18 No. 2, pp. 121-32. Librarianship, No. 34, available at: http://
Looks to the education literature for guidance www.istl.org/02-spring/article2.html
in developing test questions for an IL class. At Purdue University as part of the LEADER
Discusses the uses of selected response, project (Learner En-Abled Digital
constructed response, essay, and alternative EnvirRonment) to promote IL skills for
types of assessment with examples of search students in science and technology fields, the
story problems included. authors collaborated with the instructors of two
courses: a 100-level freshman survey course in
Fiegen, A.M. et al. (2002), ``Reflections on
earth science and a 400-level interdisciplinary
collaboration: learning outcomes and
science and society course. Used role-playing
information literacy assessment in the business
and information ``labs'' to help students work
curriculum'', Reference Services Review, Vol. 30
through real-life science problems.
No. 4, pp. 307-18.
Frantz, P.A. (2002), `À scenario-based
Librarians at the University of California, San
approach to credit course instruction. Library
Marcos teamed with business faculty to map IL
research course at the University of Oregon'',
standards to the business curriculum and then
Reference Services Review, Vol. 30 No. 1,
designed an assessment instrument to measure
pp. 37-42.
if the associated outcomes were demonstrable
by students. Giving professors the standards From his experience with undergraduates at a
sans outcomes and having them map them reference desk, the author redesigned a one-
before the meeting was the best method of credit library research methods course around
collaboration. common scenarios that students encounter
392
such as finding peer-reviewed articles, course program: ACC's online library tutorial'',
reserves, and book reviews, and distinguishing Colorado Libraries, Vol. 28 No. 4, pp. 39-42.
between the types of citations in a reference list.
Describes the development and use of an online
Germain, C.A. and Bobish, G. (2002), ``Virtual library tutorial using PERL and HTML at
teaching: library instruction via the Web'', The Arapahoe Community College with English
Reference Librarian, No. 77, pp. 71-88. and math topics for distance education. The
tutorial became an option for traditional
A short ``how to'' guide for designing online
students enrolled in a one-credit ``center for
instruction. Includes hints and helpful Web
learning".
sites dealing with Web page design, technical
issues, copyright, maintenance, usability, and Heller-Ross, H. (2002), `Àssessing outcomes
evaluation. with nursing research assignments and citation
analysis of student bibliographies'', The
Gonzales, R. (2001), `Òpinions and
Reference Librarian, No. 77, pp. 121-40.
experiences of university faculty regarding
library research instruction: results of a Study analyzed students' bibliographies in 4
Web-based survey at the University of Southern nursing courses taught both in-person and
Colorado'', Research Strategies, Vol. 18 No. 3, online at SUNY-Plattsburgh. Found that the
pp. 191-201. most important factor influencing students'
choice of sources was the instructor's
Survey of 188 non-library faculty indicated an
requirements for the assignment.
interest for an online library research skills
tutorial and a need for professional Hibberson, R.A. (2002), Information Literacy
development. Respondents believed that and Library Support in Distributed Learning at
students' library research abilities were minimal Royal Roads University (British Columbia), Royal
but that the students could find, evaluate, and Roads University, Victoria, BC, Canada.
use Internet information.
Deals with expectations of distance learners,
Grafstein, A. (2002), `À discipline-based faculty, administrators, and librarians in terms
approach to information literacy'', The Journal of the learning experience and provision of
of Academic Librarianship, Vol. 28 No. 4, services. Attempts to identify gaps in the
pp. 197-204. expectations and proposes ways for the library
to meet those needs, especially as they relate to
Emphasizes the need for IL practitioners to
IL instruction.
place IL instruction within the context of
academic disciplines to make it meaningful and Hickok, J. (2002), ``Web library tours: using
relevant to students and faculty. Librarians streaming video and interactive quizzes'',
should be responsible for generic IL skills and Reference Services Review, Vol. 30 No. 2,
classroom faculty should teach the pp. 99-111.
discipline-specific ones.
Explains the impetus behind and the
Gratch-Lindauer, B. (2002), ``Comparing the step-by-step process of the creation of a
regional accreditation standards: outcomes streaming video library tour with Javascript
assessment and other trends'', Journal of quizzes.
Academic Librarianship, Vol. 28 No. 1-2,
Hinchliffe, L.J. (2001a), `Ìnformation literacy
pp. 14-25.
as a way of life'', Research Strategies, Vol. 18
Author reviews the standards of the six major No. 2, pp. 95-6.
regional accrediting associations and reports on
trends including the presence or absence of IL Reminds IL practitioners that we need to model
or similar language in each. IL skills for students in our teaching, i.e. what
information do we need, how do we gather it,
Hayworth, G. and Brantz, M. (2002), how do we think about it, and how do we use it
``Developing an online library instruction to improve our instruction.
393
Hinchliffe, L.J. (2001b), ``Learning to Describes the library's participation in two

teach'', Research Strategies, Vol. 18 No. 4, summer programs for minority and female high
pp. 251-2. school students interested in science careers.
Includes the evolution of the library's
Highlights the articles in this issue of Research
involvement and the specifics of the instruction
Strategies which deal with librarians learning to
teach and the importance of developing sessions.
teaching skills. Hutchins, E.O. et al. (2002), ``Changing
Hinchliffe, L.J. (2001c), ``Take a look at the landscapes, enduring values: making the
data'', Research Strategies, Vol. 18 No. 3, transition from bibliographic instruction to
pp. 169-70. information literacy'', Journal of Library
Administration, Vol. 36 No. 1/2, pp. 3-19.
Urges IL practitioners to try and understand
their students by using institutional data sets Authors from St Olaf College and Gustavus
and surveys. References to surveys author has Adolphus College discuss how their strong
used are included. traditions of bibliographic instruction have
helped them develop equally strong information
Hoffman, P.S. (2002), ``The development literacy programs. Emphasis is on
and evolution of a university-based faculty-librarian collaboration.
online library instruction course'',
Reference Services Review, Vol. 30 No. 3, Jacobson, T.E. and Xu, L. (2002), ``Motivating
pp. 198-211. students in credit-based information literacy
courses: theories and practice'', Portal: Libraries
At the University of Nebraska, Lincoln, a and the Academy, Vol. 2 No. 3, pp. 423-41.
one-credit, required library use course has
existed since 1995. Since students were failing Uses John M. Kellers ARCS Motivation Model
to see the relevance and having difficulty with (which emphasizes attention, relevance,
the material, the course was redesigned to confidence, and satisfaction as the factors
become an online course. The process and needed to sustain activity) as a basis for
results are included. reviewing the literature of motivation. Relates
four aspects of instruction (initial course design,
Holt, A. (2002), ``Learning to teach: Institute teaching behaviors, active engagement, and
for Information Literacy, immersion 2002'', student autonomy) to the Kellers model and
Arkansas Libraries, Vol. 59 No. 6, pp. 10-12. provides specific examples from the authors'
Discussion of the author's experiences at credit-bearing class.
ACRL's Institute for Information Literacy
Johnson, K. and Fountain, K.C. (2002),
Immersion.
``Laying a foundation for comparing
Hope, C.B. and Peterson, C.A. (2002), departmental structures between reference and
``The sum is greater than the parts: instructional services: analysis of a nation-wide
cross-institutional collaboration for information survey'', College & Research Libraries, Vol. 63
literacy in academic libraries'', Journal of Library No. 3, pp. 275-87.
Administration, Vol. 36 No. 1/2, pp. 21-38. Reports on a survey of 110 mid-sized
Overview of partnering efforts that are taking institutions which found that 79 per cent have
place across multi-type or peer institutions as reference and instruction as a combined
well as among professional organizations to department, 90 per cent have an instruction
promote IL. coordinator and that neither the size of the
institution nor the number of students reached
Huge, S. et al. (2002), ``Teams and tasks; active correlated positively with the type of
bibliographic instruction with high school organization.
students in a summer engineering program'',
College & Research Libraries News, Vol. 63 No. 5, Johnson, T.A. (2001), `À textual analysis of
pp. 335-7. librarians' work: conflicts in service and
394
management practices'', Dalhousie University, user education with a matrix of resource and
Halifax, Nova Scotia, Canada. information types.
``The results of . . . study found librarians to Kelsey, S.E. and Lenares, D. (2002),
experience conflicts in promoting information
`È-struction: an electronic instruction program
literacy in day-to-day practice. Librarians were
at Louisiana State University and the University
working within staff cutbacks that altered their
ability to provide a consistent instruction of New Orleans'', The Reference Librarian,
program, and librarians were receiving little No. 75/76, pp. 305-14.
support from the university and faculty in terms Describes a well-received consortial project
of implementing an integrated instruction which used e-mail as the basis for an instruction
program in the university curriculum.'' program to introduce faculty to the wide variety
Julien, H.E. and Boon, S. (2002), ``From the of electronic library resources.
front line: information literacy instruction in
Kempcke, K. (2002), ``The art of war for
Canadian academic libraries'', Reference Services
librarians: academic culture, curriculum reform
Review, Vol. 30 No. 2, pp. 143-9.
and wisdom from Sun Tzu'', Portal: Libraries &
Reports the results of 34 interviews with the Academy, Vol. 2 No. 4, pp. 529-51.
instruction librarians, senior library
administration, and teaching faculty in Canada Argues that many librarians are also teaching
as a result of a national survey done in 2000. faculty and need to promote their equal status
Lack of training in instructional methods, lack in order to change how they are viewed by the
of institutional and administrative support, and rest of their campuses and that they need to be
lack of understanding of assessment and familiar with the culture of the academy. Uses
outcome measurement were common themes. the Art of War as a basis for developing a
Kaplowitz, J. (2002), ``Library user education: strategy to initiate change and reform including
powerful learning, powerful partnerships'', The the promotion of IL as integral to the academic
Library Quarterly, Vol. 72 No. 3, p. 396. enterprise.
Library User Education: Powerful Learning, Kinder, R. (2002), `Ìnstructional services for
Powerful Partnerships, Barbara I. Dewey (Ed.), is distance education'', The Reference Librarian,
reviewed. No. 77, pp. 63-70.
Kasowitz-Scheer, A. and Pasqualoni, M. Predicts that library services for remote users
(2002), Information: Literacy Instruction in through distance education programs are
Higher Education: Trends and Issues, ERIC going to increase in prominence in the next
Publication, ED465375. few years and libraries need to evaluate the level
``This ERIC Digest examines characteristics of of service they offer. It is not just enough to
successful programs, presents approaches create the digital library, but it must be staffed
currently being taken by academic libraries to as well.
support ILI, and addresses common challenges
in developing and maintaining ILI programs.'' Kittelson, P. and Jones, S. (2002), ``Touring by
design: using information architecture to create
Katte, J. (2002), Reaching out to Researchers: A
a virtual library tour'', Australian Academic &
Model for Web-based User Education Resources for
Research Libraries, Vol. 33 No. 1, pp. 39-48.
Archives and Manuscript Collections, University
of North Carolina, at Chapel Hill. A survey of students at the University of Otago
showed that most were positive about the
Author found that most archival repository
Web sites lack instructional materials especially learning benefits of the virtual tour which
for new users of archives who may not included a toy penguin who pointed out
understand the concept of finding aids. important library features. Includes short
Recommends a model for Web-based archival discussion of information architecture.
395
Knight, L.A. (2002), ``The role of assessment in Conference, Adelaide, Australia, 30

library user education'', Reference Services November-1 December, 2001'', Research
Review, Vol. 30 No. 1, pp. 15-24. Strategies, Vol. 18 No. 2, pp. 165-7.
Assessment of library instruction for a course on Summary of the conference whose theme was
contemporary social issues included pre- and ``The Social Action Agenda''.
post-tests, a worksheet, and an online tutorial.
Revealed a significant difference in the test Levine, C. and Oakleaf, M. (2002), ``Solving
scores of students who received a library the puzzle: creating information-literate
instruction session and those who did not and students'', Focus Online, Vol. 23 No. 1, pp. 2-4.
that students needed the most assistance with Describes IL instruction programs for first-year
learning how to locate, select, and cite students at North Carolina State including
periodicals. LOBO2 (online tutorial), virtual reference
service, lab sessions with librarians present, and
Krajewski, P.R. and Piroli, V.B. (2002),
tours.
``Something old, something new, something
borrowed, something blue: active learning in Lindsay, E.B. and Baron, S. (2002), ``Leading
the classroom'', Journal of Library information literacy programs: immersion and
Administration, Vol. 36 No. 1/2, pp. 177-94. beyond'', Journal of Library Administration,
The Simmons College library instruction team Vol. 36 No. 1/2, pp. 143-65.
incorporated active learning into their college's Discussion of the impact of the ACRL Institute
Multidisciplinary Core Course to help retain for Information Literacy Immersion Institute.
students' interest and appeal to all learning
styles. Although the self-guided tour, Library Litten, A. (2002), ``We're all in this together:
Jeopardy game, and instruction session were planning and leading a retreat for teaching
well received, no improvement in the librarians'', Journal of Library Administration,
bibliographies of the students was found Vol. 36 No. 1/2, pp. 57-69.
compared to the previous year.
Using a minimalist approach, the author and
Lant, K.M. (2002), Flesh and Bone: Information the instruction team librarians at Emerson
Literacy, Teaching, and the Connected Classroom, College created a half-day on-campus retreat to
ERIC Publication, ED464624. help them move their program from
bibliographic instruction to information literacy
Philosophical meditation on the issues of
instruction.
distance learning versus traditional face-to-face
instruction and the importance of IL in both Lorenzen, M. (2002), Library Instruction outside
teaching ``spaces.'' Author encourages of North America in the 20th Century, ERIC
contextualizing assignments, building the use of Publication, ED464647.
information resources into every assignment,
In narrative form, this document traces library
and modeling IL skills for students in every
instruction developments around the world
interaction with them.
from 1901-2000 by examining articles written
Lascar, C. (2002), ``Remediation in the in English and indexed in ERIC or Library
undergraduate library'', College & Literature.
Undergraduate Libraries, Vol. 9 No. 2, pp. 47-59.
Lupton, M. (2002), ``The getting of wisdom:
Results of a survey done at CUNY showed that reflections of a teaching librarian'', Australian
many students have never taken a computer use Academic & Research Libraries, Vol. 33 No. 2,
class and which suggests that problems in pp. 75-85.
computer literacy could prevent students from
developing IL skills. Argues that IL in most libraries is simply
another name for bibliographic instruction
Lebbin, V.K. (2001), `Ìnstruction librarians on rather than something fundamentally different.
the road: 5th National Information Literacy Believes that mindset of librarians is important
396
to this transition and that librarians should McGuigan, G.S. (2002), `Èxorcising the ghost
think of themselves as teacher-librarians, i.e. from the machine: confronting obstacles to
teachers first rather than teaching librarians. critical thinking through library instruction'',
Internet Reference Services Quarterly, Vol. 7 No. 3,
McCarthy, P.J. (2002), `Ìnstruction
pp. 53-62.
collaboration: imperative or imperilment?'',
Colorado Libraries, Vol. 28 No. 2, pp. 34-5. To aid students in critical thinking, it is
necessary to ``de-mystify'' the computer and
Calls attention to the problems that arise when
help students conceptualize the distinctions
an instruction program is overextended such as between the computer, the Internet, and
by inadequate preparation of librarians for electronic library resources. One method
instructional roles, lack of administrative would be to emphasize the parallel between the
support, and inflexible reporting lines. Fears paper versions of indexes and the electronic
that implementing IL across the curriculum will versions.
worsen these issues.
McMillen, P.S. et al. (2002), ``Lessons learned
McCutcheon, C. and Lambert, N.M. (2001), about developing and coordinating an
``Tales untold: the connection between instruction program with freshman
instruction and reference services'', Research composition'', Reference Services Review, Vol. 30
Strategies, Vol. 18 No. 3, pp. 203-14. No. 4, pp. 288-99.
Explores the relationship between reference and Describes the process of collaborating with
instruction functions and provides the results of the Freshman Composition Program on a
a survey of the practices of 230 academic two-hour IL component for first-year
libraries in Georgia, North Carolina, and South writing classes. The process emphasized the
Carolina. Results showed that communication `ìssues to be addressed when initiating
between the two departments varied widely in and coordinating an instruction program''
frequency and quality. such as ``strategic planning, interpersonal
skills, organizational skills, assessment
McDowell, L. (2002), `Èlectronic information skills, and teaching knowledge and experience.''
resources in undergraduate education: an
exploratory study of opportunities for student McNamara, L. and Matre, R. (2002),
learning and independence'', British Journal of `Ìnterdisciplinary research: the role of the
Educational Technology, Vol. 33 No. 3, reference librarian'', Texas Library Journal,
pp. 255-66. Vol. 78 No. 1, pp. 71-4.
Qualitative interview-based research study of Deals with the questions of ``how

faculty who indicated that some were only interdisciplinary research has changed
information seeking behaviors and needs'' and
adding electronic sources to their readings lists
what can librarians do to facilitate this kind of
while others were changing their teaching to use
research? Authors propose developing case
electronic primary sources to foster a more
studies of research topics for students by
constructivist classroom. Concerns about
discipline and helping students think of
information quality and the possibility of
information-seeking in non-traditional,
plagiarism were expressed.
non-linear ways.
McFarland, D. and Chandler, S. (2002), Manuel, K. (2002a), ``LOEX 2002 focuses on
```Plug and play' in context: reflections on a information literacy and the college
distance information literacy unit'', Journal of experience'', Library Hi Tech News, Vol. 19
Business and Finance Librarianship, Vol. 7 No. 7, p. 8.
No. 2/3, pp. 115-30.
Short description of the 30th National LOEX
Describes a Web-based IL unit for distance conference `Ìntegrating information literacy
MBA students. Includes information about the into the college experience'' which included 35
design and activities. breakout sessions.
397
Manuel, K. (2002b), ``Teaching information role of IL in higher education, roadblocks, and

literacy to generation `y''', Journal of Library the author's predictions for IL's role in the 21st
Administration, Vol. 36 No. 1/2, pp. 195-217. century.
Summarizes several sources of information Meulemans, Y.N. (2002), `Àssessment city:
about the characteristics of Generation Y the past, present, and future state of
(1981-2001) and how changing the method of information literacy assessment'', College &
instruction but not the content can improve Undergraduate Libraries, Vol. 9 No. 2, pp. 61-74.
teaching to this population.
Outlines the development of assessment in
Martorana, J.C. et al. (2001), ``Bridging the higher education stemming from the
gap: information literacy workshops for high intersection of three ``highways'': the
school teachers'', Research Strategies, Vol. 18 publication of A Nation at Risk, strategic
No. 2, pp. 113-20. planning and total quality management
In order to better understand IL instruction in movements, and the emergence of information
secondary schools, librarians at UC Santa literacy as a concept.
Barbara created workshops for local secondary Meulemans, Y.N. and Brown, J. (2001),
school teachers and librarians. Information `Èducating instruction librarians: a model for
about planning, publicity, evaluation, and
library and information science education'',
lessons learned is included.
Research Strategies, Vol. 18 No. 4, pp. 253-64.
Mathias, M.S. and Heser, S. (2002), ``Mobilize Authors report on their experience as graduate
your instruction program with wireless teaching assistants in an IL course at the
technology'', Computers in Libraries, Vol. 22 University of Hawaii which served as a
No. 3, pp. 24-30. practicum for their library science program.
Due to space constraints, the Milwaukee Area Discusses teaching skills learned such as
Technical College chose to use a mobile, classroom management, instructional materials
wireless, laptop cart to deliver IL instruction to development, assessment, leadership, etc. and
classrooms around their campus. This article the benefits for librarians from such an
describes equipment used, challenges faced, experience.
and recommendations for others considering
Moore, D. et al. (2002), `Ìnformation
such a move.
competency instruction in a two-year college:
May, H.L. and Kocour, B.G. (2002), ``The one size does not fit all'', Reference Services
ALICE library instruction toolbox: an exercise Review, Vol. 30 No. 4, pp. 300-6.
in collaboration'', Virginia Libraries, Vol. 48 A California community college used grant
No. 3, pp. 13-17. funds to create standardized IL workshops in
As one of the Appalachian College 1999 which fit nicely with the credit courses
Association's collaborative efforts, several already in place. IL efforts include a study that
member schools contributed to a library showed IL instruction significantly improved
instruction, Web-based ``toolbox'' which student learning, paired English and IL class
includes both information for students and and infusion of IL into the upper level
librarians. Created with XML, the discipline classes using librarian-designed
Toolbox includes documents such as assignments.
pathfinders, resource lists, tutorials, and links to
outside resources in IL instruction, in five file Moore, K. and Abson, C. (2002), ``Really
formats. useful or virtually useless? Online BI tutorial at
Sheffield Hallam University'', Library &
Mednick, M. (2002), `Ìnformation literacy: the Information Update, Vol. 1 No. 8, pp. 34-6.
new challenge'', ERIC Publication, ED464692.
Describes the development of an interactive,
Serves as an introduction to IL for the two-year self-paced information skills package called
college community. Includes definitions, the InfoQuest which uses Blackboard as its
398
platform. InfoQuest was successfully embedded O'Hanlon, N. (2002), ``Net knowledge:

into the curriculum of a Health Studies course performance of new college students on an
during 2000-2001. Internet skills proficiency test'', Internet &
Higher Education, Vol. 5 No. 1, pp. 55-66.
Neely, T.Y. (2002), Sociological and
Psychological Aspects of Information Literacy in A 2000 summer orientation survey at Ohio
Higher Education, Scarecrow Press, Lanham, State revealed that only 9 per cent scored a
MD. passing score on a three-part proficiency test
of Internet and searching skills. Race, class,
Based on author's doctoral dissertation, this gender, and academic background play roles
book explores what makes one information in the technology skills students bring with
literate by reporting on the results of author's them.
survey of student attitudes toward information
skills, their performance on IL assessments, etc. Oling, L. and Mach, M. (2002), ``Tour trends
Includes information about how students in academic ARL libraries'', College & Research
choose sources of information. Libraries, Vol. 63 No. 1, pp. 13-23.
Nutefall, J.E. (2001), `Ìnformation literacy: Survey of 68 ARL libraries showed that the
developing partnerships across library types'', most popular tour format is guided with
Research Strategies, Vol. 18 No. 4, pp. 311-18. self-guided and Web tours a distant second and
third. Most librarians felt that guided tours
Describes the results of an LSTA grant were only effective if they were combined with
designed to `èmpower library users to be hands-on or formal, assignment-based IL
effective, critical, and independent consumers instruction.
of electronic information'' which included a
partnership between several school, public, and Oyinloye, A.M. (2002), `Ùse of the library ±
academic libraries. Includes guidelines for the the undergraduate library instruction program
partnerships. in Nigerian universities'', Journal of Education
for Library and Information Science, Vol. 43
Oberlander, C. (2002), `Àccess services and No. 1, pp. 72-8.
RILI: great partnership opportunities'', College
Calls for standardization of library instruction
& Research Libraries News, Vol. 63 No. 9,
at Nigerian universities where the current
pp. 666-8.
configuration ranges from a full course in
Encourages libraries to consider creating closer library use to one lecture in an English
collaboration between their access service, course. Recommends the full course model
reference, and instruction departments in order with appropriate lecturer compensation,
to take advantage of ``teachable moments.'' textbook choice, classroom equipment, and
grading.
O'Connor, L.G. et al. (2002), `Àpplying
systems design and item response theory to the Peacock, J. (2001), ``Teaching skills for
problem of measuring information literacy teaching librarians: postcards from the edge of
skills'', College & Research Libraries, Vol. 63 the educational paradigm'', Australian Academic
No. 6, pp. 528-43. & Research Libraries, Vol. 32 No. 1, pp. 26-42.
Using a ``systems model popularized by Walter Changes in technology as well as culture at
Dick and Lou Carey'', Kent State University universities have resulted in opportunities for
librarian's developed a standardized assessment librarians to take a greater role in teaching and
instrument to measure students' knowledge in integrating IL. Since many librarians do not
relation to the ACRL IL Competency have the educational backgrounds needed, the
Standards. This instrument, called SAILS, has author's library developed an eight-session
passed through field trials and is now being training program designed to help librarians
tested at other institutions. become more effective instructors.
399
Profeta, P. and Kendrick, M. (2002), Academic Librarianship, Vol. 28 No. 6,

`Ìnformation literacy skills of community pp. 368-75.
college freshmen'', Visions: The Journal of
Author is with Middle States Commission on
Applied Research for the Florida Association of
Higher Education and discusses the importance
Community Colleges, Vol. 3 No. 1, pp. 35-41.
of IL `às a meta-outcome'' in the newly
Study of 66 students given a 25-question published 2002 Middle States standards and
multiple-choice IL assessment (included) emphasizes the collaborative role of faculty and
showed that students have confidence in their librarians. Standard 11 uses the ACRL IL
computer and technology abilities but lack IL Competency Standards to define students'
skills. knowledge, skills, and competencies.
Rabinowitz, C. (2002), ``Looking for a few Rehman, S.U. and Mohammad, G.P. (2002),
good questions. Helping students learn how to ``Relationship of library skills with selected
ask the right questions'', College & Research personal and academic variables: a study of the
Libraries News, Vol. 63 No. 7, pp. 492-3. undergraduate students of Kuwait university'',
Encourages librarians to resist focusing on the International Information & Library Review,
``how'' of searching and instead help students Vol. 34 No. 1, pp. 1-20.
learn to ask the ``when, why, and why not'' A survey of 155 students at the university's
questions during the research process. college of science revealed that many students
Rader, H.B. (2002a), `Ìnformation literacy and ``lack comprehension of the basic library
academic libraries in China: report of a recent terminology'' and that they had difficulty
visit'', Library Hi Tech News, Vol. 19 No. 4, p. 3. interpreting a catalog record as well as locating
library materials. Authors hypothesized that this
Author reports on the first national conference is due to lack of English comprehension but no
on IL in Harbin City, China and emphasizes significant relationship was found between
similarities between IL issues in China and the these variables.
United States.
Robinson, A. and Nelson, E. (2002), ``Plug-ins
Rader, H.B. (2002b), ``Teaching and assessing for critical media literacy: a collaborative
information skills in the twenty-first century: a program'', Online, Vol. 26 No. 4, Weston, CT,
global perspective'', Library Trends, Vol. 51
pp. 29-32.
No. 2, pp. 141-259.
Describes an effort to help students become
Whole issue devoted to IL. Authors are listed
information literate by breaking down IL skills
separately in this bibliography.
into ``mini-lessons'' that were ``plugged-in'' to
Raquepau, C.A. and Richards, L.M. (2002), the curriculum of English composition courses.
`Ìnvestigating the environment: teaching and Efforts included a mini-assessment and
learning with undergraduates in the sciences'', post-test based on a tool from the Virginia
Reference Services Review, Vol. 30 No. 4, Foundation for Independent Colleges
pp. 319-23. (www.tekxam.com).
Description of a three-credit IL course (INFO Rockman, I.F. (2002a), ``The importance of

220) taught using environmental science as assessment'', Reference Services Review, Vol. 30
the basis for the readings and student projects No. 3, pp. 181-2.
due to logistical difficulties in pairing the
Argues that assessment, if done correctly,
course with a science course. Compares course
shouldn't be extra work and that the library
to the ACRL Best Practices Initiative
should be able to provide direct evidence of
categories.
student learning through IL assessment in
Ratteray, O.M.T. (2002), `Ìnformation literacy collaboration with faculty and others on
in self-study and accreditation'', The Journal of campus.
400
Rockman, I.F. (2002b), ``Strengthening which are integrated into the learning
connections between information literacy, communities (LEAP) curriculum. Article
general education, and assessment efforts'', overviews the LEAP program and the library's
Library Trends, Vol. 51 No. 2, pp. 185-98. involvement.
Describes how changes to general education Seamans, N.H. (2002), ``Student perceptions
programs and the emphasis on assessment of of information literacy: insights for librarians'',
student learning in recent years have led to Reference Services Review, Vol. 30 No. 2,
opportunities for librarians to infuse IL into the pp. 112-23.
curriculum. Examples of such institutions are
given including the wide variety of efforts in the Qualitative study involving an e-mail dialogue
California State system. and individual interviews with nine first
semester students and their professor regarding
Rosen, J.M. and Castro, G.M. (2002), ``From their information seeking and use revealed that
workbook to Web: building an information students are comfortable with technology and
literacy oasis'', Computers in Libraries, Vol. 22 have some rudimentary IL skills; however, they
No. 1, pp. 30-5. do not use librarians to help with weaknesses,
OASIS (Online Advancement of Student and they need guidance in these areas as they
Information Skills) is an online tutorial created develop cognitively.
to replace the San Francisco University's
Shannon, A.W. and Henner, T.A. (2002)
workbook-based instruction. Article includes
``Providing library instruction to remote users'',
information about the creation process,
Attracting, Educating, and Serving Remote Users
marketing, and problems encountered in the
through the Web, Neal-Schuman, New York,
first year of its use.
NY, pp. 149-70.
Rutter, L. and Matthews, M.P. (2002), Chapter provides information on special
`Ìnfoskills: a holistic approach to online user challenges for remote users, Web pages versus
education. Web-based tutorial at Bournemouth handouts, what to do when things go wrong,
University'', The Electronic Library, Vol. 20 Web-based tutorials, and special technologies
No. 1, pp. 29-34. to use with remote students.
Describes the creation, structure, and
Smith, K.J. (2002), ``Professor attendance as a
evaluation of a Web-based library tutorial at
factor in perceived library instruction
Bournemouth University, Poole, UK.
effectiveness: an exploratory study'', Reference
Saines, S.B. (2002), ``The radical syllabus: a Services Review, Vol. 30 No. 1, pp. 43-8.
participatory approach to bibliographic Author conducted a survey via two listservs
instruction'', Journal of Library Administration, (BI-L and REF-L) asking how a professor's
Vol. 36 No. 1/2, pp. 167-75. presence or absence affects a library instruction
Describes how the author used ``participatory session. Majority of respondents felt that the
education'' popularized by Paulo Frieire to professor's presence had a positive effect on the
engage students' interest in their information session and offered other comments relating to
seeking skills class. Article details the process of the professor's role in the instructional session.
student syllabus creation, tips, barriers, and
Stern, C.M. (2002), Assessing Entry-level Digital
reactions to this approach.
Information Literacy of In-coming College
St Clair, L.C. (2002), ``The `leaping' librarian's Freshmen, Capella University, Minneapolis,
role in a campus learning community: helping MN.
students get through their freshman year'',
Using a 20-question, multiple choice survey of
College & Research Libraries News, Vol. 63 No. 1,
1,100 incoming students, author evaluated
pp. 24-6, 29.
students Internet use, previous experiences with
At the University of Utah, librarians teach ten using Internet for academic research, ability to
IL sessions over the course of two semesters conduct Internet searches and evaluate their
401
results. This baseline data can then be used to Van der Pol, D. and Finch, M. (2002),
help librarians create effective IL instruction for ``Gearing up: technologies for adventures in
first-year students. library learning'', Library Hi Tech, Vol. 20
No. 1, pp. 111-20.
Sugarman, T.S. and Mosby, A.P. (2002),
``Making a weak link stronger: incorporating Describes the process of reconfiguring less than
information literacy into a semester-long ideal instruction spaces and the equipment they
freshman seminar'', Georgia Library Quarterly, purchased to outfit those spaces. A specific list
Vol. 39 No. 2, pp. 12-16. of equipment and furniture is included.
Librarians at Georgia State integrated IL skills Vassiliadis, K. and Stimatz, L.R. (2002), ``The
into the freshman seminar that they team instruction librarian's role in creating a usable
taught. They found that even though students Web site'', Reference Services Review, Vol. 30
reported having good IL skills, their practices No. 4, pp. 338-42.
did not always reflect this. When students have difficulty finding things on
Sun, P. (2002), `Ìnformation literacy in the library's Web site, authors argue that the
Chinese higher education'', Library Trends, answer isn't more instruction but perhaps a
Vol. 51 No. 2, pp. 210-17. more intuitive Web site. Describes UNC
Chapel Hill's library Web site redesign process
Overview of IL developments in China from the perspective of the instruction
including the new learning environment, two librarians involved.
recent IL conferences, credit courses,
cooperation with professional education, course Walsh, R. (2002), `Ìnformation literacy at
reform, and distance education. Ulster County Community College: going the
distance'', The Reference Librarian, No. 77,
Thaxton, L. (2002), `Ìnformation pp. 89-105.
dissemination and library instruction in
Details the evolution of the one-credit IL class
psychology revisited: ```plus cËa change . . . ''',
and subsequent transformation of the class into
Behavioral & Social Sciences Librarian, Vol. 21
a distance learning class that could be shared
No. 1, pp. 1-14.
across the SUNY system. Notable is the fact
Reviews the process of information that this class is taught by faculty outside the
dissemination in psychology and finds that library.
despite discussion to the contrary, peer-
reviewed scholarly journals are still the most Walter, S. (2002), ``Sociological and
accepted means; consequently, students still psychological aspects of information literacy in
need skills to perform effective databases higher education'', College & Research Libraries,
searches and psychology faculty may not realize Vol. 63 No. 6, pp. 585-6.
students often lack this ability. Recommends Reviews Teresa Neely's book Sociological and
collaboration with psychology faculty. Psychological Aspects of Information Literacy in
Higher Education.
Thompson, G.B. (2002), `Ìnformation literacy
accreditation mandates: what they mean for Warren, R. et al. (2001), ``Segmentation
faculty and librarians'', Library Trends, Vol. 51 techniques for expanding a library instruction
No. 2, pp. 218-41. market: evaluating and brainstorming'',
Begins with identifying IL-related components Research Strategies, Vol. 18 No. 3, pp. 171-80.
in current accreditation standards and traces To improve the instruction program, authors
the development of IL from traditional used the technique of market segmentation by
bibliographic instruction. Focuses on the roles brainstorming to establish who their students
of the librarian and the teaching faculty were and what types of instruction they needed.
member in this new paradigm and concludes A list of ways they are incorporating the results
that collaboration is necessary. into a strategic plan for instruction are included.
402
White, P. and Rutherford, S. (2002), ``The critical evaluation skills because of the mixed
wired classroom: dream and reality'', College & quality of Internet information.
Research Libraries News, Vol. 63 No. 9,
pp. 642-5. Zhang Wenxian (2002), ``Developing
Web-enhanced learning for information
Overview of the creation and impact of a fluency: a liberal arts college's perspective'',
large, flexible hands-on instruction classroom Reference & User Services Quarterly, Vol. 41
at the University of Calgary library. No. 4, pp. 356-63.
Whyte, S.B. (2002), ``Conversations betwixt Describes the one-credit Web-enhanced
and between: guiding principles'', Reference (included both in-class and online sessions)
Services Review, Vol. 30 No. 4, pp. 269-76. information fluency class using WebCT.
Includes impetus for course development,
Keynote address from the LOEX-of-the West
organization, communication, and
conference in 2002. Includes the advice to
assessment.
know yourself, know your partners (fellow
librarians, faculty, and IT staff) and know your
School libraries
students.
`Àround the media center: an elementary
Woodard, B.S. and Hinchliffe, L.J. (2002), orientation'' (2002), The School Librarian's
``Technology and innovation in library Workshop, Vol. 23 No. 1, pp. 13-14.
instruction management'', Journal of Library Activity for second through fourth graders to
Administration, Vol. 36 No. 1/2, pp. 39-55. introduce the Dewey Decimal system and an
Describes the theoretical frameworks of orientation to the library.
technological innovation as applied to the
``Find it twice. Reference questions for
management of an instruction program, the
practice'' (2002), The School Librarian's
integration of technology into the program and
into the teaching. Along with questions to guide Workshop, Vol. 23 No. 1, pp. 15-16.
librarians involved in such innovation, uses Includes copy-ready reference exercise to
examples to demonstrate how small changes familiarize middle and high school students
will be more widely accepted and ultimately with reference resources.
more successful.
`À focused orientation'' (2002), The School
Worrell, D.F. (2002), Patricia B. Knapp: Pioneer Librarian's Workshop, Vol. 23 No. 1, pp. 1-2.
in Library Instruction, Texas Woman's
Gives an overview of a orientation session for a
University, Denton, TX.
high school geophysics class.
Knapp, an early library instruction innovator
involved in the Monteith College library project ``Necessary notes. Handwritten note cards
at Wayne State University, insisted that ``the as a solution to plagiarism'' (2002), The School
library is a complex tool for organizing human Librarian's Workshop, Vol. 22 No. 7,
knowledge, and that library competence is pp. 11-12.
ideally taught through a concept-based To combat cut and paste plagiarism, students
approach using learning experiences which are should use handwritten note cards with
carefully planned and sequenced throughout different colored ink to differentiate
the four-year curriculum.'' between direct quotes and the student's
interpretation.
Yi, H. (2002), `Ùsing the Internet to teach
access to Asian history resources'', Reference ``Research ready, part 1'' (2002), The School
Services Review, Vol. 30 No. 1, pp. 62-6. Librarian's Workshop, Vol. 23 No. 4, pp. 8-9.
Promotes the use of the Internet as a helpful Short description of a three state research
addition in students' search for primary source process (determine a direction, do the research,
material, especially in a smaller library. present the results) to help students manage
Cautions that students must be taught good research assignments.
403
Abilock, D. ``Ten attributes of collaborative learning community when they are information
leaders'', Knowledge Quest, Vol. 31 No. 2, literate) of the American Library Associations'
pp. 8-10. Information Power II: Partnerships for
Introduction to an entire Knowledge Quest issue Learning.
devoted to collaboration. Barron, D.D. (2002d), ``School library media
Asper, V. (2002), ``Ladders of collaboration'', research: 2000-2002'', School Library Media
Library Talk, Vol. 15 No. 2, pp. 10-11. Activities Monthly, Vol. 18 No. 10, pp. 48-51.
Discussion of collaboration between teacher Provides a review of school library media

and librarian with the first ``rung'' being research published from 2000-2002. Includes
materials in the library, the second ``rung'' reports from ERIC and dissertations and thesis
being instruction, and the third level which papers.
involves co-planning on units of study, team
Barron, D. D. (2002e), ``The SLMAM
teaching, and co-evaluation. Gives example of a
information literacy series'', School Library
kindergarten collaboration.
Media Activities Monthly, Vol. 19 No. 1, pp. 26,
Asselin, M.M. and Lee, E.A. (2002), ``Ì wish 31.
someone had taught me': information literacy
Describes a series in upcoming issues of that
in a teacher education program'', Teacher
will examine several well-known information
Librarian, Vol. 30 No. 2, pp. 10-17.
literacy models including Kulthau, Pappas,
Authors describe how they helped pre-service McKenzie, Big6, I-search, Brock, FlipIt, and
teachers learn about incorporating information Stripling/Pitts.
literacy into their curricula and how they could
collaborate with teacher-librarians. Berkowitz, B. and Serim, F. (2002), ``Moving
every child ahead: the Big6 success strategy'',
Barron, D.D. (2002a), ``The library media Multimedia Schools, Vol. 9 No. 3, pp. 17-22.
specialist, information power, and social
responsibility: Part I'', School Library Media Describes how a high school history teacher
Activities Monthly, Vol. 18 No. 6, pp. 48-51. adapted the Big6 approach to improve his
teaching and help his students succeed on
Discusses two standards from the Information
New York State's Regents Exam in American
Power standards that deal with ethical issues
History.
and social responsibility.
Bielich, P. and Page, F. (2002), `Àn
Barron, D.D. (2002b), ``The library media
information literacy partnership'', Knowledge
specialist, information power, and social
Quest, Vol. 30 No. 4, pp. 31-2.
responsibility: Part II'', School Library Media
Activities Monthly, Vol. 18 No. 7, pp. 49-51. Short article describing a partnership between
the library at Wayne State and a Detroit-area
Provides information for school librarians about
intellectual property and copyright, as outlined high school to integrate IL (in the form of the
in Information Power II: Partnerships for Learning. Big6) into a science curriculum.
Barron, D.D. (2002c), ``The library media Bikhazi, C. et al. (2002), `Ìnto the curriculum''
specialist, ìnformation power', and social School Library Media Activities Monthly, Vol. 18
responsibility: Part III (effective group No. 10, pp. 12-21.
processes)'', School Library Media Activities Four developed library media activities for use
Monthly, Vol. 18 No. 8, pp. 48-51. with specific curriculum units in reading,
Describes resources and ideas that are effective, language arts, science, and social studies.
uncomplicated, quickly implementable, and Library media skills, curriculum objectives,
contribute to meeting the spirit of standard nine grade levels, instructional roles, procedures,
(contribute positively to society and the evaluation, and follow-up are included
404
Boff, C. and Bushong, S. (2002), `Ìnformation Buzzeo, T. (2002b), ``Collaborations: working

literacy k-12 and beyond: working toward a with restrictions'', Library Talk, Vol. 15 No. 2,
seamless plan'', Ohio Media Spectrum, Vol. 54 pp. 26-7.
No. 1, pp. 5-9.
Includes specific suggestions from school
Describes IL guidelines including Ohio's librarians about ways to collaborate with
DIALOG Model, Information Power, and the teachers and overcome some of the
ACRL IL Competency Standards. Includes top ``roadblocks'' such as trust, comfort level, and
five research skills for lifelong IL: knowing the credibility.
difference between fee and free on the Internet;
Cahoy, E.S. (2002), ``Will your students be
online search strategies, critical thinking skills,
ready for college? Connecting k-12 and college
citation formats, and knowing when to ask an
standards for information literacy'', Knowledge
expert.
Quest, Vol. 30 No. 4, pp. 12-15.
Broaddus, K. and Ivey, G. (2002), ``Surprising Presents ACRL IL Competency Standards for
the writer: discovering details through research Higher Education to school librarians as an area
and reading'', Language Arts, Vol. 80 No. 1, for collaboration by comparing them to the
pp. 23-30. AASL Information Power standards.
Students in a fifth grade class followed the
Callison, D. (2002a), `Ìnformation inquiry'',
research processes of a published author in
School Library Media Activities Monthly, Vol. 18
order to understand research from a more No. 10, pp. 35-9.
realistic perspective. Students first
examined the topic to find areas of interest to Discusses the five components of information
them, read widely about their area in a inquiry (questioning, exploration, assimilation,
variety of genres, found a form for their inference, and reflection) and their importance
writing, and organized their notes into a in the educational process. Also discusses
coherent whole. information environments (academic,
workplace, and personal) and information
Brown, N.J. (2002), The Role of the Media problems that inquiry can address.
Specialist in Elementary Schools with a
Majority Limited English Proficient Latino Callison, D. (2002b), ``Models (part I)'', School
Enrollment, Georgia State University, Atlanta, Library Media Activities Monthly, Vol. 19 No. 1,
pp. 34-7.
GA.
First of several parts about the role of models in
Looks at the impact of this population on the
instruction, this article covers two familiar
four roles of school librarians: teacher,
information search models: the pathfinder and
instructional partner, information specialist,
Kuhlthau's Information Search Process.
and program administrator. Challenges in
providing IL instruction to this population stem Callison, D. (2002c), `Ìnformation use
from communication difficulties, lack of models (part II)'', School Library
professional development, limited role to Media Activities Monthly, Vol. 19 No. 1,
participate in curriculum development, and pp. 36-9, 51.
technology constraints.
Highlights the REACT model, the
Buzzeo, T. (2002a), Collaborating to Meet information skills model, the information
Standards: Teacher/Librarian Partnerships for k-6, problem-solving model, the portfolio of
ERIC Publication, ED464642. information skills model, the pathways to
knowledge model, and the literate person
Book includes a history of collaboration in
model.
school libraries, studies of the value of
collaboration, stories from practicing school Callison, D. (2002d), `Ìnstructional models
librarians, and templates for planning (part III)'', School Library Media Activities
collaborative units. Monthly, Vol. 19 No. 3, pp. 36-7.
405
Describes the ASSURE model, the Learning To teach young children the organization of the
Cycle model, Instructional Analysis Model, the library, uses the analogy of a school library
Integrated Model for Teaching Library Skills, being like a state with two towns (fiction and
and Instructional Intervention with key non-fiction) and different neighborhoods like
resources listed for each. Reference with each shelf being a street in the
neighborhood. Copy-ready worksheet included.
Callison, D. (2002e), ``Models (part IV: inquiry
models)'', School Library Media Activities Dotten, R. (2002), ``The school library;
Monthly, Vol. 19 No. 4, pp. 35-8. accountability for student learning'', School
Libraries in Canada, Vol. 22 No. 2, pp. 19-20.
Includes descriptions of WebQuest,
Minnesota's Inquiry Process, Indiana's Student Short article focused on how school libraries
Inquiry Model, the Constructivist Learning can demonstrate that they add value to the
Models for Inquiry, and McKenzie's Research student learning experience. Includes list of
Cycle with key resources listed for each. indicators and references to current research.
Callison, D. (2002f), ``Scope and sequence'', Eisenberg, M.B. and Johnson, D. (2002),
School Library Media Activities Monthly, Vol. 18 Learning and Teaching Information Technology ±
No. 7, pp. 35-40, 48. Computer Skills in Context, Eric digest, ERIC
Publication, ED465377.
Discusses the advantages and
disadvantages of using scope and sequence as Authors believe that technology skills alone are
an instructional tool and scope and sequence in not enough for students to master; rather they
library skills instruction, levels of learning need information skills as well. Offers a list of
objectives, technology skills, media literacy learning outcomes for students called
skills, and information inquiry skills across Technology Skills for Information Problem
disciplines. Solving, based on the Big6 approach.
Callison, D. (2002g), ``Thinking (higher order) Eisenberg, M.B. and Miller, D.H. (2002),
skills'', School Library Media Activities Monthly, ``This man wants to change your job. How
Vol. 18 No. 8, pp. 38-40, 51. school librarians can raise their visibility'',
School Library Journal, Vol. 48 No. 9, pp. 46-50.
Uses several critical thinking/IL skill lists to
discuss the difference between high school Author urges school librarians to use better
research skills instruction and the needs of communication to advocate at their school for
college students. Included are the ACRL IL the importance of library programs and
Competencies, the US Department of students' information skills. Practical
Education's skills for critical thinking in suggestions are included and a sample diagram
communication and inquiry and the authentic for documenting the librarian's teaching
tasks for thinking skills from the Wisconsin activities is provided.
Center for Educational Research.
Epstein, S. (2002), `Ìf only ± what a ten-year
Corey, L. (2002), ``The role of the library veteran of the college classroom wished her
media specialist in standards-based learning'', students had known'', Knowledge Quest, Vol. 30
Knowledge Quest, Vol. 31 No. 2, pp. 21-3. No. 4, pp. 47-8.
Advises school librarians on how to position Author wishes that students knew the difference
themselves and the AASL Information Power between a magazine and scholarly journal,
standards among the array of standards that primary and secondary sources, that there are
teachers must already follow. many citation styles, and copyright laws apply
to more than words.
Currie, K. (2002), ``The library as a state'',
School Library Media Activities Monthly, Vol. 19 Etcegovac, Z. (2001), Information Literacy:
No. 1, pp. 27-8. Search Strategies, Tools & Resources for High
406
School Students, Linworth Publishing, Teachers at a private school in Ohio are using
Worthington, OH. IMSeries (a 4-D relational database) to track
instruction and curriculum goals and the
For grades 9-12, it could also be used with
school's library is using the software to analyze
older students. Takes students from planning
library skills integration into the curriculum.
stages to critical thinking stage and includes
Includes part of a lesson plan from a Grade 5
exercises.
author study.
Farmer, L.S.J. (2002), ``Getting an early start
Glanville, P. (2002), ``Making homework
on using technology for research'', Library Talk,
matter: examples of self-directed learning
Vol. 15 No. 2, pp. 24-25.
projects for college-bound students'', Knowledge
Uses the AASL and Association for Educational Quest, Vol. 30 No. 4, pp. 22-3.
Communications and Technology standards as Author is an English instructor. Includes
a basis for helping students access, search for, ways to encourage critical thinking in
and evaluate information. students with meaningful, real-world
Futch, L. (2002), ``Let's go to the zoo: guiding assignments.
elementary students through research'', Library Gordon, C.A. (2002a), ``Methods for
Talk, Vol. 15 No. 2, pp. 6-9. measuring the influence of concept mapping on
Describes a library instruction lesson designed student information literacy'', School Library
to accompany an elementary school class's trip Media Research, Vol. 5, available at:
to the zoo. Includes Student Research Planning www.ala.org/Content/NavigationMenu/AASL/
sheet. Publications_and_Journals/School_Library_
Media_Research/Contents1/Volume_5_(2002)/
Genco, P. (2002), `Ìnformation literacy: search Gordon.htm
strategies, tools and resources for high school
Using the theory of expected information, this
students'', Teacher Librarian, Vol. 30 No. 2,
qualitative study of ten tenth-graders revealed
p. 39.
that those who were taught concept mapping
Information literacy: search strategies, tools and tended to make more and better use of print
resources for high school students by Zorana sources and were more efficient and effective
Etcegovac is reviewed. electronic searchers. Article includes lengthy
discussion of education versus information
Gibson, M.R. (2002), A Qualitative retrieval research methodology.
Investigation for Designing Intermediate
(Grades 4-6) Information Literacy Instruction: Gordon, C.A. (2002b), `À room with a view:
Integrating Inquiry, Mentoring, and Online looking at school library instruction from a
Resources, University of Kentucky, Lexington, higher education perspective'', Knowledge Quest,
KY. Vol. 30 No. 4, pp. 16-21.
``This study examines fifth grade students' Written for school librarians, author presents
perceptions of using on-line, Web-based examples of college level research assignments
assistance to help them work through a research and asks K-12 educators if they are preparing
process, the Big6.'' Results indicated that their students for those types of assignments.
though the online information was useful to Also questions the idea of ``research'' as
them, the students did not learn to ``practice information seeking and proposes that ``real''
disciplined inquiry that begins with meaningful research is ``methodical inquiry driven by
questions, includes human mentoring and curiosity.''
confrontation.'' Grant, S. (2002), `Ùsing the Web for research''
Teacher Librarian, Vol. 29 No. 5, pp. 17-20.
Gill, S. (2002), ``Tracking library skills in the
curriculum'', Ohio Media Spectrum, Vol. 54 Includes rationale and URL for the lesson plan
No. 1, pp. 21-4. and materials to teach students how to find and
407
evaluate information from the Web. Permission interesting nonfiction reading as well as other
given to modify the lesson if author is credited. suggestions for how to teach using nonfiction.
Grierson, S.T. et al. (2002), `Èxploring the past Haycock, K. (2002), `Ìnformation literacy
through multigenre writing'', Language Arts, (book review)'', Teacher Librarian, Vol. 29
Vol. 80 No. 1, pp. 51-9. No. 3, pp. 44-5.
``The multigenre project can help students Reviews the book Information Literacy: A Review
apply writing as a way to discover, read, of the Research, 2nd ed., by David Loertscher
evaluate, and organize information.'' Describes and Blanche Woolls.
how the process was used with sixth-grade
students as a means of combating traditional Hazergian, C. et al. (2002), `Ìnto the
``cut and paste last minute efforts that lack voice curriculum'', School Library Media Activities
and originality.'' Monthly, Vol. 18 No. 9, pp. 11-24.
Harada, V.H. (2002a), ``Personalizing the Seven library media activities designed for
information search process: a case study of specific curriculum units in art, reading,
journal writing with elementary-age students'', language arts, science, and social studies.
School Library Media Research, Vol. 5, available Library media skills, curriculum objectives,
at: www.ala.org/Content/NavigationMenu/ grade levels, resources, instructional roles,
AASL/Publications_and_Journals/ procedures, evaluations, and follow-up are
School_Library_Media_Research/Contents1/ included.
Volume_5_(2002)/Harada.htm
Herring, J.E. et al. (2002), `Àn evaluation of
This action research study involved upper level the use of the plus model to develop pupils'
elementary school students who wrote in information skills in a secondary school'', School
reflective journals through two research Libraries World-wide, Vol. 8 No. 1, pp. 1-24.
projects. The journals were used by the teacher
The PLUS model (Purpose, Location, Use, and
and school librarian to respond to students'
Self-Evaluation) was examined in this
concerns and alter the content of the
qualitative study using a questionnaire. Found
instruction. The reflection resulted in the
that students and teachers felt that this was a
students engaging in higher-level thinking
about the research process. useful and easily adapted model for research
instruction and that students benefited from the
Harada, V.H. (2002b), ``Taking the lead in self-evaluation.
developing learning communities'', Knowledge
Quest, Vol. 31 No. 2, pp. 12-16. Houff, S.G. (2002), ``Laws for literacy'',
Teacher Librarian, Vol. 29 No. 3, pp. 16-18.
Argues that new school reform movements will
require more collaboration among educators Language Arts Workshops (LAWS) use
and that school librarians are well positioned to collaboration between the librarian and teacher
foster successful collaborations. Includes David to support the use of literature in the
Loertscher's ``Taxonomies of the school library curriculum. Examples are given.
media program''.
Howe, E.B. (2002), ``The goals and mechanics
Harvey, S. (2002), ``Nonfiction inquiry: using of teaching a short course in electronic search
real reading and writing to explore the world'', skills to high school students'', Knowledge Quest,
Language Arts, Vol. 80 No. 1, pp. 12-22. Vol. 30 No. 4, pp. 38-41.
Argues that the best way to prepare students for Defines seven steps for students to apply to an
the real world is to have them reading electronic search. Includes information about
nonfiction that is interesting and compelling planning the approach to instruction (a syllabus
and will engage them in authentic questioning and workbook, goals, educational objectives,
as opposed to traditional encyclopedia-based and evaluative criteria) as well as a ten-day
reporting. Provides Web sites of short, schedule of daily topics and assignments.
408
Johnson, D. (2002), `Èveryday practice in Divided into sections covering K-5, lessons use
problem solving'', Book Report, Vol. 20 No. 4, the AASL/AECT standards (Information
pp. 80. Power) and language-arts standards of Kendall
and Marzano, Mid-continent Research for
Recommends having students do information
Education and Learning (McREL) and include
problem-solving in small, regular activities
the objectives, directions, team teaching
rather than one or two large, formal units per
possibilities, learning styles, and reproducible
year. Gives examples of manageable activities.
worksheets.
Johnson, L.A. (2002), Integrating Instruction
Kerper, R.M. (2002), `Àrt influencing art: the
with Technology to Prepare Elementary Students
making of àn extraordinary life' '', Language
for Twenty-first Century Skills, University of La
Arts, Vol. 80 No. 1, pp. 60-7.
Verne, La Verne, CA.
Explores the creation of the children's
The purpose of this study was to describe
nonfiction book An Extraordinary Life: The Story
integrated technology instructional practices
of a Monarch Butterfly through an `èvent
used to teach information literacy in
model'' which the author developed in
purposively selected schools.`` Recommends
conjunction with interviews of the author and
creation of a national database of schools
illustrator. Both author and illustrator won the
integrating IL practices and sufficient network
1998 Orbis Pictus Award.
resources and professional development of
teachers to deliver adequate IL instruction. Koechlin, C. (2002), ``Focus on
understanding'' Teacher Librarian, Vol. 30
Junion-Metz, G. (2002), ``World Wide
No. 1, pp. 8-13.
Webquests. Web sites for teaching searching
skills'', School Library Journal, Vol. 48 No. 7, Offers six actions that librarians can take to help
p. 29. students better understand research skills
including ``believing that one can make a
Brief article listing Web sites that introduce
difference, use the opportunity as a professional
Webquests or that have large compilations of
research project, make learning engaging and
Webquests for librarians and teachers to use.
effective, clarify curriculum goals, integrate IL
Karis, C. and Weber, A. (2002), `Ùp the skills, and focus on student understanding.''
Internet without a standard?'', Knowledge Quest,
Vol. 30 No. 4, pp. 56-8. Lafferty, J. (2002), ``The national literacy
strategy information retrieval progress unit:
Reviews books about IL and technology what's in it for us?'', The School Librarian,
standards as well as the Internet for school Vol. 50 No. 2, pp. 66-7.
librarians.
Discusses a pilot project in Sheffield, UK that
Kearns, J. (2002), ``Volunteering for used the National Literacy Strategy Objectives
information literacy'', Library Talk, Vol. 15 in six ``progress units'' including Writing,
No. 2, pp. 19-22. Information Retrieval, Organization, Phonics,
Reading between the Lines, and Sentences.
Author introduced information literacy to her
daughter's fourth grade class by having them Laverty, C. (2002), ``The challenge of
write down three things they didn't know, pick information seeking: how children engage in
the most interesting one, and then try to find library work'', Feliciter, Vol. 48 No. 5, pp. 226-8.
the answer over the course of several weeks.
Focus was on the process of finding information Qualitative study of two classes of elementary
and not necessarily on the answer. school students in Canada revealed that when
students are given topics rather than research
Keeling, J. (2002), Lesson Plans for the Busy questions, the research experience was less than
Librarian: A Standards-based Approach for the ideal. Students' vocabularies were insufficient
Elementary Library Media Center, Libraries for generating good searches, encyclopedias
Unlimited, Englewood, CO. were the source of choice, taking notes often
409
involved direct copying and little Research Endeavors?, Royal Roads University,
comprehension, and evaluation of the Vancouver, BC, Canada.
information was the most difficult step.
Author recommends the development of
Lehman, K. (2002), ``Promoting library research process models that ``can be easily
advocacy and information literacy from an transferred to individual situations'',
ìnvisible library''', Teacher Librarian, Vol. 29 ``research should be focused around critical
No. 4, pp. 27-30. challenges to inspire thinking and creative
problem solving'' and that ``note taking
Describes outreach and instruction efforts
structures . . . that make it difficult for
undertaken by a high school library to remain
students to plagiarize . . . be devised and
highly involved and visible in the school despite
implemented.''
having no physical library due to construction
projects. Mansukhani, P. (2002), ``The explorers' club:
the sky is no limit for learning'', Language Arts,
Lincoln, M. (2002), ``The Big6: a collaborative
Vol. 80 No. 1, pp. 31-9.
workshop'', Multimedia Schools, Vol. 9 No. 5,
pp. 26-31. This program was an activity designed to
encourage students (in this case ESL) to ask
Describes a Kellog grant-funded workshop
meaningful questions and learn how to
where 48 educators (teams of librarians and
research them effectively and it included
teachers) were trained by Bob Berkowitz in the
collaboration between the teacher and the
Big6 approach in order to collaborate on lesson
school librarian. Also discusses alternative
planning.
evaluation methods.
Loertscher, D.V. and Woolls, B. (2002),
Masuda, K. (2002), `Ùsing `children's voting'
``Teenage users of libraries: a brief overview of
in Japan to improve information literacy:
the research'', Knowledge Quest, Vol. 30 No. 5,
children's information use in learning activity'',
pp. 31-6.
Performance Measurement & Metrics, Vol. 3
Authors of Information Literacy: A Guide for No. 3, pp. 145-9.
Practitioners and Researchers provide references
Use of the Children's Voting (where children
in a question and answer format to studies in
cast votes in real-world elections which are not
the areas of teens and libraries, teens and
counted) project in Japan is evaluated as a
reading, teens and IL, teens and technology,
potential means of developing IL in
and research implications.
elementary-school aged children.
Lorenzen, M. (2001), ``The land of confusion?
Merchant, L. and Hepworth, M. (2002),
High school students and their use of the World
`Ìnformation literacy of teachers and pupils in
Wide Web for research'', Research Strategies,
secondary schools. Assessment at two grammar
Vol. 18 No. 2, pp. 151-63.
schools in the UK'', Journal of Librarianship and
Using Perry's Scheme of Student Development, Information Science, Folkestone, UK, Vol. 34
author surmised that students would use the No. 2, pp. 81-9.
Web as their main source of information and
Reports on a qualitative study of IL skills of
that they would have difficulty evaluating
teachers and students using observation,
information. Qualitative study of high school
individual group interviews. Teachers were
students showed that they used a wider variety
aware of the importance of IL skills and had
of sources than first thought but that they still
the skills themselves but were unable or
had problems with evaluation.
unwilling to incorporate the teaching of these
Luxenburg, A. (2002), Digital Information skills in a methodical way. Students could
Literacy: What Competencies Do Middle School find information but had difficulty analyzing
Students Need for Effective and Successful Internet and using it.
410
Milam, P.S. (2002a), Infoquest: A New Twist on Nett, N.C. et al. (2002), `Ìnto the curriculum'',
Information Literacy, ERIC Publication, School Library Media Activities Monthly, Vol. 18
ED464639. No. 7, pp. 11-20.
`À comprehensive guide to implementing the Five fully developed library media activities
InfoQuest program in libraries, schools, and for use with specific curriculum units in
school library media centers.'' Book is divided career education, social studies,
in three sections: perspective, philosophy, and mathematics, science, and language arts.
practice and the practice section contains Library media skills, curriculum objectives,
questions by subject with assessment tools. grade levels, resources, instructional roles,
procedures, evaluation, and follow-up are
Milam, P. (2002b), ``Moving beyond included.
technology with strategic teaching: Jamie
Pappas, M.L. (2002a), ``Discussion forums:
McKenzie's research cycle'', School Library
a tool for collaboration'', Knowledge Quest,
Media Activities Monthly, Vol. 19 No. 4, pp. 22-
Vol. 31 No. 2, pp. 17-19.
3, 34.
Explores the possibilities and benefits of using
Describes Jamie McKenzie's Research Cycle
threaded discussion forums (such as those
(questioning, planning, gathering, sorting/
available in the Blackboard software) for
sifting, synthesizing, evaluating, reporting, and
encouraging collaboration between school
results) which emphasizes a ``questioning librarians and teachers.
toolkit'' that will help students stay engaged in
the research process. Pappas, M.L. (2002b), ``Teaching information
skills: recording information'', School Library
Minkel, W. (2002), ``Selling information Media Activities Monthly, Vol. 18 No. 7,
literacy. At Inter-Lakes Junior-Senior pp. 22-6.
High School, Meredith, New Hampshire'',
Discusses how the Journey North Web site
School Library Journal, Vol. 48 No. 2, p. 37.
about animal migration could be used in a
Column highlighting one school librarian's research unit that emphasized the process
success in partnering with teachers by building stages and strategies from the author's
a Web page for her library to showcase library Pathways to Knowledge model.
resources.
Pappas, M.L. (2002c), ``Teaching
Murray, J. (2002), ``The Big6 matrix and information skills: appreciation'', School Library
standards: what's new?'', Book Report, Vol. 21 Media Activities Monthly, Vol. 18 No. 10,
No. 2, pp. 22-4. pp. 25-7.
Matches the Big6 standards to the Lesson plan included for teaching students
Association for Educational and standards 5 and 9 of Information Power
Communications Technology standards (ISTE through literature appreciation.
NETS) with specific examples of what the Poftak, A. (2002), ``Net-wise 'teens: safety,
author does to promote each and Web ethics, and innovation'', Technology & Learning,
resources that she uses. Vol. 23 No. 1, pp. 36-49.
Nassar, N. (2002), ``Colorado students achieve Author's research indicates that students are
power @ your library: standards for information more electronically sophisticated than ever
literacy and school library programs'', Colorado before but that they lack IL skills. Contains
Libraries, Vol. 28 No. 3, pp. 42-3. suggestions for schools including teaching
students to be Web-literate.
Reports on training workshops held around the
state to introduce the Colorado standards Preddy, L.B. (2002a), ``Student inquiry in the
during the summer of 2002. research process, part 1: inquiry research
411
basics'', School Library Media Activities Monthly, Presents Web searching as an important
Vol. 19 No. 3, pp. 28-30. component of IL and describes a learning
First of a series, this article discusses the module for teaching it. Includes information
components of good inquiry including about the structure of the Web and search
planning, incorporation of national goals and tools including directories, search engines,
standards and the different roles an educator metasearch tools, kids' search tools, and
must play in the student inquiry process. specialized search tools.
Preddy, L.B. (2002b), ``Student inquiry in the Salter, V. (2002), `Ìnto the curriculum'', School
research process, part 2: inquiry research Library Media Activities Monthly, Vol. 18 No. 8,
orientation'', School Library Media Activities pp. 11-20.
Monthly, Vol. 19 No. 4, pp. 24-6.
Five library media activities for use with
Discusses teacher-librarian collaboration when specific curriculum units in reading, language
teaching the inquiry process including the arts, science, social studies, and mathematics.
orientation phase, the research journal, the Library media skills, curriculum objectives,
timeline, rubrics, pre-search activities, and grade levels, resources, instructional roles,
skimming for information. Includes questioning procedures, evaluation, and follow-up are
worksheet samples. included.
Puffer, M. and Burton, L. (2002),
Sanders, D. (2002), `À principal's
``Correctional education reform ± school
perspective'', Knowledge Quest, Vol. 31 No. 2,
libraries'', Journal of Correctional Education,
pp. 30-1.
Vol. 53 No. 2, pp. 52-7.
Encourages school principals to see the
Provides information for librarians serving
importance of the school library media
incarcerated youth populations about recent
center and the school librarian as a
trends in standards-based curriculum reforms
including IL. Calls for librarians to promote the full-fledged teacher in order to enhance
importance of a library in youth correctional student learning.
facilities and the educational aspect of library
Shannon, D. (2002), ``Kuhlthau's
service in contrast with adult facilities.
information search process. With interview
Rea, Z. (2002), ``Telling the story about of C. Kuhlthau'', School Library Media
information literacy and the curriculum'', Activities Monthly, Vol. 19 No. 1,
CSLA Journal, Vol. 26 No. 1, pp. 29-31. pp. 19-23.
Author thinks back over the last 35 years of IL Kuhlthau's Information Search Process
in school libraries, the evolution of the concept, model focuses on the six stages of the
her role in it, and the overall changes that she information search process and the
has seen in school libraries. attitudes or ``moods'' that contribute to
student success at each stage. Proposes
Repman, J. (2002), `Ìnformation literacy and
five zones of intervention and
assessment: resources too good to miss'',
Library Talk, Vol. 15 No. 2, pp. 12-13. corresponding zones of mediation for library
media specialists.
Annotated list of rubric and assessment
Web sites including some that help Smith, S.D. (2002), ``The top ten things
with assessment of non-traditional projects high school seniors need to know about
(such as Powerpoint presentations or college libraries'', Book Report, Vol. 20 No. 5,
timelines). p. 42.
Repman, J. and Carlson, R.D. (2002), One page reproducible list that includes tips
``Building-blocks for information literacy'', such as ``buy a copy card'' and ``Newsweek is
Education Libraries, Vol. 25 No. 2, pp. 22-5. not considered a scholarly resource.''
412
Stanley, D.B. (2002), ``Finding your groove: Vansickle, S. (2002), ``Tenth graders' search
Are you teaching yet?'' CSLA Journal, Vol. 25 knowledge and use of the Web'', Knowledge
No. 2, pp. 17-18. Quest, Vol. 30 No. 4, pp. 33-7.
Uses an information literacy ``rap'' to discuss Survey of 136 tenth-grade students revealed
the importance of the role of the school that students in the lowest academic track
librarian in teaching IL and integrating it into differed significantly in their general computer
the curriculum. knowledge perhaps due to their lack of home
computer access. There was no significant
Tabar, M. (2002), ``Rite of passage: a visit to a difference found in the search abilities of
university library'', Knowledge Quest, Vol. 30 students in the various academic tracks, but
No. 4, pp. 29-30. they do need guidance from a more experienced
searcher.
Short article describes the preparation for,
issues involved in, and benefits of a visit to the Weisman, S. (2002), ``Wisdom from windows.
University of Minnesota library by a class of Collaborations with teachers'', Knowledge Quest,
juniors at a local St Paul private high school. Vol. 31 No. 2, pp. 32-3.
Thomas, M. (2002), ``What is collaboration to Short article describes successful collaborative

ideas from author's book Windows into
you?'', Library Talk, Vol. 15 No. 2, pp. 17-18.
Instructional Collaboration.
Uses six steps to establish collaboration
between librarians and teachers: invitation to Whittle, B. (2002), `ÌCT at the heart of the
the classroom teacher, flexible planning, staying literacy strategy'', Library & Information Update,
Vol. 1 No. 9, pp. 48-9.
actively involved, share responsibilities, reflect,
and save the lesson. Using their own experience as an example,
describes how a school library's acquisition of
Troutner, J. (2002), `Ìnformation literacy an OPAC helped students gain IL skills and
activities and skills'', Teacher Librarian, Vol. 29 helped the library meet national standards for
No. 5, pp. 28-9. teaching IL.
Annotated list of Web sites that have IL Zimmerman, N.P. (2002), ``Pappas and Tepe's
resources on topics such as curriculum pathways to knowledge model'', School Library
integration, Webquests, and search strategies Media Activities Monthly, Vol. 19 No. 3,
for K-12 teachers and librarians. pp. 24-7.
Tschamler, A. (2002), ``Top secret: Explains the six stages (appreciation, presearch,
collaborative efforts really do make a search, interpretation, communication, and
difference'', Library Talk, Vol. 15 No. 2, evaluation) of the model and compares it to the
pp. 14-16. Big Six and Stripling and Pitt's REACTS.
Includes interview with Pappas and Tepe, the
Describes a collaborative teacher/librarian model's developers.
project where students functioned as
``detectives`` to investigate the good works done Public libraries
by famous African-Americans throughout Donlan, J. (2002), `À guide to research @ your
history. library'', Ontario Library Association/
Vancouver Public Library, Canada.
Valenza, J.K. (2001), `Ìmagine . . . crossing
library lines to achieve information literacy'', Written for the general library user and
divided into 14 short chapters, this 60 page,
VOYA, Vol. 24 No. 4, p. 261.
spiral-bound guide to research has a friendly,
Comments on the need for school, public, and helpful tone with chapter titles such as ``Giant
academic librarians to work together to advance brain: your library`` and ``Magic key: searching
students' information literacy skills. catalogues and indexes``.
413
Koning, A. (2001), `Ìnformation literacy in aspects of Microsoft's Net Meeting, a desktop

New Zealand public libraries'', New Zealand video system.
Kaplan, R.B. and Whelan, J.S. (2002),
Reports on a survey of IL efforts in 74 public ``Buoyed by a rising tide: information literacy
library systems in New Zealand. Results show sails into the curriculum on the currents of
that larger libraries tended to have more formal evidence-based medicine and professional
programs for IL instruction in place. competency objectives'', Journal of Library
Administration, Vol. 36 No. 1/2, pp. 219-35.
Pitman, N. and Roberts, N.R. (2002),
``Building relationships: forming partnerships Highlights the nation-wide trends (such as
between the school and public libraries'', The accreditation standards) as well as local history
School Librarian, Vol. 50 No. 2, pp. 69-70. (such as librarians with faculty status) and
developments at the Massachusetts College of
Short discussion of basic information skill
Pharmacy and Health Sciences which resulted
building activities for children used at public
in the explosion of instruction opportunities for
libraries in Wales including a ``Dewey Mat`` and
the library. Includes a table comparing
``Library stars''.
evidence-based medicine steps to IL standards.
Special libraries Latimer, K. (2002), ``SOS (self-help or
Donnelly, A. and Craddock, C. (2002), spoonfeeding?): teaching students the art of
`Ìnformation literacy at Unilever R&D'', retrieving architectural information'', Art
Library & Information Update, Vol. 1 No. 9, Libraries Journal, Vol. 27 No. 1, pp. 5-8.
pp. 40-2.
Describes the development of library
Librarians developed several training programs instruction in the architecture program at
with an emphasis on information seeking and Queen's University, UK including the need to
managing behaviors to introduce scientists to integrate the instruction into the curriculum.
the range of databases available to them at their Includes chart of IL content integrated at
desktops and the more general methods of various levels in the program.
database searching. The workshops were
conducted for project teams at the company. Meriton, J. (2002), ``Training and the national
art library. Training for staff and users'', Art
Hemmens, A.E. (2002), `Àdvanced legal Libraries Journal, Vol. 27 No. 1, pp. 13-17.
research courses: a survey of ABA-accredited
Mentions the types of training that are done at
law schools'', Law Library Journal, Vol. 94
the National Art Library at the Victoria &
No. 2, pp. 209-41.
Albert Museum in London including IL
Study found that there has been an increase in instruction for the public, the aim of which is to
the number of schools offering advanced legal ``train readers to use not only the NAL but
research courses (from nine in 1983 to 72 in research libraries in general''. The Museum also
2000) and that most are taught by an instructor provides instruction for researchers and for
with both law and library degrees. There is still their curatorial staff which is described most
a large amount of variation though in how often extensively in the article.
the course is taught and what the assignments
consist of±though not the topics covered. O'Sullivan, C. (2002), `Ìs information literacy
relevant in the real world?'', Reference Services
Henner, T.A. (2002), ``Bridging the distance: Review, Vol. 30 No. 1, pp. 7-14.
bibliographic instruction for remote library
Author argues that the librarians need to seek
users'', Medical Reference Services Quarterly,
connections between what business ask of their
Vol. 21 No. 1, pp. 79-85.
workers (knowledge management) and the IL
Describes advantages of video IL instruction for concepts librarians use. Librarians should see
distance learning including specific technical themselves as central to the company and be
414
proactive in seeking out opportunities to library school courses in information literacy

partner with managers, project teams, etc. instruction and the pedagogies of adult
education.
Rosenfeld, P. et al. (2002), ``Piloting an
information literacy program for staff nurses: Arp, L. and Woodard, B.S. (2002), ``Recent
lessons learned'', Computers, Informatics, trends in information literacy and instruction'',
Nursing (CIN), Vol. 20 No. 6, pp. 236-42. Reference & User Services Quarterly, Vol. 42
Program was designed to `èducate staff nurses No. 2, pp. 124-32.
to perform patient care-related electronic First of a new column for RUSQ entitled
literature searches.'' Nursing and library staff `Ìnformation literacy and instruction'', article
collaborated on instruction and a Web-based spotlights the emergence of standards and
tutorial which were used to transmit IL skills; guidelines, plagiarism and copyright, and the
pre-post tests were used to evaluate impact of technology on what is coming to be
effectiveness. an actual discipline of study ± information
Schilling, K.L. (2002), Information-Literacy literacy instruction.
Skills Development in Undergraduate Medical
Braun, L.W. (2002), ``New roles: a librarian by
Education: A Comparison Study of the Impact of
any name'', Library Journal, Vol. 127 No. 2,
Training Methodologies on Learning Outcomes,
pp. 46-9.
Boston University, Boston, MA.
Reflects on the changes in roles that the advent
``This randomized, blinded study addressed
of technology has brought to librarians. Short
whether and to what extent the methodology by
discussion of the changes in BI and the teaching
which information-literacy skills instruction
roles of all librarians.
occurred impacted on first-year medical
students' information-retrieval skills, Brown, J.S. (2002), ``Growing up digital: how
perceptions regarding the use of library and the Web changes work, education, and the ways
information resources, and performance people learn'', USDLA Journal, Vol. 16 No. 2,
outcomes on a MEDLINE searching exercise.'' February, available at: www.usdla.org/html/
Tennant, M.R. and Miyamoto, M.M. (2002), journal/FEB02_Issue/article01.html
``The role of medical libraries in undergraduate Based on the author's observations of
education: a case study in genetics'', Journal of 15-year-olds hired as researchers at Xerox, the
the Medical Library Association, Vol. 90 No. 2, author meditates on the future of work and
pp. 181-93. learning which he believes will be profoundly
The Health Science library at the University of impacted by the Web. Considers three
Florida partnered with the Department of important paradigm shifts: navigational literacy,
Zoology to teach an undergraduate genetics discovery-based learning, and a bias toward
class with an assignment to examine the action which the author believes will become
primary literature of the field by using the same prevalent.
information-seeking tools that geneticists would
use. Article discusses the results of the Bruce, H. and Lampson, M. (2002),
partnership including the benefits to the library. `Ìnformation professionals as agents for
information literacy'', Education for Information,
All libraries Vol. 20 No. 2, pp. 81-106.
Albrecht, R. and Baron, S. (2002), ``The A study of library professionals in Washington
politics of pedagogy: expectations and reality State revealed a lack of agreement across the
for information literacy in librarianship'', profession about the definition of an
Journal of Library Administration, Vol. 36 information literate individual and the
No. 1/2, pp. 71-96.
importance of becoming information literate,
Examines the opportunities (and lack thereof) the librarian's role in teaching IL, and an
for librarians to gain formal education such as unease with the skills involved in such teaching.
415
Also, librarians need marketing, outreach, and Goad, T.W. (2002), Information Literacy and
related skills to promote IL. Workplace Performance, Quorum Books,
Westport, CT.
Bundy, A. (2002), ``Growing the community of
Begins by introducing IL and then relating it
the informed: information literacy ± a global
to communication, critical thinking, and
issue'', Australian Academic & Research
computer literacy within the workplace
context. Designed to be an overview and not
Emphasizes the importance of IL in creating a comprehensive, it also includes chapters on
``community of the informed''. Calls upon subject matter literacies, learning how to
librarians worldwide to lead IL efforts in their learn, resources for learning on the job, and
respective countries on a national level and to dealing with work encroachment on one's
articulate the difference between IL skills and leisure time.
technology skills. Grogg, J.E. et al. (2002), ``Full-text linking:
affiliated versus non-affiliated access in a free
de Ruiter, J. (2002), `Àspects of dealing with
database'', College & Research Libraries, Vol. 63
digital information: `mature' novices on the
No. 3, pp. 228-38.
Internet'', Library Trends, Vol. 51 No. 2,
pp. 199-209. Study of full-text availability in PUBMED
demonstrated that around 70 per cent of the
Explores the problems of older users as they articles were available if one knew the
move from competence with the print resources to use such as a document delivery
information environment to relative service, paying for a copy from the publisher,
incompetence in the digital realm and what etc. IL implication is that many users
librarians can do to make instruction more wouldn't know how to do the more
meaningful and useful for them. complicated searching for the article fullt-
text.
Fritch, J.W.A.C. and Robert, L. (2002),
``Delving deeper into evaluation: exploring Johnson, A.M. and Rader, H.B. (2002),
cognitive authority on the Internet'', Reference ``Library instruction and information literacy ±
2001'', Reference Services Review, Vol. 30 No. 4,
Services Review, Vol. 30 No. 3, pp. 242-54.
pp. 359-89.
Contains concrete suggestions for establishing
Bibliography of articles and books published in
the credibility of a Web site such as using Whois
2001 dealing with all aspects of information
and traceroute tools that could have
literacy and library instruction across different
implications for instructing students in more types of libraries.
advanced Web evaluative criteria.
Lemke, C. (2002), enGauge 21st Century Skills:
Giles, G. (2002), ```Fair go'? Equality? The Digital Literacies for a Digital Age, ERIC
people's movement for reconciliation Publication, ED463753.
(ANTAR) and critical information literacy'',
Created by the North Central Regional
Australian Library Journal, Vol. 51 No. 3,
Educational Laboratory, this document describes
pp. 203-18. skills that will important for students in the future
Originally presented to the 5th National including new literacies (scientific, technical,
Information Literacy Conference conducted visual, information, cultural, etc.),
by the University of South Australia Library communication skills, productivity skills, and
and the Australian Library and Information inventive thinking skills. These authors believe
these skills are an extension skills currently being
Association in 2001, author argues that IL is
taught.
just a piece of social movements, albeit an
important one and that technology can divide Loertscher, D.V. (2001), Information Literacy:
rather than unite those already disfranchised. A Review of the Research: A Guide for
416
Practitioners and Researchers, Hi Willow Riedling, A.M. (2002), Learning to Learn: A

Research & Pub, San Jose, CA. Guide to Becoming Information-Literate, Neal
Schuman Publishers, New York, NY.
In this 2nd edition, the authors cover stages of
the research process, IL issues, promising Designed as a companion workbook for basic
techniques such as concept mapping and information literacy classes, this book contains
constructivist teaching, ways to keep current, nine chapters that cover topics such as starting
research, library resources, information on
and suggestions for research.
the Internet, evaluating information, and
Marcum, J.W. (2002), ``Rethinking information copyright/plagiarism issues. Each
literacy'', The Library Quarterly, Vol. 72 No. 1, chapter contains a list of references for
pp. 1-26. further reading.
Argues that the goals of IL instruction are both Suarez, D. (2002), ``Designing the Web
too broad and too narrow. Too broad when IL interface for library instruction tutorials using
includes aspects such as service learning and Dreamweaver, Fireworks, and Coursebuilder'',
problem-based learning; too narrow in that IL Information Technology and Libraries, Vol. 21
often simply teaches skills and does not ``fully No. 3, pp. 129-34.
encompass the visual, the interactive, and the Technical article written in non-technical style
cultural domains.'' that explains what librarians will encounter
when trying to create tutorials with the named
Rader, H.B. (2002a), ``Twenty-first century suite of Web-authoring tools. Emphasizes the
literacy summit'', Library Hi Tech News, Vol. 19 importance of designing and planning rather
No. 7, pp. 6-7. than technical know-how.
Sponsored by AOL Time Warner Foundation
Webber, S. (2002), ``Getting the knowledge'',
and the Bertelsmann Foundation, the summit Library and Information Update, Vol. 1 No. 7,
included 300 invited representatives from 33 pp. 52-3.
countries. IL was considered a twenty-first
Author's musings and observations from the
century literacy along with technology
1st International IT and Information
literacy, media creativity, social competence
Literacy Conference in March 2002.
and responsibility, education, workplace skills
Conference addressed topics such as the
and civic engagement. relations between librarians and IT,
Rader, H.B. (2002b), `Ìnformation terminology of IL, students' confusion of IT
and IL skills, collaboration in all forms, IL
literacy 1973-2002: a selected literature
standards, and marketing.
review'', Library Trends, Vol. 51 No. 2,
pp. 242-59.
Overview of IL developments in all areas of References
librarianship; includes examples of model
programs and an annotated list of landmark Arp, L. and Woodard, B.S. (2002), ``Recent trends in
information literacy and instruction'', Reference
publications in the field of library instruction & User Services Quarterly, Vol. 42 No. 2,
and IL. pp. 124-32.
Broaddus, K. and Ivey, G. (2002), ``Surprising the writer:
Rader, H. (2002c), `ÌT & ILIT 2002: The 1st discovering details through research and reading'',
International Conference on IT and Language Arts, Vol. 80 No. 1, pp. 23-30.
Cain, A. (2002), `Àrchimedes, reading, and the sustenance
Information Literacy, Glasgow, Scotland,
of academic research culture in library instruction'',
20-22 March 2002'', Library Hi Tech News, The Journal of Academic Librarianship, Vol. 28 No. 3,
Vol. 19 No. 6, pp. 5-6. pp. 115-21.
Carder, L. et al. (2001), ``Case-based, problem-based
Summary of the conference which included two learning: information literacy for the real world'',
keynote speakers and 45 breakout sessions. Research Strategies, Vol. 18 No. 3, pp. 181-90.
417
Donlan, J. (2002), A Guide to Research @ your Harvey, S. (2002), ``Non-fiction inquiry: using real reading
Library, Ontario Library Association/Vancouver Public and writing to explore the world'', Language Arts,
Library. Vol. 80 No. 1, pp. 12-22.
Enger, K.B. et al. (2002), ``Problem-based learning: Mansukhani, P. (2002), ``The explorers club: the sky is no
evolving strategies and conversations for library limit for learning'', Language Arts, Vol. 80 No. 1,
instruction'', Reference Services Review, Vol. 30 No. 4,
pp. 31-9.
pp. 355-8.
Ratteray, O.M.T. (2002), `Ìnformation literacy in self-study
Gratch-Lindauer, B. (2002), ``Comparing the regional
and accreditation'', The Journal of Academic
accreditation standards: outcomes assessment and
other trends'', Journal of Academic Librarianship, Librarianship, Vol. 28 No. 6, pp. 368-75.
Vol. 28 No. 1/2, pp. 14-25. Thompson, G.B. (2002), `Ìnformation literacy
Grierson, S.T. et al. (2002), `Èxploring the past through accreditation mandates: what they mean for
multigenre writing'', Language Arts, Vol. 80 No. 1, faculty and librarians'', Library Trends, Vol. 51
pp. 51-9. No. 2, pp. 218-41.
418

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Introduction

Library instruction and If anyone had doubts, it is apparent that the

Table I Atkins, P. and Frerichs, C.E. (2002), ``Planning

Hinchliffe, L.J. (2001b), ``Learning to Describes the library's participation in two

Knight, L.A. (2002), ``The role of assessment in Conference, Adelaide, Australia, 30

Qualitative interview-based research study of Deals with the questions of ``how

Manuel, K. (2002b), ``Teaching information role of IL in higher education, roadblocks, and

platform. InfoQuest was successfully embedded O'Hanlon, N. (2002), ``Net knowledge:

Profeta, P. and Kendrick, M. (2002), Academic Librarianship, Vol. 28 No. 6,

Description of a three-credit IL course (INFO Rockman, I.F. (2002a), ``The importance of

Discussion of collaboration between teacher Provides a review of school library media

Boff, C. and Bushong, S. (2002), ``Information Buzzeo, T. (2002b), ``Collaborations: working

Thomas, M. (2002), ``What is collaboration to Short article describes successful collaborative

Koning, A. (2001), ``Information literacy in aspects of Microsoft's Net Meeting, a desktop

proactive in seeking out opportunities to library school courses in information literacy

Practitioners and Researchers, Hi Willow Riedling, A.M. (2002), Learning to Learn: A

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