Information Literacy and Assessment Bibliography

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Library instruction andinformation literacy

Anna Marie Johnson

Introduction

If anyone had doubts, it is apparent that the

field of library instruction and information

literacy (IL) is, indeed, an established field of

research. In fact, one of this year's articles

makes a strong case for that very point (Arp andWoodard, 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

bibliography dealt directly with assessment,

while many more made mention of the need for

it. There are several national IL assessment

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.

In the school library/media center literature,

research models dominated the discussion, but

collaboration was also the subject much on

practitioners' minds. Several interesting articles

on inquiry and involving students in asking and

researching meaningful questions were

published. These could be useful for school

media specialists who are looking for

collaborative ideas to suggest to their teacher

colleagues (Broaddus and Ivey, 2002;

Grierson et al., 2002; Harvey, 2002;

Mansukhani, 2002).

In the public library realm, articles about

information literacy remain sparse;

however, a research guide for public library

users was published this year by the

Ontario Public Library Association which

could serve as a helpful resource for public

librarians in both the USA and Canada(Donlan, 2002). This is an encouraging sign

that there is a growing awareness among public

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

the practical literature. Many articles mention

the ACRL Information Literacy Competency

Standards For Higher Education, and there

The author

Anna Marie Johnson is Team Leader, Information Literacy

University of Louisville Libraries, University of Louisville,

Louisville, Kentucky, USA.

Keywords

Bibliographies, Libraries, Library facilities,

Curriculum development

Abstract

This article presents an annotated bibliography of literature

recently on library instruction and information literacy inacademic, school, public, special, and all types of libraries.

Interest in the topic remains strong, with a growing number

of pieces also including the importance of assessment. Other

themes discussed in the articles include research, colla-

boration, the use of tutorials, tours, distance learning, active

learning, problem-based learning, and the role of accred-

itation bodies.

Electronic access

The Emerald Research Register for this journal is available at

http://www.emeraldinsight.com/researchregister

The current issue and full text archive of this journal is

available at

http://www.emeraldinsight.com/0090-7324.htm

385

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Volume 31 . Number 4 . 2003 . pp. 385-418

# MCB UP Limited . ISSN 0090-7324

DOI 10.1108/00907320310505672


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were several articles this year that began to look

critically at the standards. This would suggest

that they are being widely adapted and

insightfully used (Cain, 2002). Both

problem-based learning and case-based

learning appear in the literature this year as

well, and this seems to reflect a shift in teaching

from lecturing to more active learning across

many disciplines (Carder et al., 2001; Enger et

al., 2002).

Accreditation standards and the inclusion of

information literacy into those standards was

the subject of several articles in the higher

education literature. With many accrediting

bodies revising their standards, it is important

that IL practitioners are aware of the changes

and can advocate on their campuses for ways to

translate the accreditation standards into

practice (Gratch-Lindauer, 2002; Ratteray,

2002; Thompson, 2002). Collaboration

continued to be a theme in the academic

literature as well though not as

prominently this year. There were several

articles which gave practical suggestions for

collaborative possibilities in integrating

information literacy instruction into the

curriculum.

Academic libraries

Abidi, S.A.H. (2002), `Ùganda: towardinformation literacy and an information and

communication technologies environment'',

The Library Quarterly, Vol. 72 No. 4,

pp. xiii-xvi.

Short opinion piece arguing for information

professionals to use their skills and training to

educate the citizens of their country as a means

of countering terrorism. Includes goals for

information literacy in Uganda.

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

and implementing a teaching workshop for

librarians'', College & Undergraduate Libraries,

Vol. 9 No. 2, pp. 5-20.

A librarian at Hope College and a faculty

development specialist created a workshop forteaching librarians which included three

half-day sessions: pedagogy, microteaching

(where librarians actually taught to their peers),

and an open-ended discussion of IL. Workshop

materials are included.

Austen, G. et al. (2002), `Àustralian university

libraries and the new educational

environment'', Journal of Academic

Librarianship, Vol. 28 No. 1/2, pp. 63-7.

Reports on trends in Australian university

libraries including an emphasis on remote

services, online instruction and information

literacy. Uses the University of Queensland as a

case study.

Bao, X.-M. (2002), `À comparative study

of library surveys of Internet users at Seton

Hall University in 1998 and 2001'',

College & Research Libraries, Vol. 63 No. 3,

pp. 251-9.

Comparison of surveys of users' Internet

use in 1998 and 2001 showed a dramatic

increase in the use of the Internet as well as

increased satisfaction on the part of the users.

What remains problematic is the ability to

find useful information and the lack of

awareness of alternate sources of

information such as subscription-based

databases.

Beagle, D. (2002), `Èxtending the information

commons: from instructional testbed to

Internet2'', The Journal of AcademicLibrarianship, Vol. 28 No. 5, pp. 287-96.

Author uses the term `ìnformation commons''

to describe the way libraries must reorganize

their thinking for the twenty-first century in

both physical and digital space. Addresses

instruction implications including the need for

integration into course management software

and online tutorials to meet students at their

point of need.

Table I

Type of library

Number of 2001

publications

Number of 2002

publications Difference

Academic 155 151 4

Public 4 3 1

School 78 102 +24Special 27 10 17

All types 17 21 +4

Total 281 287 +6

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Beile, P. (2002), The Effect of Library Instruction

Learning Environments on Self-efficacy Levels and

Learning Outcomes of Graduate Students in

Education, ERIC Publication, ED465331.

Study of 49 graduate students in education who

were exposed to instruction in one of threeformats (face-to-face, online, or tutorial on

campus) found that regardless of learning

environment, students improved their library

self-efficacy with instruction. Those with

previous instruction showed significant effect

on self-efficacy scores possibly demonstrating

the cumulative effects of instruction.

Ben Omran, A.I. (2001), Library Anxiety and

Internet Anxiety among Graduate Students of a

Major Research University, University of

Pittsburgh, Pittsburgh, PA.

Study attempts to find a relationship between a

number of variables and library and Internet

anxiety. Only variable with a positive

correlation was age although frequency of

Internet use was also predictive of Internet

anxiety. Also found differences in anxiety levels

between American and international students.

Bergart, R. (2002), ``An exploration of the

impact of electronic resources on

undergraduate research'', Feliciter, Vol. 48

No. 4, pp. 181-4.

Discusses the problems and issues faced by

students when using electronic databases such

as ``false focus'' (using the first citations they

find or prematurely narrowing their topic

because of pressure from a librarian), ``limiting

to full-text'', and inability to browse. Urges

professors and librarians ``to teach that the

research process demands time, creativity, and

critical thinking.''

Bernnard, D.F.J. and Trudi, E. (2001), ``The

committee that worked: developing an

information literacy course by group

process'', Research Strategies, Vol. 18 No. 2,

pp. 133-42.

Incorporation of IL into general education

requirements at the University of Albany

(SUNY) necessitated a timely response in the

form of a for-credit course. The composition

and work of the committee, the technology

used, the professional development of the

instructors, and the experience of teaching are

all discussed.

Black, C. et al. (2001), ``Building a successful

information literacy infrastructure on the

foundation of librarian-faculty collaboration'',Research Strategies, Vol. 18 No. 3, pp. 215-25.

Asserts that personal relationships between

faculty and librarians are key to collaboration

on IL instructional development. Uses

examples of this concept in practice at Towson

University.

Blakeslee, S. and Johnson, K. (2002), ``Using

HorizonLive to deliver library instruction to

distance and online students'', Reference Services

Review, Vol. 30 No. 4, pp. 324-9.

HorizonLive is a software product that enables

instructors to use streaming media, chat, shared

applications, and pushed content to create a

collaborative feel to online classes. Librarians at

Cal State, Chico used it to create a library

instruction presentation and quiz that

instructors could link to from their online

classes since the software was already in use in

these classes.

Bodi, S. (2002), ``How do we bridge the gap

between what we teach and what they do? Somethoughts on the place of questions in the

process of research'', The Journal of Academic

Librarianship, Vol. 28 No. 3, pp. 109-14.

Research shows that the undergraduate

research process is significantly different from

that of faculty and librarians; thus it is

important to provide more guidance in the form

of questions (modeled in this article) to help

students focus their research topics.

Boff, C. and Johnson, K. (2002), ``The library

and first-year experience courses: a nation-wide

study'', Reference Services Review, Vol. 30 No. 4,

pp. 277-87.

Survey of 749 institutions offering first-year

experience courses found that 86 per cent have

a library component of some kind and 67 per

cent have a required component. At 73 per cent

of the schools, the library component is two

hours or less and comprises a small portion of

the course curriculum, and schools with low or

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medium selectivity were more likely to require

the library component.

Booth, A. and Fabian, C.A. (2002),

``Collaborating to advance curriculum-based

information literacy initiatives'', Journal of

Library Administration, Vol. 36 No. 1/2,pp. 123-42.

Gives ideas for creating partnerships with

campus colleagues to integrate information

literacy. Includes overview of ``key documents''

at the local and national levels that librarians

can use to show how information literacy fits

with other academic priorities.

Bowden, T.S. and DiBenedetto, A. (2001),

`Ìnformation literacy in a biology laboratory

session: an example of librarian-facultycollaboration'', Research Strategies, Vol. 18

No. 2, p. 143.

General biology faculty and librarians at

Villanova University collaborated to integrate

scientific literacy instruction into an

introductory biology course as a means of

setting the stage for more sophisticated

instruction in later biology classes. Planning,

instructional content, and assessment are

included.

Bracke, P.J. and Dickstein, R. (2002), ``Web

tutorials and scalable instruction: testing the

waters'', Reference Services Review, Vol. 30

No. 4, pp. 330-7.

University of Arizona librarians designed a

tutorial for a large psychology class

assignment requiring the students to find a

research article and found this method

effective in dealing with large-scale instruction.

Article describes the implementation and

evaluation of the tutorial over four semesters

and includes time estimates for the librarians

involved.

Breivik, P.S. (2002), `Èxpanding our

boundaries with information literacy'', Christian

Librarian, Vol. 45 No. 3, pp. 96-8.

Text of Breivik's address to the 2002

Conference of the Association of Christian

Librarians.

Brose, F. (2002), Implementing the `Ìnformation

Competency'' Graduation Requirement in

California Community Colleges: A Chronology of

Sources, and Lists, ERIC Publication,

ED463795.

Contains a chronology from 1907 to the

present, in numbered paragraph format, of

significant national or regional documents,

legislation, and other developments in

education which affected the information

competency movement. Also includes a list of

community colleges with IL requirements, a list

of sample tutorials, and online resources.

Brower, S. (2002), ``Teaching e-journals:

building a workshop for an academic health

sciences library'', Serials Review, Vol. 28 No. 2,

pp. 88-92.

In response to a survey of faculty, staff, and

students regarding their library education

needs, librarians at SUNY Buffalo's Health

Sciences Library developed a workshop on

e-journals. Authors include possible reasons

why more libraries are not offering such a class.

Brown, C.M. and Krumholz, L.R. (2002),

`Ìntegrating information literacy into the

science curriculum. Geomicrobiology course at

the University of Oklahoma'', College &

Research Libraries, Vol. 63 No. 2, pp. 111-23.

Although students' self-reported good IL skills,

``this perceived enhancement was not reflected

in a significantly improved ability to use

information'' and a dissonance between their IL

scores and their grades was present. Authors

suggest that ACRL outcomes might be

unrealistic and suggest using ACRL Instruction

Section objectives to see if a better correlation is

achieved between students' IL skills and their

grades.

Bruce, C. et al. (2002), ` Constituting collective

consciousness: information literacy in university

curricula'', International Journal for Academic

Development, Vol. 7 No. 1, p. 31.

Article uses Bowden and Marton's (1998)

framework of learning as ``changing awareness

at the individual and collective levels'' to

describe a university-wide teaching and learning

project highlighting IL for staff in all disciplines

at the Australian Catholic University.

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Buchanan, L.E. et al. (2002), ` Integrating

information literacy into the virtual university:

a course model'', Library Trends, Vol. 51 No. 2,

pp. 144-66.

Librarians and a Communications faculty

member collaborated on an online course in

multimedia literacy which integrated the ACRL

IL Competency Standards at Austin Peay State

University. Course development and

implementation are discussed as well as student

perceptions and instructor recommendations.

Cain, A. (2002), ``Archimedes, reading, and the

sustenance of academic research culture in

library instruction'', The Journal of Academic


Argues that students need time to reflect and

read deeply to be creative and that our currenteducational culture (including even our

emphasis on IL standards and competencies)

does not foster these practices.

Campbell, S. and Fyfe, D. (2002), ``Teaching

at the computer: best practices for one-on-one

instruction in reference'', Feliciter, Vol. 48

No. 1, pp. 26-8.

Some of the best practices include ``ensure that

the learner is ready to learn,'' ``don't teach

people what they already know,'' ``respect the

learner's need to become independent,'' and

``make the person comfortable with her ability

to learn.''

Carder, L. et al. (2001), ``Case-based,

problem-based learning: information literacy

for the real world'', Research Strategies, Vol. 18

No. 3, pp. 181-90.

Discusses use of scenario or case-based IL

instruction with the role of the librarian as

facilitator. Examples of cases are included along

with advice about the writing of cases and theadvantages and disadvantages of using this

technique.

Cardwell, C.F. and O'Keeffe, J.K. (2001), ``My

librarian: personalized research clinics and the

academic library'', Research Strategies, Vol. 18

No. 2, pp. 97-111.

Overview of research appointment programs at

three institutions (Bowling Green State

University, Marquette University, and

Gettysburg College). Includes publicity and

logistical information and the results of the

authors' survey of their audience's practices at

ACRL X.

Carter, E.W. (2002), ```Doing the best you can

with what you have:' lessons learned fromoutcomes assessment'', The Journal of Academic


Based on Donald Barclay's 1995 RQ article on

assessment, librarians at the Citadel designed

instruments for psychology and first-year

information literacy instruction.

Caswell, J. and Simoneaux, L. (2002),

` Technical and educational considerations for a

wireless classroom'', Louisiana Libraries, Vol. 64

No. 4, pp. 3-6.Overview of the issues involved in creating a

wireless laptop classroom at Southeastern

Louisiana University library. Includes specifics

about the set-up, hardware, software, and

classroom configuration.

Churkovich, M. and Oughtred, C. (2002),

``Can an online tutorial pass the test for library

instruction? An evaluation and comparison of

library skills instruction methods for first year

students at Deakin University'', Australian

Academic & Research Libraries, Vol. 33 No. 1,

pp. 25-38.

Commercially-available online IL tutorial

(Web-ezy) was compared to a mediated

experience with students completing the

tutorial in the presence of a librarian, and

traditional face-to-face instruction with a

hands-on exercise. Pre- and post-test scores

showed the biggest improvement in students

experiencing the traditional face-to-face

method.

Conteh-Morgan, M. (2002), ``Connecting the

dots: limited English proficiency, second

language learning theories, and information

literacy instruction'', The Journal of Academic


Details how librarians can improve IL

instruction to ESL students by understanding

and utilizing practices from innatist and

interactivist second-language learning theories.

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Cox, C.N. (2002), ``Becoming part of the

course: using blackboard to extend one-shot

library instruction'', College & Research Libraries

News, Vol. 63 No. 1, pp. 11-13, 39.

Short discussion of features of Blackboard

course management software and integration

strategies such as including library

information in the course documents, creating

assignments to post and a bibliography of

library resources, using the e-mail, discussion

board, and more.

Cox, C.N. and Pratt, S. (2002), ``The case of

the missing students, and how we reached them

with streaming media'', Computers in Libraries,

Vol. 22 No. 3, pp. 40-5.

Describes a project to reach distance learning

students with streaming media for ILinstruction. Includes information about

process, type of equipment used and equipment

substitutions.

Cronau, D.A. (2002), ``Lifelong learning and

the library connection: a perceptual model for

tertiary library customer education'',

Christian Librarian, Vol. 45 No. 2, pp. 52-7,

69-79.

Author studied the perceptions of library use

and abilities among college students and from

that study created a perceptual model ``which

defines, discusses, and maps the sequential

relationships among the perceptions.'' Author

feels that there library instruction implications

from this model and makes recommendations

for library service.

Cunningham, T.H. and Lanning, S. (2002),

``New frontier trail guides: faculty-librarian

collaboration on information literacy'',

Reference Services Review, Vol. 30 No. 4,

pp. 343-8.Describes the importance of collaboration

between teaching faculty and librarians for IL

instruction, challenges to collaboration, and

some suggestions for ways to collaborate to

integrate IL into the curriculum since one-shot

sessions and stand-alone IL classes are not

meeting the students' needs.

Curzon, S.C. (2002), ``Cooperating for success:

the information competence initiative of the

California State University'', Resource Sharing

& Information Networks, Vol. 16 No. 1, p. 67.

History of and lessons learned from the

Information Competence Initiative created by

the CSU Libraries in the early 1990s.

Dalrymple, C. (2002), ``Perceptions and

practices of learning styles in library instruction.

survey of members of ALA library instruction

round table'', College & Research Libraries,

Vol. 63 No. 3, pp. 261-73.

Reports on a survey of 1500 LIRT

members regarding their attitudes toward

learning style theory and the types of

teaching strategies they include in their

instruction. Majority felt that learning style

theory could positively impact their

instruction but were unsure how to incorporate

it.

D'Angelo, B.J. (2001), `Ùsing source analysis

to promote critical thinking'', Research

Strategies, Vol. 18 No. 4, pp. 303-9.

Describes an activity where the students

examined sources in international business for a

country analysis assignment and answered

questions such as ``How current is the

information?'', ` Who wrote/published it?'',

``What is the purpose of the document?'' etc. inorder to develop critical thinking skills.

Davidson, J.R. et al. (2002), `Ùsing the ACRL

Information Literacy Competency Standards

for Higher Education to assess a university

library instruction program'', Journal of

Library Administration, Vol. 36 No. 1/2,

pp. 97-121.

Oregon State University created a survey

instrument (included) based on the ACRL IL

Competency Standards and their owninstitutional competencies in order to assess

their instruction program as a whole. The OSU

librarians they surveyed indicated that the

ACRL standards were overwhelming and that

there was disagreement about outcomes-based

instruction.

De Jager, K. and Nassimbeni, M. (2002),

`Ìnstitutionalizing information literacy in

tertiary education: lessons learned from

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South African programs'', Library Trends, Vol.

51 No. 2, pp. 167-84.

Reports on policy developments affecting IL

practice and gives the results of a small survey

which investigates current IL practice among

12 institutions of higher education. The

concept of ``multiliteracies'' may hold promise

for recognition of IL as a key overarching

literacy for students.

Doskatsch, I. (2002a), `Àustralian and New

Zealand Institute for Information Literacy

(ANZIIL): new body to champion information

literacy'', Australian Academic & Research

Libraries, Vol. 33 No. 2, pp. 113-16.

Introduces ANZIIL (modeled on the ACRL

Institute for Information Literacy) and includes

the impetus for its formation, what it will do,

and what its structure and composition will be.

Doskatsch, I. (2002b), `Ìmmersion in

Australia: an information literacy health spa for

librarians?'' Australian Academic & Research


Author attended the 2001 US Institute for

Information Literacy Immersion as an observer

and discusses the program and its viability for

replication in Australia and New Zealand.

Includes an IL training needs analysis that shecompiled using a survey of Australian librarians.

Dugan, R.E. and Hernon, P. (2002),

`Òutcomes assessment: not synonymous with

inputs and outputs'', The Journal of Academic


Traditional input and output measures in

libraries (number of volumes, number of classes

taught, etc.) do not really measure student

learning. Article attempts to differentiate

between output and outcomes and identify

ways of measuring the latter.

Duncan, D.J. (2001), `Ìnternet inspirations:

library instruction with a virtual touch'',

Research Strategies, Vol. 18 No. 4, pp. 283-301.

Author emphasizes that one must ``know your

resources'', ``know your patrons'' and ``know

your methods'' in order to design a valuable

instruction session Web site. The

pre-instructional interview, the choice of

content, and ways of combining elements on

the page are discussed.

Dunn, K.K. (2002), `Àssessing information

literacy skills in the California State University:

a progress report'', The Journal of Academic


The CSU campuses are currently analyzing the

data from Phase II of a multi-year,

multi-method information literacy assessment

project. This article reports on the results of

Phase I and preliminary results of Phase II and

includes the ``scenario'' assessment method.

Durisin, P. (2002), Information Literacy

Programs: Successes and Challenges, Haworth

Press, USA. Co-published as the Journal of

Library Administration, Vol. 36 No. 1/2.

Elmborg, J.K. et al. (2001), ``Service learning in

the library and information science curriculum:

the perspectives and experience of one

multimedia/user education class'', Research


Students in the class at the University of Iowa

created Web sites for public libraries in Iowa as

a part of their project. Article includes

instructor's and students' reflections on their

experiences.

Emmons, M. and Martin, W. (2002),

`Èngaging conversation: evaluating the

contribution of library instruction to the quality

of student research'', College & Research


At the University of New Mexico, librarians

worked with English composition instructors to

assess the impact of library instruction. Results

indicated that after instruction, students cited

slightly more scholarly journal articles but the

same number of books and that students can

only rarely analyze how their sources are

situated rhetorically.

Enger, K.B. et al. (2002), ` Problem-based

learning: evolving strategies and conversations

for library instruction'', Reference Services

Review, Vol. 30 No. 4, pp. 355-8.

Short article describing what problem-based

learning (PBL) is, the process that students use

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when engaged in PBL and how it could work in

a short (50 minute) library instruction session.

Engle, S. (2001), ``Compiling legislative

histories: an analysis of a course-integrated

instruction unit'', Research Strategies, Vol. 18

No. 3, pp. 239-49.

Survey of 35 students enrolled in a public policy

and management class indicated that students

prefer to use electronic resources, and find an

instruction session and handouts useful, while

help at the reference desk is seen as less useful

for completing their assignment.

Escobar, H. et al. (2002), ``The value of campus

partnerships in redesigning library instruction:

administrators, faculty, and students get

involved'', College & Research Libraries News,

Vol. 63 No. 5, pp. 345-8, 358.

Despite the perception of librarians and faculty

that students could benefit from a Web-based

library instruction tutorial, students surveyed at

Notre Dame were not interested in a tutorial.

The library advisory council is now working to

initiate a Web-based assessment of student IL

skills instead.

Fagen, J.C. (2001), ``Selecting test item types to

evaluate library skills'', Research Strategies,

Vol. 18 No. 2, pp. 121-32.

Looks to the education literature for guidance

in developing test questions for an IL class.

Discusses the uses of selected response,

constructed response, essay, and alternative

types of assessment with examples of search

story problems included.

Fiegen, A.M. et al. (2002), ``Reflections on

collaboration: learning outcomes and

information literacy assessment in the business

curriculum'', Reference Services Review, Vol. 30

No. 4, pp. 307-18.

Librarians at the University of California, San

Marcos teamed with business faculty to map IL

standards to the business curriculum and then

designed an assessment instrument to measure

if the associated outcomes were demonstrable

by students. Giving professors the standards

sans outcomes and having them map them

before the meeting was the best method of

collaboration.

Fields, A.M. (2001), ``Women's

epistemological development: implications for

undergraduate information literacy

instruction'', Research Strategies, Vol. 18 No. 3,

pp. 227-38.

Reviews studies which have looked at gender

differences in intellectual development and

proposes a re-reading of the ACRL IL

Competency Standards in light of possible

differences. Includes strategies for helping

students who might be at various stages of their

cognitive development.

Forys, M. and Magarrell, K.L. (2002), ``A race

against the clock: re-tooling the tutorial what

happens when your library gets a new online

catalog?'', Technical Services Quarterly, Vol. 20

No. 2, pp. 13-20.

Moving from a text-based NOTIS OPAC to a

Web-based OPAC required revision of the

University of Iowa Libraries tutorial called

``Library explorer.'' Article describes the

process.

Fosmire, M. and Macklin, A.S. (2002),

``Riding the active learning wave:

problem-based learning as a catalyst for

creating faculty-librarian instructional

partnerships'', Issues in Science and Technology

Librarianship, No. 34, available at: http://www.istl.org/02-spring/article2.html

At Purdue University as part of the LEADER

project (Learner En-Abled Digital

EnvirRonment) to promote IL skills for

students in science and technology fields, the

authors collaborated with the instructors of two

courses: a 100-level freshman survey course in

earth science and a 400-level interdisciplinary

science and society course. Used role-playing

and information ``labs'' to help students work

through real-life science problems.

Frantz, P.A. (2002), ``A scenario-based

approach to credit course instruction. Library

research course at the University of Oregon'',


pp. 37-42.

From his experience with undergraduates at a

reference desk, the author redesigned a one-

credit library research methods course around

common scenarios that students encounter

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such as finding peer-reviewed articles, course

reserves, and book reviews, and distinguishing

between the types of citations in a reference list.

Germain, C.A. and Bobish, G. (2002), ``Virtual

teaching: library instruction via the Web'', The

Reference Librarian, No. 77, pp. 71-88.

A short ``how to'' guide for designing online

instruction. Includes hints and helpful Web

sites dealing with Web page design, technical

issues, copyright, maintenance, usability, and

evaluation.

Gonzales, R. (2001), `Òpinions and

experiences of university faculty regarding

library research instruction: results of a

Web-based survey at the University of Southern

Colorado'', Research Strategies, Vol. 18 No. 3,

pp. 191-201.

Survey of 188 non-library faculty indicated an

interest for an online library research skills

tutorial and a need for professional

development. Respondents believed that

students' library research abilities were minimal

but that the students could find, evaluate, and

use Internet information.

Grafstein, A. (2002), `À discipline-based

approach to information literacy'', The Journal

of Academic Librarianship, Vol. 28 No. 4,pp. 197-204.

Emphasizes the need for IL practitioners to

place IL instruction within the context of

academic disciplines to make it meaningful and

relevant to students and faculty. Librarians

should be responsible for generic IL skills and

classroom faculty should teach the

discipline-specific ones.

Gratch-Lindauer, B. (2002), ``Comparing the

regional accreditation standards: outcomes

assessment and other trends'', Journal of

Academic Librarianship, Vol. 28 No. 1-2,

pp. 14-25.

Author reviews the standards of the six major

regional accrediting associations and reports on

trends including the presence or absence of IL

or similar language in each.

Hayworth, G. and Brantz, M. (2002),

``Developing an online library instruction

program: ACC's online library tutorial'',

Colorado Libraries, Vol. 28 No. 4, pp. 39-42.

Describes the development and use of an online

library tutorial using PERL and HTML at

Arapahoe Community College with English

and math topics for distance education. The

tutorial became an option for traditional

students enrolled in a one-credit ``center for

learning".

Heller-Ross, H. (2002), `Àssessing outcomes

with nursing research assignments and citation

analysis of student bibliographies'', The

Reference Librarian, No. 77, pp. 121-40.

Study analyzed students' bibliographies in 4

nursing courses taught both in-person and

online at SUNY-Plattsburgh. Found that the

most important factor influencing students'

choice of sources was the instructor's

requirements for the assignment.

Hibberson, R.A. (2002), Information Literacy

and Library Support in Distributed Learning at

Royal Roads University (British Columbia), Royal

Roads University, Victoria, BC, Canada.

Deals with expectations of distance learners,

faculty, administrators, and librarians in terms

of the learning experience and provision of

services. Attempts to identify gaps in theexpectations and proposes ways for the library

to meet those needs, especially as they relate to

IL instruction.

Hickok, J. (2002), ``Web library tours: using

streaming video and interactive quizzes'',


pp. 99-111.

Explains the impetus behind and the

step-by-step process of the creation of a

streaming video library tour with Javascript

quizzes.

Hinchliffe, L.J. (2001a), `Ìnformation literacy

as a way of life'', Research Strategies, Vol. 18

No. 2, pp. 95-6.

Reminds IL practitioners that we need to model

IL skills for students in our teaching, i.e. what

information do we need, how do we gather it,

how do we think about it, and how do we use it

to improve our instruction.

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Hinchliffe, L.J. (2001b), ``Learning to

teach'', Research Strategies, Vol. 18 No. 4,

pp. 251-2.

Highlights the articles in this issue of Research

Strategies which deal with librarians learning to

teach and the importance of developing

teaching skills.

Hinchliffe, L.J. (2001c), ``Take a look at the

data'', Research Strategies, Vol. 18 No. 3,

pp. 169-70.

Urges IL practitioners to try and understand

their students by using institutional data sets

and surveys. References to surveys author has

used are included.

Hoffman, P.S. (2002), ``The development

and evolution of a university-basedonline library instruction course'',


pp. 198-211.

At the University of Nebraska, Lincoln, a

one-credit, required library use course has

existed since 1995. Since students were failing

to see the relevance and having difficulty with

the material, the course was redesigned to

become an online course. The process and

results are included.

Holt, A. (2002), ``Learning to teach: Institute

for Information Literacy, immersion 2002'',

Arkansas Libraries, Vol. 59 No. 6, pp. 10-12.

Discussion of the author's experiences at

ACRL's Institute for Information Literacy

Immersion.

Hope, C.B. and Peterson, C.A. (2002),

``The sum is greater than the parts:

cross-institutional collaboration for information

literacy in academic libraries'', Journal of Library

Administration, Vol. 36 No. 1/2, pp. 21-38.Overview of partnering efforts that are taking

place across multi-type or peer institutions as

well as among professional organizations to

promote IL.

Huge, S. et al. (2002), ``Teams and tasks; active

bibliographic instruction with high school

students in a summer engineering program'',

College & Research Libraries News, Vol. 63 No. 5,

pp. 335-7.

Describes the library's participation in two

summer programs for minority and female high

school students interested in science careers.

Includes the evolution of the library's

involvement and the specifics of the instruction

sessions.

Hutchins, E.O. et al. (2002), ` Changing

landscapes, enduring values: making the

transition from bibliographic instruction to

information literacy'', Journal of Library

Administration, Vol. 36 No. 1/2, pp. 3-19.

Authors from St Olaf College and Gustavus

Adolphus College discuss how their strong

traditions of bibliographic instruction have

helped them develop equally strong information

literacy programs. Emphasis is on

faculty-librarian collaboration.

Jacobson, T.E. and Xu, L. (2002), ``Motivating

students in credit-based information literacy

courses: theories and practice'', Portal: Libraries

and the Academy, Vol. 2 No. 3, pp. 423-41.

Uses John M. Kellers ARCS Motivation Model

(which emphasizes attention, relevance,

confidence, and satisfaction as the factors

needed to sustain activity) as a basis for

reviewing the literature of motivation. Relates

four aspects of instruction (initial course design,

teaching behaviors, active engagement, and

student autonomy) to the Kellers model and

provides specific examples from the authors'

credit-bearing class.

Johnson, K. and Fountain, K.C. (2002),

``Laying a foundation for comparing

departmental structures between reference and

instructional services: analysis of a nation-wide

survey'', College & Research Libraries, Vol. 63

No. 3, pp. 275-87.

Reports on a survey of 110 mid-sizedinstitutions which found that 79 per cent have

reference and instruction as a combined

department, 90 per cent have an instruction

coordinator and that neither the size of the

institution nor the number of students reached

correlated positively with the type of

organization.

Johnson, T.A. (2001), ``A textual analysis of

librarians' work: conflicts in service and

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management practices'', Dalhousie University,

Halifax, Nova Scotia, Canada.

``The results of . . . study found librarians to

experience conflicts in promoting information

literacy in day-to-day practice. Librarians were

working within staff cutbacks that altered their

ability to provide a consistent instruction

program, and librarians were receiving little

support from the university and faculty in terms

of implementing an integrated instruction

program in the university curriculum.''

Julien, H.E. and Boon, S. (2002), ``From the

front line: information literacy instruction in

Canadian academic libraries'', Reference Services

Review, Vol. 30 No. 2, pp. 143-9.

Reports the results of 34 interviews with

instruction librarians, senior libraryadministration, and teaching faculty in Canada

as a result of a national survey done in 2000.

Lack of training in instructional methods, lack

of institutional and administrative support, and

lack of understanding of assessment and

outcome measurement were common themes.

Kaplowitz, J. (2002), ``Library user education:

powerful learning, powerful partnerships'', The

Library Quarterly, Vol. 72 No. 3, p. 396.

Library User Education: Powerful Learning,

Powerful Partnerships, Barbara I. Dewey (Ed.), is

reviewed.

Kasowitz-Scheer, A. and Pasqualoni, M.

(2002), Information: Literacy Instruction in

Higher Education: Trends and Issues, ERIC

Publication, ED465375.

``This ERIC Digest examines characteristics of

successful programs, presents approaches

currently being taken by academic libraries to

support ILI, and addresses common challenges

in developing and maintaining ILI programs.''

Katte, J. (2002), Reaching out to Researchers: A

Model for Web-based User Education Resources for

Archives and Manuscript Collections, University

of North Carolina, at Chapel Hill.

Author found that most archival repository

Web sites lack instructional materials especially

for new users of archives who may not

understand the concept of finding aids.

Recommends a model for Web-based archival

user education with a matrix of resource and

information types.

Kelsey, S.E. and Lenares, D. (2002),

``E-struction: an electronic instruction program

at Louisiana State University and the University

of New Orleans'', The Reference Librarian,

No. 75/76, pp. 305-14.

Describes a well-received consortial project

which used e-mail as the basis for an instruction

program to introduce faculty to the wide variety

of electronic library resources.

Kempcke, K. (2002), ``The art of war for

librarians: academic culture, curriculum reform

and wisdom from Sun Tzu'', Portal: Libraries &

the Academy, Vol. 2 No. 4, pp. 529-51.

Argues that many librarians are also teaching

faculty and need to promote their equal status

in order to change how they are viewed by the

rest of their campuses and that they need to be

familiar with the culture of the academy. Uses

the Art of War as a basis for developing a

strategy to initiate change and reform including

the promotion of IL as integral to the academic

enterprise.

Kinder, R. (2002), ``Instructional services for

distance education'', The Reference Librarian,

No. 77, pp. 63-70.

Predicts that library services for remote users

through distance education programs are

going to increase in prominence in the next

few years and libraries need to evaluate the level

of service they offer. It is not just enough to

create the digital library, but it must be staffed

as well.

Kittelson, P. and Jones, S. (2002), ``Touring bydesign: using information architecture to create

a virtual library tour'', Australian Academic &

Research Libraries, Vol. 33 No. 1, pp. 39-48.

A survey of students at the University of Otago

showed that most were positive about the

learning benefits of the virtual tour which

included a toy penguin who pointed out

important library features. Includes short

discussion of information architecture.

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Knight, L.A. (2002), ``The role of assessment in

library user education'', Reference Services

Review, Vol. 30 No. 1, pp. 15-24.

Assessment of library instruction for a course on

contemporary social issues included pre- and

post-tests, a worksheet, and an online tutorial.

Revealed a significant difference in the test

scores of students who received a library

instruction session and those who did not and

that students needed the most assistance with

learning how to locate, select, and cite

periodicals.

Krajewski, P.R. and Piroli, V.B. (2002),

``Something old, something new, something

borrowed, something blue: active learning in

the classroom'', Journal of Library


The Simmons College library instruction team

incorporated active learning into their college's

Multidisciplinary Core Course to help retain

students' interest and appeal to all learning

styles. Although the self-guided tour, Library

Jeopardy game, and instruction session were

well received, no improvement in the

bibliographies of the students was found

compared to the previous year.

Lant, K.M. (2002), Flesh and Bone: Information

Literacy, Teaching, and the Connected Classroom,ERIC Publication, ED464624.

Philosophical meditation on the issues of

distance learning versus traditional face-to-face

instruction and the importance of IL in both

teaching ``spaces.'' Author encourages

contextualizing assignments, building the use of

information resources into every assignment,

and modeling IL skills for students in every

interaction with them.

Lascar, C. (2002), ``Remediation in theundergraduate library'', College &

Undergraduate Libraries, Vol. 9 No. 2, pp. 47-59.

Results of a survey done at CUNY showed that

many students have never taken a computer use

class and which suggests that problems in

computer literacy could prevent students from

developing IL skills.

Lebbin, V.K. (2001), ``Instruction librarians on

the road: 5th National Information Literacy

Conference, Adelaide, Australia, 30

November-1 December, 2001'', Research


Summary of the conference whose theme was

``The Social Action Agenda''.

Levine, C. and Oakleaf, M. (2002), ``Solving

the puzzle: creating information-literate

students'', Focus Online, Vol. 23 No. 1, pp. 2-4.

Describes IL instruction programs for first-year

students at North Carolina State including

LOBO2 (online tutorial), virtual reference

service, lab sessions with librarians present, and

tours.

Lindsay, E.B. and Baron, S. (2002), ``Leading

information literacy programs: immersion and

beyond'', Journal of Library Administration,Vol. 36 No. 1/2, pp. 143-65.

Discussion of the impact of the ACRL Institute

for Information Literacy Immersion Institute.

Litten, A. (2002), ``We're all in this together:

planning and leading a retreat for teaching

librarians'', Journal of Library Administration,

Vol. 36 No. 1/2, pp. 57-69.

Using a minimalist approach, the author and

the instruction team librarians at Emerson

College created a half-day on-campus retreat tohelp them move their program from

bibliographic instruction to information literacy

instruction.

Lorenzen, M. (2002), Library Instruction outside

of North America in the 20th Century, ERIC

Publication, ED464647.

In narrative form, this document traces library

instruction developments around the world

from 1901-2000 by examining articles written

in English and indexed in ERIC or Library

Literature.

Lupton, M. (2002), ``The getting of wisdom:

reflections of a teaching librarian'', Australian

Academic & Research Libraries, Vol. 33 No. 2,

pp. 75-85.

Argues that IL in most libraries is simply

another name for bibliographic instruction

rather than something fundamentally different.

Believes that mindset of librarians is important

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to this transition and that librarians should

think of themselves as teacher-librarians, i.e.

teachers first rather than teaching librarians.

McCarthy, P.J. (2002), `Ìnstruction

collaboration: imperative or imperilment?'',

Colorado Libraries, Vol. 28 No. 2, pp. 34-5.Calls attention to the problems that arise when

an instruction program is overextended such as

by inadequate preparation of librarians for

instructional roles, lack of administrative

support, and inflexible reporting lines. Fears

that implementing IL across the curriculum will

worsen these issues.

McCutcheon, C. and Lambert, N.M. (2001),

``Tales untold: the connection between

instruction and reference services'', Research


Explores the relationship between reference and

instruction functions and provides the results of

a survey of the practices of 230 academic

libraries in Georgia, North Carolina, and South

Carolina. Results showed that communication

between the two departments varied widely in

frequency and quality.

McDowell, L. (2002), `Èlectronic information

resources in undergraduate education: an

exploratory study of opportunities for studentlearning and independence'', British Journal of

Educational Technology, Vol. 33 No. 3,

pp. 255-66.

Qualitative interview-based research study of

faculty who indicated that some were only

adding electronic sources to their readings lists

while others were changing their teaching to use

electronic primary sources to foster a more

constructivist classroom. Concerns about

information quality and the possibility of

plagiarism were expressed.

McFarland, D. and Chandler, S. (2002),

```Plug and play' in context: reflections on a

distance information literacy unit'', Journal of

Business and Finance Librarianship, Vol. 7

No. 2/3, pp. 115-30.

Describes a Web-based IL unit for distance

MBA students. Includes information about the

design and activities.

McGuigan, G.S. (2002), `Èxorcising the ghost

from the machine: confronting obstacles to

critical thinking through library instruction'',

Internet Reference Services Quarterly, Vol. 7 No. 3,

pp. 53-62.

To aid students in critical thinking, it is

necessary to ``de-mystify'' the computer and

help students conceptualize the distinctions

between the computer, the Internet, and

electronic library resources. One method

would be to emphasize the parallel between the

paper versions of indexes and the electronic

versions.

McMillen, P.S. et al. (2002), ``Lessons learned

about developing and coordinating an

instruction program with freshman

composition'', Reference Services Review, Vol. 30

No. 4, pp. 288-99.

Describes the process of collaborating with

the Freshman Composition Program on a

two-hour IL component for first-year

writing classes. The process emphasized the

`ìssues to be addressed when initiating

and coordinating an instruction program''

such as ``strategic planning, interpersonal

skills, organizational skills, assessment

skills, and teaching knowledge and experience.''

McNamara, L. and Matre, R. (2002),`Ìnterdisciplinary research: the role of the

reference librarian'', Texas Library Journal,

Vol. 78 No. 1, pp. 71-4.

Deals with the questions of ``how

interdisciplinary research has changed

information seeking behaviors and needs'' and

what can librarians do to facilitate this kind of

research? Authors propose developing case

studies of research topics for students by

discipline and helping students think of

information-seeking in non-traditional,non-linear ways.

Manuel, K. (2002a), ``LOEX 2002 focuses on

information literacy and the college

experience'', Library Hi Tech News, Vol. 19

No. 7, p. 8.

Short description of the 30th National LOEX

conference `Ìntegrating information literacy

into the college experience'' which included 35

breakout sessions.

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Manuel, K. (2002b), ``Teaching information

literacy to generation `y''', Journal of Library


Summarizes several sources of information

about the characteristics of Generation Y

(1981-2001) and how changing the method of

instruction but not the content can improve

teaching to this population.

Martorana, J.C. et al. (2001), ``Bridging the

gap: information literacy workshops for high

school teachers'', Research Strategies, Vol. 18

No. 2, pp. 113-20.

In order to better understand IL instruction in

secondary schools, librarians at UC Santa

Barbara created workshops for local secondary

school teachers and librarians. Information

about planning, publicity, evaluation, andlessons learned is included.

Mathias, M.S. and Heser, S. (2002), ``Mobilize

your instruction program with wireless

technology'', Computers in Libraries, Vol. 22

No. 3, pp. 24-30.

Due to space constraints, the Milwaukee Area

Technical College chose to use a mobile,

wireless, laptop cart to deliver IL instruction to

classrooms around their campus. This article

describes equipment used, challenges faced,

and recommendations for others considering

such a move.

May, H.L. and Kocour, B.G. (2002), ``The

ALICE library instruction toolbox: an exercise

in collaboration'', Virginia Libraries, Vol. 48

No. 3, pp. 13-17.

As one of the Appalachian College

Association's collaborative efforts, several

member schools contributed to a library

instruction, Web-based ``toolbox'' which

includes both information for students andlibrarians. Created with XML, the

Toolbox includes documents such as

pathfinders, resource lists, tutorials, and links to

outside resources in IL instruction, in five file

formats.

Mednick, M. (2002), `Ìnformation literacy: the

new challenge'', ERIC Publication, ED464692.

Serves as an introduction to IL for the two-year

college community. Includes definitions, the

role of IL in higher education, roadblocks, and

the author's predictions for IL's role in the 21st

century.

Meulemans, Y.N. (2002), `Àssessment city:

the past, present, and future state of

information literacy assessment'', College &Undergraduate Libraries, Vol. 9 No. 2, pp. 61-74.

Outlines the development of assessment in

higher education stemming from the

intersection of three ``highways'': the

publication of A Nation at Risk, strategic

planning and total quality management

movements, and the emergence of information

literacy as a concept.

Meulemans, Y.N. and Brown, J. (2001),

`Èducating instruction librarians: a model for

library and information science education'',


Authors report on their experience as graduate

teaching assistants in an IL course at the

University of Hawaii which served as a

practicum for their library science program.

Discusses teaching skills learned such as

classroom management, instructional materials

development, assessment, leadership, etc. and

the benefits for librarians from such an

experience.

Moore, D. et al. (2002), ` Information

competency instruction in a two-year college:

one size does not fit all'', Reference Services

Review, Vol. 30 No. 4, pp. 300-6.

A California community college used grant

funds to create standardized IL workshops in

1999 which fit nicely with the credit courses

already in place. IL efforts include a study that

showed IL instruction significantly improved

student learning, paired English and IL class

and infusion of IL into the upper leveldiscipline classes using librarian-designed

assignments.

Moore, K. and Abson, C. (2002), ``Really

useful or virtually useless? Online BI tutorial at

Sheffield Hallam University'', Library &

Information Update, Vol. 1 No. 8, pp. 34-6.

Describes the development of an interactive,

self-paced information skills package called

InfoQuest which uses Blackboard as its

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platform. InfoQuest was successfully embedded

into the curriculum of a Health Studies course

during 2000-2001.

Neely, T.Y. (2002), Sociological and

Psychological Aspects of Information Literacy in

Higher Education, Scarecrow Press, Lanham,MD.

Based on author's doctoral dissertation, this

book explores what makes one information

literate by reporting on the results of author's

survey of student attitudes toward information

skills, their performance on IL assessments, etc.

Includes information about how students

choose sources of information.

Nutefall, J.E. (2001), `Ìnformation literacy:

developing partnerships across library types'',Research Strategies, Vol. 18 No. 4, pp. 311-18.

Describes the results of an LSTA grant

designed to `èmpower library users to be

effective, critical, and independent consumers

of electronic information'' which included a

partnership between several school, public, and

academic libraries. Includes guidelines for the

partnerships.

Oberlander, C. (2002), `Àccess services and

RILI: great partnership opportunities'', College& Research Libraries News, Vol. 63 No. 9,

pp. 666-8.

Encourages libraries to consider creating closer

collaboration between their access service,

reference, and instruction departments in order

to take advantage of ``teachable moments.''

O'Connor, L.G. et al. (2002), `Àpplying

systems design and item response theory to the

problem of measuring information literacy

skills'', College & Research Libraries, Vol. 63No. 6, pp. 528-43.

Using a ``systems model popularized by Walter

Dick and Lou Carey'', Kent State University

librarian's developed a standardized assessment

instrument to measure students' knowledge in

relation to the ACRL IL Competency

Standards. This instrument, called SAILS, has

passed through field trials and is now being

tested at other institutions.

O'Hanlon, N. (2002), ``Net knowledge:

performance of new college students on an

Internet skills proficiency test'', Internet &

Higher Education, Vol. 5 No. 1, pp. 55-66.

A 2000 summer orientation survey at Ohio

State revealed that only 9 per cent scored apassing score on a three-part proficiency test

of Internet and searching skills. Race, class,

gender, and academic background play roles

in the technology skills students bring with

them.

Oling, L. and Mach, M. (2002), ``Tour trends

in academic ARL libraries'', College & Research


Survey of 68 ARL libraries showed that the

most popular tour format is guided with

self-guided and Web tours a distant second and

third. Most librarians felt that guided tours

were only effective if they were combined with

hands-on or formal, assignment-based IL

instruction.

Oyinloye, A.M. (2002), `Ùse of the library

the undergraduate library instruction program

in Nigerian universities'', Journal of Education

for Library and Information Science, Vol. 43

No. 1, pp. 72-8.

Calls for standardization of library instruction

at Nigerian universities where the current

configuration ranges from a full course in

library use to one lecture in an English

course. Recommends the full course model

with appropriate lecturer compensation,

textbook choice, classroom equipment, and

grading.

Peacock, J. (2001), ``Teaching skills for

teaching librarians: postcards from the edge of

the educational paradigm'', Australian Academic& Research Libraries, Vol. 32 No. 1, pp. 26-42.

Changes in technology as well as culture at

universities have resulted in opportunities for

librarians to take a greater role in teaching and

integrating IL. Since many librarians do not

have the educational backgrounds needed, the

author's library developed an eight-session

training program designed to help librarians

become more effective instructors.

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Profeta, P. and Kendrick, M. (2002),

`Ìnformation literacy skills of community

college freshmen'', Visions: The Journal of

Applied Research for the Florida Association of

Community Colleges, Vol. 3 No. 1, pp. 35-41.

Study of 66 students given a 25-questionmultiple-choice IL assessment (included)

showed that students have confidence in their

computer and technology abilities but lack IL

skills.

Rabinowitz, C. (2002), ``Looking for a few

good questions. Helping students learn how to

ask the right questions'', College & Research

Libraries News, Vol. 63 No. 7, pp. 492-3.

Encourages librarians to resist focusing on the

``how'' of searching and instead help students

learn to ask the ``when, why, and why not''

questions during the research process.

Rader, H.B. (2002a), `Ìnformation literacy and

academic libraries in China: report of a recent

visit'', Library Hi Tech News, Vol. 19 No. 4, p. 3.

Author reports on the first national conference

on IL in Harbin City, China and emphasizes

similarities between IL issues in China and the

United States.

Rader, H.B. (2002b), ``Teaching and assessinginformation skills in the twenty-first century: a

global perspective'', Library Trends, Vol. 51

No. 2, pp. 141-259.

Whole issue devoted to IL. Authors are listed

separately in this bibliography.

Raquepau, C.A. and Richards, L.M. (2002),

`Ìnvestigating the environment: teaching and

learning with undergraduates in the sciences'',


pp. 319-23.

Description of a three-credit IL course (INFO

220) taught using environmental science as

the basis for the readings and student projects

due to logistical difficulties in pairing the

course with a science course. Compares course

to the ACRL Best Practices Initiative

categories.

Ratteray, O.M.T. (2002), `Ìnformation literacy

in self-study and accreditation'', The Journal of

Academic Librarianship, Vol. 28 No. 6,

pp. 368-75.

Author is with Middle States Commission on

Higher Education and discusses the importance

of IL `às a meta-outcome'' in the newly

published 2002 Middle States standards andemphasizes the collaborative role of faculty and

librarians. Standard 11 uses the ACRL IL

Competency Standards to define students'

knowledge, skills, and competencies.

Rehman, S.U. and Mohammad, G.P. (2002),

``Relationship of library skills with selected

personal and academic variables: a study of the

undergraduate students of Kuwait university'',

International Information & Library Review,

Vol. 34 No. 1, pp. 1-20.

A survey of 155 students at the university's

college of science revealed that many students

``lack comprehension of the basic library

terminology'' and that they had difficulty

interpreting a catalog record as well as locating

library materials. Authors hypothesized that this

is due to lack of English comprehension but no

significant relationship was found between

these variables.

Robinson, A. and Nelson, E. (2002), ``Plug-ins

for critical media literacy: a collaborativeprogram'', Online, Vol. 26 No. 4, Weston, CT,

pp. 29-32.

Describes an effort to help students become

information literate by breaking down IL skills

into ``mini-lessons'' that were ``plugged-in'' to

the curriculum of English composition courses.

Efforts included a mini-assessment and

post-test based on a tool from the Virginia

Foundation for Independent Colleges

(www.tekxam.com).

Rockman, I.F. (2002a), ``The importance of

assessment'', Reference Services Review, Vol. 30

No. 3, pp. 181-2.

Argues that assessment, if done correctly,

shouldn't be extra work and that the library

should be able to provide direct evidence of

student learning through IL assessment in

collaboration with faculty and others on

campus.

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Rockman, I.F. (2002b), ``Strengthening

connections between information literacy,

general education, and assessment efforts'',

Library Trends, Vol. 51 No. 2, pp. 185-98.

Describes how changes to general education

programs and the emphasis on assessment of

student learning in recent years have led to

opportunities for librarians to infuse IL into the

curriculum. Examples of such institutions are

given including the wide variety of efforts in the

California State system.

Rosen, J.M. and Castro, G.M. (2002), ``From

workbook to Web: building an information

literacy oasis'', Computers in Libraries, Vol. 22

No. 1, pp. 30-5.

OASIS (Online Advancement of Student

Information Skills) is an online tutorial createdto replace the San Francisco University's

workbook-based instruction. Article includes

information about the creation process,

marketing, and problems encountered in the

first year of its use.

Rutter, L. and Matthews, M.P. (2002),

``Infoskills: a holistic approach to online user

education. Web-based tutorial at Bournemouth

University'', The Electronic Library, Vol. 20

No. 1, pp. 29-34.

Describes the creation, structure, and

evaluation of a Web-based library tutorial at

Bournemouth University, Poole, UK.

Saines, S.B. (2002), ``The radical syllabus: a

participatory approach to bibliographic

instruction'', Journal of Library Administration,

Vol. 36 No. 1/2, pp. 167-75.

Describes how the author used ``participatory

education'' popularized by Paulo Frieire to

engage students' interest in their information

seeking skills class. Article details the process ofstudent syllabus creation, tips, barriers, and

reactions to this approach.

St Clair, L.C. (2002), ``The `leaping' librarian's

role in a campus learning community: helping

students get through their freshman year'',

College & Research Libraries News, Vol. 63 No. 1,

pp. 24-6, 29.

At the University of Utah, librarians teach ten

IL sessions over the course of two semesters

which are integrated into the learning

communities (LEAP) curriculum. Article

overviews the LEAP program and the library's

involvement.

Seamans, N.H. (2002), ``Student perceptions

of information literacy: insights for librarians'',Reference Services Review, Vol. 30 No. 2,

pp. 112-23.

Qualitative study involving an e-mail dialogue

and individual interviews with nine first

semester students and their professor regarding

their information seeking and use revealed that

students are comfortable with technology and

have some rudimentary IL skills; however, they

do not use librarians to help with weaknesses,

and they need guidance in these areas as they

develop cognitively.

Shannon, A.W. and Henner, T.A. (2002)

``Providing library instruction to remote users'',

Attracting, Educating, and Serving Remote Users

through the Web, Neal-Schuman, New York,

NY, pp. 149-70.

Chapter provides information on special

challenges for remote users, Web pages versus

handouts, what to do when things go wrong,

Web-based tutorials, and special technologies

to use with remote students.

Smith, K.J. (2002), ``Professor attendance as a

factor in perceived library instruction

effectiveness: an exploratory study'', Reference

Services Review, Vol. 30 No. 1, pp. 43-8.

Author conducted a survey via two listservs

(BI-L and REF-L) asking how a professor's

presence or absence affects a library instruction

session. Majority of respondents felt that the

professor's presence had a positive effect on the

session and offered other comments relating to

the professor's role in the instructional session.

Stern, C.M. (2002), Assessing Entry-level Digital

Information Literacy of In-coming College

Freshmen, Capella University, Minneapolis,

MN.

Using a 20-question, multiple choice survey of

1,100 incoming students, author evaluated

students Internet use, previous experiences with

using Internet for academic research, ability to

conduct Internet searches and evaluate their

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results. This baseline data can then be used to

help librarians create effective IL instruction for

first-year students.

Sugarman, T.S. and Mosby, A.P. (2002),

``Making a weak link stronger: incorporating

information literacy into a semester-longfreshman seminar'', Georgia Library Quarterly,

Vol. 39 No. 2, pp. 12-16.

Librarians at Georgia State integrated IL skills

into the freshman seminar that they team

taught. They found that even though students

reported having good IL skills, their practices

did not always reflect this.

Sun, P. (2002), `Ìnformation literacy in

Chinese higher education'', Library Trends,

Vol. 51 No. 2, pp. 210-17.Overview of IL developments in China

including the new learning environment, two

recent IL conferences, credit courses,

cooperation with professional education, course

reform, and distance education.

Thaxton, L. (2002), `Ìnformation

dissemination and library instruction in

psychology revisited: `` plus ca change . . . ''',

Behavioral & Social Sciences Librarian, Vol. 21

No. 1, pp. 1-14.

Reviews the process of information

dissemination in psychology and finds that

despite discussion to the contrary, peer-

reviewed scholarly journals are still the most

accepted means; consequently, students still

need skills to perform effective databases

searches and psychology faculty may not realize

students often lack this ability. Recommends

collaboration with psychology faculty.

Thompson, G.B. (2002), `Ìnformation literacy

accreditation mandates: what they mean forfaculty and librarians'', Library Trends, Vol. 51

No. 2, pp. 218-41.

Begins with identifying IL-related components

in current accreditation standards and traces

the development of IL from traditional

bibliographic instruction. Focuses on the roles

of the librarian and the teaching faculty

member in this new paradigm and concludes

that collaboration is necessary.

Van der Pol, D. and Finch, M. (2002),

``Gearing up: technologies for adventures in

library learning'', Library Hi Tech, Vol. 20

No. 1, pp. 111-20.

Describes the process of reconfiguring less than

ideal instruction spaces and the equipment they

purchased to outfit those spaces. A specific list

of equipment and furniture is included.

Vassiliadis, K. and Stimatz, L.R. (2002), ``The

instruction librarian's role in creating a usable

Web site'', Reference Services Review, Vol. 30

No. 4, pp. 338-42.

When students have difficulty finding things on

the library's Web site, authors argue that the

answer isn't more instruction but perhaps a

more intuitive Web site. Describes UNC

Chapel Hill's library Web site redesign process

from the perspective of the instruction

librarians involved.

Walsh, R. (2002), `Ìnformation literacy at

Ulster County Community College: going the

distance'', The Reference Librarian, No. 77,

pp. 89-105.

Details the evolution of the one-credit IL class

and subsequent transformation of the class into

a distance learning class that could be shared

across the SUNY system. Notable is the factthat this class is taught by faculty outside the

library.

Walter, S. (2002), ``Sociological and

psychological aspects of information literacy in

higher education'', College & Research Libraries,

Vol. 63 No. 6, pp. 585-6.

Reviews Teresa Neely's book Sociological and

Psychological Aspects of Information Literacy in

Higher Education.

Warren, R. et al. (2001), ``Segmentation

techniques for expanding a library instruction

market: evaluating and brainstorming'',


To improve the instruction program, authors

used the technique of market segmentation by

brainstorming to establish who their students

were and what types of instruction they needed.

A list of ways they are incorporating the results

into a strategic plan for instruction are included.

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White, P. and Rutherford, S. (2002), ``The

wired classroom: dream and reality'', College &

Research Libraries News, Vol. 63 No. 9,

pp. 642-5.

Overview of the creation and impact of a

large, flexible hands-on instruction classroom

at the University of Calgary library.

Whyte, S.B. (2002), ``Conversations betwixt

and between: guiding principles'', Reference


Keynote address from the LOEX-of-the West

conference in 2002. Includes the advice to

know yourself, know your partners (fellow

librarians, faculty, and IT staff) and know your

students.

Woodard, B.S. and Hinchliffe, L.J. (2002),

``Technology and innovation in library

instruction management'', Journal of Library


Describes the theoretical frameworks of

technological innovation as applied to the

management of an instruction program, the

integration of technology into the program and

into the teaching. Along with questions to guide

librarians involved in such innovation, uses

examples to demonstrate how small changes

will be more widely accepted and ultimately

more successful.

Worrell, D.F. (2002), Patricia B. Knapp: Pioneer

in Library Instruction, Texas Woman's

University, Denton, TX.

Knapp, an early library instruction innovator

involved in the Monteith College library project

at Wayne State University, insisted that ``the

library is a complex tool for organizing human

knowledge, and that library competence is

ideally taught through a concept-based

approach using learning experiences which arecarefully planned and sequenced throughout

the four-year curriculum.''

Yi, H. (2002), `Ùsing the Internet to teach

access to Asian history resources'', Reference


Promotes the use of the Internet as a helpful

addition in students' search for primary source

material, especially in a smaller library.

Cautions that students must be taught good

critical evaluation skills because of the mixed

quality of Internet information.

Zhang Wenxian (2002), ``Developing

Web-enhanced learning for information

fluency: a liberal arts college's perspective'',

Reference & User Services Quarterly, Vol. 41No. 4, pp. 356-63.

Describes the one-credit Web-enhanced

(included both in-class and online sessions)

information fluency class using WebCT.

Includes impetus for course development,

organization, communication, and

assessment.

School libraries

`Àround the media center: an elementary

orientation'' (2002), The School Librarian's

Workshop, Vol. 23 No. 1, pp. 13-14.

Activity for second through fourth graders to

introduce the Dewey Decimal system and an

orientation to the library.

``Find it twice. Reference questions for

practice'' (2002), The School Librarian's

Workshop, Vol. 23 No. 1, pp. 15-16.

Includes copy-ready reference exercise to

familiarize middle and high school students

with reference resources.

`À focused orientation'' (2002), The School

Librarian's Workshop, Vol. 23 No. 1, pp. 1-2.

Gives an overview of a orientation session for a

high school geophysics class.

``Necessary notes. Handwritten note cards

as a solution to plagiarism'' (2002), The School

Librarian's Workshop, Vol. 22 No. 7,

pp. 11-12.

To combat cut and paste plagiarism, students

should use handwritten note cards withdifferent colored ink to differentiate

between direct quotes and the student's

interpretation.

``Research ready, part 1'' (2002), The School

Librarian's Workshop, Vol. 23 No. 4, pp. 8-9.

Short description of a three state research

process (determine a direction, do the research,

present the results) to help students manage

research assignments.

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Abilock, D. ``Ten attributes of collaborative

leaders'', Knowledge Quest, Vol. 31 No. 2,

pp. 8-10.

Introduction to an entire Knowledge Quest issue

devoted to collaboration.

Asper, V. (2002), ``Ladders of collaboration'',

Library Talk, Vol. 15 No. 2, pp. 10-11.

Discussion of collaboration between teacher

and librarian with the first ``rung'' being

materials in the library, the second ``rung''

being instruction, and the third level which

involves co-planning on units of study, team

teaching, and co-evaluation. Gives example of a

kindergarten collaboration.

Asselin, M.M. and Lee, E.A. (2002), ``Ì wish

someone had taught me': information literacyin a teacher education program'', Teacher

Librarian, Vol. 30 No. 2, pp. 10-17.

Authors describe how they helped pre-service

teachers learn about incorporating information

literacy into their curricula and how they could

collaborate with teacher-librarians.

Barron, D.D. (2002a), ``The library media

specialist, information power, and social

responsibility: Part I'', School Library Media

Activities Monthly, Vol. 18 No. 6, pp. 48-51.

Discusses two standards from the Information

Power standards that deal with ethical issues

and social responsibility.

Barron, D.D. (2002b), ``The library media

specialist, information power, and social

responsibility: Part II'', School Library Media

Activities Monthly, Vol. 18 No. 7, pp. 49-51.

Provides information for school librarians about

intellectual property and copyright, as outlined

in Information Power II: Partnerships for Learning.

Barron, D.D. (2002c), ``The library media

specialist, ìnformation power', and social

responsibility: Part III (effective group

processes)'', School Library Media Activities

Monthly, Vol. 18 No. 8, pp. 48-51.

Describes resources and ideas that are effective,

uncomplicated, quickly implementable, and

contribute to meeting the spirit of standard nine

(contribute positively to society and the

learning community when they are information

literate) of the American Library Associations'

Information Power II: Partnerships for

Learning.

Barron, D.D. (2002d), ``School library media

research: 2000-2002'', School Library MediaActivities Monthly, Vol. 18 No. 10, pp. 48-51.

Provides a review of school library media

research published from 2000-2002. Includes

reports from ERIC and dissertations and thesis

papers.

Barron, D. D. (2002e), ``The SLMAM

information literacy series'', School Library

Media Activities Monthly, Vol. 19 No. 1, pp. 26,

31.

Describes a series in upcoming issues of that

will examine several well-known information

literacy models including Kulthau, Pappas,

McKenzie, Big6, I-search, Brock, FlipIt, and

Stripling/Pitts.

Berkowitz, B. and Serim, F. (2002), ``Moving

every child ahead: the Big6 success strategy'',

Multimedia Schools, Vol. 9 No. 3, pp. 17-22.

Describes how a high school history teacher

adapted the Big6 approach to improve his

teaching and help his students succeed on

New York State's Regents Exam in American

History.

Bielich, P. and Page, F. (2002), `Àn

information literacy partnership'', Knowledge

Quest, Vol. 30 No. 4, pp.

Information Literacy and Assessment Bibliography

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Transcript of Information Literacy and Assessment Bibliography