Book description
Whether or not "instruction" appears in their job titles,
librarians are often in the position of educating their users,
colleagues, and peers to successfully locate and evaluate information.
Because MLIS education tends to offer less-than-comprehensive
preparation in pedagogy and instructional design, this much-needed book
tackles the challenge of effective teaching and training head-on. Char
Booth, an avid library education and technology advocate, introduces a
series of concepts that will empower readers at any level of experience
to become better designers and presenters, as well as building their
confidence and satisfaction as library educators. Laying the foundation
for effective teaching, Booth outlines a four-part framework of
Instructional Literacy, which includes * Reflective Practice: tools for
improving learning in the moment and developing a teacher identity, as
well as approaches to collaboration and creating communities of practice
* Educational Theory: evidence-based strategies in learning and
instructional research * Teaching Technologies: evaluating and
integrating technology in learning using a practical “toolkit” approach
* Instructional Design: a systematic and outcomes-based strategy for
developing and assessing learning experiences This foundation is
supplemented by the USER Method, a step-by-step approach to creating
learner-focused instruction. Tailored to library contexts, USER walks
readers through understanding an instructional scenario, structuring
content, engaging learners, and reflecting on outcomes. Also included
are templates for instructional planning and technology evaluation, as
well as practical advice and scenarios from those working in the field.
Entailing a methodical approach to educating oneself about this emerging
field, Booth's work helps librarians become better learners and
teachers. Char Booth is E-Learning Librarian at the University of
California at Berkeley. A 2007 ALA Emerging Leader and 2008 Library
Journal Mover and Shaker, Char blogs about library futures,
instructional design, and technology literacy. She advocates for the
integration of pedagogical training in library education, informing user
services through local research, creating library cultures of
experimentation and assessment, and exploring open, accessible, and
collaborative solutions to library sustainability. In 2009 Char
published Informing Innovation: Tracking Student Interest in Emerging
Library Technologies, and her writing can be found in publications such
as Library Journal and Internet Reference Services Quarterly. She
frequently presents and consults on teaching, instructional design, and
technology effectiveness, and completed a Master's of Educational
Technology at Ohio University in 2008, an MSIS at the University of
Texas at Austin's School of Information in 2005, and a BA in History at
Reed College in Portland, Oregon in 2001. This is a CoreSource test.
