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Information Literacy Education: A Process Approach: Professionalising the pedagogical role of academic libraries

Maria-Carme Torras, University of Bergen Library and Tove Saetre, Bergen University College, Norway

Chandos Information Professional Series

I found the scenarios particular highlights because they bought the theories alive…and made me question my own practice
Journal of Information Literacy

There should be much of interest for both academic librarians who teach and librarians who lead IL strategy within their institutions
Journal of Information Literacy

...a committed contribution to librarians' efforts towards professionalization
Information Research

 - provides the information professional with a practical framework to get started on a new user education programme for information literacy or to redesign an existing one
 - puts forward a model of user education which contextualises information search and use within the framework of academic writing
 - helps the academic library, as a professional community, to build up a common educational platform for information literacy which will enhance its educational role in the higher education landscape
 - strategically makes information literacy education more attractive to students and faculty
 - shows how the information professional can cater for different target groups and their specific needs

From a traditional role of information gatekeepers, librarians have been challenged to become pedagogues who teach and counsel students in information literacy. The aim of this book is to professionalise the educational role of academic libraries. It helps information professionals design and carry out information literacy education programmes. The book puts forward a process-oriented approach to information literacy user education. Practical ways are outlined in which librarians’ pedagogical involvement in higher education can be enhanced. By applying two general didactic models, the book meets the information professionals’ needs to make theoretically founded and independent choices in her teaching and supervisory practices as well as critically reflecting on them. Examples of best and less good practice are drawn upon to provide scenarios for reflection which can inspire and enrich the information professional’s work.

Readership: Academic librarians other information professionals working with information literacy and LIS education.

£42.50 / US$70.00 / €50.00

£62.50 / US$105.00 / €75.00

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About the authors

Dr Maria-Carme Torras Calvo is a senior academic librarian at the University of Bergen Library. She is the head of the library teaching board. She is a standing committee member of the IFLA Section for Information Literacy. Tove Pemmer Sætre is the library director at Bergen University College, Norway. She has published and lectured in pedagogy and librarianship internationally. She has been chair of the IFLA Section of School Libraries and Resource Centres 2003-2005.

Titles which may also be of interest:
Information Literacy Landscapes
Teaching Information Literacy for Inquiry-Based Learning
The Information Literacy Cookbook
Information Literacy
Information Literacy

Contents

Introduction
 - Aim of the book
 - Background
 - Organisation of the book
 - Note

An educational platform for information literacy
 - Introduction
 - The position of the library in the university organisation
 - The function of the library as a learning arena
 - A didactic approach to information literacy education
 - Conclusions
 - Notes

Designing process-oriented information literacy education: the library practitioner as a professional and autonomous educator
 - Introduction
 - The didactic relation model
 - Framing the didactic relation model within the pedagogical triangle of practice
 - Conclusions
 - Notes

Facilitating the student’s research process: the academic librarian as a supervisor
 - Introduction
 - The postgraduate student’s research process
 - Intervening in the student’s research process: a discussion of supervision models for the academic librarian
 - Process-oriented library supervision: a discussion of scenarios
 - Conclusions
 - Note

Conclusions