Volume 8, Issue 4     Editorial (2)
Information Literacy: Focus on Pedagogy, Technology and Collaboration Although courses in information literacy are becoming more common in library and information science programs, a number of librarians without having any training in the area find themselves beginning jobs that include teaching duties. Even if coursework in library instruction or information literacy was available, new librarians may not have gained practical experience. In “Trial By Fire,” Angie Gerrard and Jessica Knoch describe a formal team-teaching program which gives librarians new to teaching a more comprehensive on-the-job training experience. New and seasoned instructors will benefit from the articles contributed by Robert S. Nelson and Karen Hertel. Nelson discusses the benefits of implementing dramatic elements into instruction, to view instruction as performance. Hertel offers strategies for helping students with the steps that are often overlooked, or are assumed to be under control by the library instructors: selecting and narrowing a topic. Advances in technology continue to impact the reach and delivery of instruction. Glenda Phipps and Thomas Peele describe a project using chat software to deliver synchronous online instruction, while Suzanne Byerly and Michael F. Russo both explore online instruction. Byerly describes the use and assessment of an online tutorial used in conjunction with first-year English composition, while Russo discusses the assessment of an online credit course. Infusing information literacy throughout the curriculum continues to be a topic of great concern. Seven articles in this issue discuss collaborative efforts between librarians and teaching faculty to deliver information literacy programs to at-risk students, to specific disciplines, and to general education programs. Information literacy continues to be a top concern for many public services librarians, and it is being increasingly recognized as a priority by teaching faculty across the disciplines. These articles should provide a range of theoretical applications and practical solutions for both librarians and teaching faculty as they plan, implement, assess and revise information literacy programs to serve their communities.Elizabeth Blakesley Lindsay Head, Library Instruction at Washington State University
See CFP for the next Information Literacy issue, Winter 2005.