10/01/2017
In this insightful exploration into teaching information literacy (IL), Broussard (instructional svcs. librarian, coordinator of reference & web svcs., Lycoming Coll.) advocates a process-based approach, particularly through reading and writing assignments. The work was instigated by the Framework for Information Literacy's emphasis on pedagogy and theory, and Broussard presents a nuanced examination into how librarians can rethink teaching, identifying learning outcomes, and assessing success. The author focuses on four problem areas for librarians: dissatisfaction among students and faculty with research papers, the current system of teaching research perpetuating misconceptions about the research process, the struggle to get away from the one-shot IL session, and the ability of students to transfer IL skills to other contexts. The title is organized around theories of research in the fields of composition, rhetoric, education, and cognitive psychology. Chapters contain exercises for students, questions for librarians to ponder, and meticulous investigation into process-based approaches to teaching IL. VERDICT A helpful resource for academic librarians who struggle with pedagogy and/or the framework. Of use for faculty interested in different methods of teaching reading and writing.—Jennifer A. Townes, Georgia Coll., Milledgeville
