Curriculum-Based Library Instruction

Amy E. Blevins, MALS holds the rank of Expert Librarian at the Hardin Library for the Health Sciences at the University of Iowa. She serves as a Clinical Education Librarian and is the Liaison to the Carver College of Medicine as well as a liaison to several departments within the University of Iowa Hospitals and Clinics. She previously worked as the Education and Instructional Technologies Librarian at the William E. Laupus Health Sciences Library at East Carolina University. In addition to holding an MALS, Amy also has a Certificate in Distance Learning and Administration from East Carolina University. Megan B. Inman, MLIS holds the rank of Research Assistant Professor at the William E. Laupus Health Sciences Library at East Carolina University. She serves as the Liaison to the College of Allied Health Sciences and the College of Health and Human Performance. As a liaison, Megan works closely with faculty to incorporate library instruction into their curriculum. She embedded in multiple online courses that provide users with library materials and instruction at their point of need.

• PrefacePart I: Building Relationships and Gaining TrustChapter 1: Instructional Roles for LibrariansJessica Cole Chapter 2: Getting Your Foot in the DoorSusan KraatPart II: Learning Theories Chapter 3: Introduction to Learning TheoriesRebecca S. Graves and Shelly R. McDavidChapter 4: Adult LearningChristine Andresen and Katy Kavanagh WebbChapter 5: Active LearningBarbara A. GushrowskiPart III: Instructional TechniquesChapter 6: Introduction to Instructional TechniquesRebecca S. Graves and Shelly R. McDavidChapter 7: Audience Response SystemsEmily Johnson Chapter 8: Team Based LearningBrandi Tuttle and Adrianne LeonardelliChapter 9: Lesson Study in the Nursing Curriculum Bryan S. Vogh, Hans Kishel, and Eric JenningsPart IV: Instructional Modes and Assessment Chapter 10: Online InstructionMegan B. InmanChapter 11: Face to Face InstructionMichele Malloy and Sarah CantrellChapter 12: Blended LibrarianshipDaniel P. GallChapter 13: Incorporating Self-assessment and Peer Assessment into Library Instructional PracticeStephan J. MacalusoPart V: Subject-Based Instruction in Health SciencesChapter 14: What is Evidence-Based Practice? Connie SchardtChapter 15: Creating a Curriculum Based Library Instruction Plan for Medical Students Amy E. BlevinsChapter 16: Librarians Role in Evidence-based Medicine Integration into the Medical CurriculumHeather A. McEwen, Rienne Johnson, LuAnne M. Stockton, Janice M. Spalding, David M. Sperling, Lisa N. WeissChapter 17: Reflections on Involvement in a Graduate Nursing CurriculumJennifer DebergChapter 18: Strategies for Building an Information Skills Curriculum: The University of Michigan ExperienceMark P. MacEachern and Whitney TownsendChapter 19: What is Biomedical Informatics?: An Overview and Case StudyCarolyn SchubertPart VI: Subject-Based Instruction in Other DisciplinesChapter 20: What is Information Literacy?April Cunningham and Allie CarrChapter 21: How to Achieve Information Literacy IntegrationAllie Carr and April Cunningham Chapter 22: A Curricular Approach to Information Literacy Instruction in Sociology: A Case Study Adam T. BeauchampChapter 23: Evolution of an Undergraduate Business Information Literacy Class: A Case Study Kimberly Bloedel Chapter 24: The Expanding Role of Information Literacy in the Freshman Writing Program at Saint Louis University: A Case StudyJamie L. Emery IndexAbout the EditorsList of Contributors

Editors Blevins and Inman call for academic librarians to help faculty develop curriculum. The book addresses everything from forging relationships with faculty, learning theory, and teaching techniques to blended librarianship, information literacy trends, and assessment, providing a comprehensive glance of the present and future of library instruction. Each chapter dips briefly into its topic, providing substantial knowledge and inviting further inquiry. Different library professionals write each chapter, tackling their topics with confidence and reassurance, referencing and integrating concepts from other sections. The practical advice on lesson planning is particularly beneficial. Later segments narrow the focus—to Health Sciences for an entire section, and Sociology, Business, and First-Year Writing for a chapter each—but anyone involved in library instruction is likely to learn something from them. VERDICT A fantastic guide for librarians hoping to get involved in developing curriculum with faculty, also offering advice on teaching in ways both new and old.