Anderson, K. & May, F.A. (2010). “Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms.” Journal of Academic Librarianship, 36(6): 495-500.
- “All methods of instruction (online, F2F, blended) can be equally effective….Faculty can incorporate discipline specific criteria for evaluation of content and validity of evidence into IL instruction.”
Broussard, Mary Snyder, Rachel Hickoff-Cresko, and Jessica Urick Oberlin. "Working towards a Culture of Assessment," in Snapshots of Reality: A practical guide to formative assessment in library instruction, Chicago: ACRL, 2014, 235-247.
- Formative assessment consists of learning progressions, learning goals and criteria for success, descriptive feedback, self- and peer-assessment, and collaboration. "The use of formative assessment allows for students to receive feedback that is applicable to future learning experiences and helps them to take ownership of their learning...A truly strong information literacy instruction program must develop a culture of assessment."
Lippincott, Joan K., Kim Duckett, and Anu Vedantham. "Libraries as Enablers of Pedagogical and Curricular Change." October 27, 2014, EDUCAUSE Review online, http://www.educause.edu/ero/article/libraries-enablers-pedagogical-and-curricular-change.
- "Libraries are uniquely positioned to work with faculty on curricular change....Here, we describe the opportunities that academic libraries have to spur and support innovation in pedagogy and curriculum by providing new facilities, technologies, services, and staff expertise...we hope to encourage more librarians and institutions to deliberately support the implementation of new pedagogical strategies and curricular change."
Peterson, Elizabeth. "Problem-based learning as teaching strategy, " in Critical Library Instruction: theories & Methods. Maria T. Accardi, Emily Drabinski, and Alana Kumbier, eds. Duluth: Library Juice Press, 2009, 71-80.
- Critiques traditional library instruction, invites us to get out from behind the podium and engage students in active learning. Recommends that we construct learning outcomes, provide structure, have students report to the group and reflect on the process.
Oakleaf, Megan. "A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education." The Journal of Academic Librarianship 40 (2014): 510-514.
- Oakleaf offers a summary of the new framework and ideas for implementation.
Oakleaf, Megan. "The Information Literacy Instruction Assessment Cycle: A Guide for Increasing Student Learning and Improving Librarian Instructional Skills."Journal of Documentation. 65, no. 4 (2009): 539-560.
- The Information Literacy Instruction Assessment Cycle (ILIAC) provides a process and model for information literacy learning and assessment. It helps librarians to articulate learning outcomes, improve instruction, use rubrics to measure progress, and increase student learning. Assessing student learning helps "the mission of the institution...(and) the process of understanding and improving student learning."
Walton, Geoff and Mark Hepworth. "Using assignment data to analyse a blended information literacy intervention: A quantitative approach." Journal of Librarianship and Information Science 45, 1 (2002): 53-63.
- “It is strongly recommended that IL learning use a blended approach, which includes online discussion…it is also recommend that practitioners consider using the problem-based assignment presented here as a model for assessing higher order IL cognitive skills.”
Whitworth, Andrew. "Reclaiming IL," in Radical Information LIteracy: reclaiming the political heart of the IL movement. Oxford: Chandos Publishing, 2014.
- "Information literate behviour, can be defined as practices that sustain learning and the potential for transformation within communities and their landscapes." Whitworth advocates for a radical approach to information literacy that is democratic, participatory and encourages students to become full partners in the learning process.
