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This study demonstrates that a library instruction observation instrument can effectively foster critical self-reflection among academic library faculty and staff on their teaching practices. The paper outlines the instrument's design, which gathers low inference observations on instructors' use of questioning as a pedagogical strategy based on recommendations from the LIS and education literature. To test and refine the instrument's design, the instructors' utilised the instrument to collect data from classes taught by five participating instructors, who, during postobservation interviews, engaged in thoughtful reflections on their class planning, student participation, and teaching philosophy. They also provided valuable critiques of the usefulness of the instrument. Through analysing the observee reflections and the data from the observation instrument, this study aims to provide academic libraries with a method to incorporate an observation instrument in a peer observation program. [ABSTRACT FROM AUTHOR]

Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units. [ABSTRACT FROM AUTHOR]

As higher education diversifies worldwide, academic librarians must adapt their information literacy initiatives to meet the needs of new populations. This paper explores the implementation of information literacy instruction and library services for diverse adult learners, in response to Cooke's (2010) call for case studies on the relationship between adult learning theory and information literacy. Based on librarians' success in reaching an underserved continuing education department, a variety of practical techniques for working with diverse students and instructors are discussed, with a focus on how learners' characteristics inform the approaches. Effective techniques from adult education theory and information literacy practice are discussed in the context of outreach to continuing education learners. Librarians adapt instruction and communication strategies for students with varying levels of language, library, and technology skills; teach outside usual "business hours"; teach online; integrate information literacy outcomes in course curricula; tailor communication to students and instructors; and continually develop entirely new workshops based upon the content specific to continuing education programmes. Through these efforts, this unique group of students and instructors has been provided with previously unrealised access to information literacy training and library services. Challenges in outreach and teaching remain. However, the groundwork has been laid for a sustained liaison relationship and an account of this is presented in this paper. Future work will include systematic evaluation of successes and changing needs so that structured information literacy efforts, tailored for continuing education students, can evolve over time. [ABSTRACT FROM AUTHOR]

Grand Valley State University librarians designed and conducted teaching faculty focus groups to gauge their response to a new information literacy (IL) core student competencies document created to support a developing library IL programme. Although the competencies were inspired by existing, widely known information literacy standards and guidelines the University Libraries' Information Literacy Competencies document (ILCC) is unique and written specifically to address the university's culture and curriculum. The authors of this paper formed a research team to assemble two groups of teaching faculty from various disciplines and to analyse focus group transcripts using a content analysis approach. The resulting data revealed unexpected perceptions about information literacy among teaching faculty and concerns about how to apply the ILCC document. In analysing the data, we generated ideas for supporting teaching faculty as they apply the ILCC document. Focus groups were used to gauge teaching faculty perceptions of the ILCC document. The results of the focus groups informed our efforts to tailor the ILCC document to existing university programs and curricula by using the language that was familiar to teaching faculty; and to explore teaching faculty perceptions of challenges and needed support. The paper explains how the focus group method was employed to test information literacy competencies in order to provide a potential model for other universities who are customising their own information literacy standards. [ABSTRACT FROM AUTHOR]

In recent years, online tutorials have become well-established tools for the delivery of information literacy training as information professionals continue to seek new and more effective ways to reach audiences. However, the rapid transience of technologies, and the ongoing need to maximise the efficiency of services, mean that the question of how best to exploit the online medium needs further exploration. This paper focuses on a project at the University of Surrey Library to develop a new approach to online instruction. The goals of the project were to explore how the addition of video might create a more engaging user experience, and how the online video tutorial might therefore both improve existing information literacy training as well as offering a 'justin- time' point of support. This paper examines the practical challenges involved in creating useful and accessible content and compares different software solutions for producing and editing video, audio, screencasts and subtitles. Further, it also examines the specific issues encountered when using external content, including database modifications and e-copyright issues. Finally, it touches upon the feedback collected so far in order to begin the evaluation of the resource. Using video can maximise the impact of e-learning tools, helping online tutorials to deliver information in a more personal and immediate way. However, when allowing for the time investment in creating and managing such resources, both their role alongside alternative information literacy approaches and their lasting value must be carefully considered. [ABSTRACT FROM AUTHOR]

Virtual Reference (VR) tools are a useful means of allowing remote interaction between librarians and library users. This paper focuses on the use of synchronous VR tools and their potential for fostering information literacy. The use of chat software, co-browse and Second Life was surveyed and follow-up interviews were undertaken. Conclusions: The three tools investigated all have merits as ways of promoting information literacy within VR services at the enquiry desk, with chat being the most popular because of its stable and user-friendly nature, and the ease with which it can be integrated with other products such as blogs, webpages and co-browse tools. [ABSTRACT FROM AUTHOR]

Sound information literacy (IL) programmes at a university library depend on effective librarian instructors. A robust, systematic evaluation procedure can both assist the development of librarian instructors as well as provide data for summative decisions regarding their retention, promotion or tenure. This case study explores issues in IL instructor evaluation and proposes a rubric instrument for peer review observation. Rubrics are a fast, powerful, standardised mechanism for evaluating performance, and while studied in depth for the purposes of assessing student work, they have not been the focus of research and are relatively underemployed for the purposes of evaluating librarians. This paper discusses different types of rubrics (analytic vs. holistic, simple vs. complex) and how they allow for customisable but standardised application. The process of developing a rubric clarifies instructional values and desired outcomes. Rubrics show promise as a streamlined, equitable means for furthering information literacy goals by focusing on the teaching performance of the librarian instructor. [ABSTRACT FROM AUTHOR]