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Purpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.

PurposeThe paper sets out to provide a selected bibliography of books influential to the librarian's teaching and learning philosophy.Design/methodology/approachThe paper introduces and annotates books identified by LOEX‐of‐the‐West 2006 attendees as influential to their instruction activities, teaching philosophy, or meaning of education.FindingsThe paper provides information about each source, including an introductory discussion on the classification of the titles into six major genres of instruction inspiration and four major (generic) philosophies of education and learning.Originality/valueThe information presented in the paper may be used by librarians and interested parties to solidify and broaden their own thoughts and values on who they are as an instructor.

Stories are powerful teaching tools because of their potential to stimulate the imagination of students and engage them with the material. The short story gives meaning to abstract concepts, aids memory, makes learning fun, and is time efficient. This article explains the approach to teaching information literacy through the use of short stories, including how to create vivid connections to the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education. Provides course instructors with examples of how the short story can be used as a platform to discuss information literacy standards.