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This study aimed to investigate the implementation methods, process and perceived learning outcomes of children’s library instruction programs. This study adopted a qualitative approach with the Parent-child Doctors’ Mailbox program in National Library of Public Information. Observation (including thinking aloud), interviews and documents were used for data collection in order to elicit perspectives of 31 children, 26 parents and 3 librarians. Main findings derived from this study can be summarized as follows: (1) Parent-child Doctors’ Mailbox integrated play (e.g., prize quizzes and reading guides) into the program design, which was based upon the development of different age groups. Children needed to go to the circulation desk in person in order to get designated books and answer sheets. Children earned points to redeem for prizes by answering questions correctly. (2) Motivations for children’s participation in the program were categorized as external (e.g., prizes, recommendations from friends and serendipity) and internal (e.g., cultivating habits of reading and writing, and siblings’ company). (3) Children’s perceived learning outcomes of participation in the program included improving children’s attention span, the positive influence of messages delivered by books on children, and the positive progress of children’s reading, writing, logical thinking and interpersonal skills. (4) Parents’ roles in children’s participation in the program included accompanying children and providing reactive assistance. Roles of librarians involved administrative work, encouragement and befriending children. (Article content in Chinese with English extended abstract)

Assessment has become more of a priority for libraries across the country in the last decade. Using the instruction program as a case study, the authors detail the history of assessment development during the past ten years at Mercer University. Along with the university's culture of assessment, institutional-, library-, and program-level assessment are discussed, including how information is communicated across these levels. The authors also share an evolving multifaceted assessment plan for a traditional library instruction program, including methods such as attitude surveys, peer observation, and authentic assessment. In addition to past assessment, future directions are considered. [ABSTRACT FROM PUBLISHER]

Drawing on the 'predator' model of entrepreneurship put forward by Villette and Vuillermot in their 2009 book 'From Predators to Icons,' this article argues that challenging economic times reveal that self-funded, collaborative information literacy models have in many cases unsustainably overstretched staff and budgets. In such circumstances, it is necessary for librarians to shift to an entrepreneurial approach that seeks profitable opportunities funded by parties other than the library in order to build capital for current and future instructional services. Following Villette and Vuillermot, the article seeks to refute a cultural myth that sees the entrepreneur as someone who is first and foremost a 'do-gooder' or marketer of helpful products, and it also advocates that librarians adopt a view of the entrepreneur as one who preys on unexploited, low-cost/high-profit opportunities to leverage 'other people's money' to build capital for later innovation. The article considers the economics of information literacy and library instruction programs, provides historical context for what has come to be known as the 'collaborative imperative,' points to the economic shortsightedness of many collaborative and 'embedded librarian' partnerships, and details six examples from information literacy programs that model successful entrepreneurship of the sort argued for. [ABSTRACT FROM AUTHOR]