Sunday, March 15, 2020

How to Request Materials

Please contact us if you have any questions about the LIS collection, or if you would like to request that we purchase an item for the LIS Collection. Be sure to include as much information as possible; the title, author, publisher, and ISBN are required minimally.
If you would like to request an item listed below, please use your library's established interlibrary loan process (e.g. OCLC or ALA request form). Otherwise, send your full name, the name of your library, complete title information, shipping address, and a phone number to the document delivery department at email or (fax) 503-588-7119.
Most library staff are able to use their library’s interlibrary loan service to borrow professional development material. However, if you do not have access to these services or are not currently affiliated with a library, please contact a member of the Library Support and Development staff to discuss alternative options for borrowing the material.  

Monday, August 14, 2017

Putting Teens First in Library Services

Braun, L. W., & Peterson, S. (2017). Putting Teens First in Library Services: A Road Map. Chicago, IL: Young Adult Library Services Association.

Implementing innovative teen services in libraries requires that library staff learn and adapt with their communities. Using core concepts outlined in YALSA’s The Future of Library Services for and With Teens: A Call to Action report as a spring-board, this publication takes a deep dive into the theory and practice behind meaningful, cutting-edge teen programs and services with contributions from diverse leaders in the field including front-line practitioners, managers, and researchers. From novice to expert, readers will explore the knowledge and information that they need in order to design a relevant and sustainable strategy, which will improve the lives of the teens that they serve.(book description)

Thursday, August 10, 2017

Creative Instructional Design: Practical Applications for Librarians

Creative Instructional Design: Practical Applications for Librarians, edited by Brandon K. West, Kimberly D. Hoffman, and Michelle Costello. ACRL, 2017. 978-0-8389-8929-6.

Publisher's Description
With an explosion of accessible information online and students feeling more and more independent in their searching skills and information needs, libraries are shifting to user-centered models. With this shift comes a need for librarians to transform the focus of the library from a great repository of material into a service-centric, one-stop research and learning shop for patrons. These changes are requiring librarians to define the library by the services it can provide, especially innovative ones, such as publishing services, scholarly communications, and project management. Instructional design can help librarians craft and assess these new and innovative services, including teaching information literacy, developing online content, and designing programs and outreach initiatives in a targeted and mindful way.

Creative Instructional Design: Practical Applications for Librarians explores the major overarching themes that show why instructional design is so impactful for academic librarians—intentionality, collaboration, and engagement—and provides you with extensive examples of how librarians are applying the theoretical perspectives of instructional design in practical ways. The book examines ways in which librarians are using instructional design principles to inform, construct, or evaluate information literacy initiatives; online library instruction and services; and programming and outreach efforts. Instructional design provides a way for instructors, trainers, and educators to both approach instruction creation systematically, and evaluate how it has been effective and how it can be improved.

Regardless of the instructional format, from classes to workshops to videos to worksheets, instructional design strives to ensure that potential learning gains by students are maximized and that the instruction is evaluated for improvement in future iterations.

More Information
See the publisher's website for Table of Contents and information about the editors.

So You Want to Be an Academic Library Director

Harris, Colleen S. So You Want to Be an Academic Library Director. ALA Editions, 2017. ISBN: 978-0-8389-1496-0

This collection of essays offers a starting point from which academic library directors and aspirants can learn about various leadership skills and then plan their own professional development accordingly.

Table of Contents

Chapter 1   
Navigating Institutional Culture: Building Bridges and Not Burning Them
by Peg Seiden and Eleanor Mitchell
Chapter 2   
The Art of Asking: Communicating Expectations within Your Library
by Samantha Schmehl Hines
Chapter 3   
Collaboration in Connecticut Public Higher Education Libraries
by Patricia S. Banach
Chapter 4   
The Sum of Its Parts: Building Teamwork in the Modern Academic Library Environment
by Emy Nelson Decker
Chapter 5   
Iterative Strategic Planning: Lessons Learned in the Trenches
Bradford Lee Eden
Chapter 6   
So, You Find Yourself Supervising Faculty Librarians: What Now?
by Jonathan Miller
Chapter 7   
It’s Always Personal: Developing an Awareness of Employment Law
by Kim Clarke
Chapter 8   
Facilities for the Director: Communication and Process
Theresa Liedtka and Virginia Cairns
Chapter 9   
Library Safety and Security
by Lisa Beinhoff
Chapter 10   
Why Shared Governance Is Both the Worst and Best Model for Decision-Making in Libraries
by Gary Fitsimmons
Chapter 11   
Relationships with Stakeholders
by Patricia Tully
Chapter 12   
Reframing Community Relations: Four Perspectives on a Children’s Book Event
by Adam Murray
Chapter 13   
Cultural Diversity Programming at Academic Libraries: Skills for Success
by Christopher Shaffer

Monday, July 24, 2017

Learner-Centered Pedagogy: Principles and Practice

Learner-Centered Pedagogy: Principles and Practice by Kevin Michael Klipfel and Dani Brecher Cook. ALA Editions, 2017, 978-0-8389-1557-8.

Publisher's Description
Today’s emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach.  With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:
  • 6 cognitive principles for organizing information literacy instruction, with sample worksheets and organization tools for instruction planning;
  • how to establish rapport and kindle learners’ motivation;
  • tactics for transcending “cite 5 sources” and other uninspiring research assignments;
  • educational evidence debunking the mythical perception that because students are skilled at computers and mobile technology, they already know how to do research;
  • questions to keep in mind for inspiring autonomous learning;
  • the power of story, as described by Joan Didion, BrenĂ© Brown’s Ted Talk, and educational psychology research;
  • the science behind information overload; and
  • a balanced framework for evaluating specific educational technology tools.
Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.

The authors blog at Rule Number One: A Library Blog.

More Information
See the publisher's website for Table of Contents and author information.