Library and information services Books

Book Synopsis For the elementary or middle school librarian (or the classroom teacher) looking to encourage literacy, this volume provides detailed ideas for promoting reading and encouraging students to learn about and use the library. The work begins with practical ideas to market library services, including curriculum suggestions such as lessons to teach the Dewey Decimal System. A second section focuses on economical ideas for decorating library spaces and various themes for reading programs as well as instructions for carrying these themes school-wide. Numerous patterns for use in the various displays and suggested surveys to fine-tune library programs to the needs of a specific student body are also included.

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Book Synopsis Need ideas for library displays? Here is an effective tool for designing and creating unique visual statements for library spaces. It offers practical advice on utilizing everyday materials to create lively but economical presentations on all sorts of topics including authors, world cultures, traditions, natural habitats and book genres. Each of 46 featured displays includes a brief introduction to the subject; an explanation of the genesis of the idea; specifics regarding the information included and its source; step-by-step instructions for assembly; and ideas on how to customize the display to any available space. Various display elements including unique color combinations, interesting graphics, balance, emphasis and intended audience are also discussed. A Month-by-Month Display Ideas appendix contains 77 additional nifty display ideas. There is a very lengthy bibliography for further research and inspiration. The book is thoroughly indexed.

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Book SynopsisFrom the educational space of UC Berkeley to a one-room library in Silverado Canyon, this book takes the reader on a tour of 32 California libraries to explore the sense of space and atmosphere that a structure can provide.

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Book SynopsisA guide written by two library professionals who have real-world experience establishing a library student advisory board at Penn State University's Schuylkill campus. It explains the benefits and operation of such a board in the academic library. It includes advice for those curious to know how to form a library student advisory board.

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Book Synopsis This book advances the belief that the library--more than any other cultural institution--collects, curates and distributes the results of human thought. Essays broaden the debate about academic libraries beyond only professional circles, promoting the library as a vital resource for the whole of higher education. Topics range from library histories to explorations of changing media. Essayists connect modern libraries to the remarkable dream of Alexandria''s ancient library--facilitating groundbreaking research in every imaginable field of human interest, past, present and future. Academic librarians who are most familiar with historical traditions are best qualified to promote the library as an important aspect of teaching and learning, as well as to develop resources that will enlighten future generations of readers. The intellectual tools for compelling, constructive conversation come from the narrative of the library in its many iterations, from the largest resear

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Book SynopsisTrade Reviewthe book's many thought-provoking papers are worth reading. This book should be in the collections of library school libraries and in the professional development collection of larger public libraries. * Public Libraries *Johannsen and Kajberg, both affiliated with the Royal School of Library and Information Science, Denmark, offer a selection of 21 Nordic research papers originally presented at a December 2001 seminar held in Copenhagen. The papers look at issues related to digital public libraries, library management and valuation, the challenges of a multicultural society, the historical dimension, and professional identity. Contributors tackle topics ranging from virtual reference questions to classification of religious literature. * Reference and Research Book News *Table of ContentsPart 1 Introduction: Public Library Research in the Nodric Countries Part 2 Part I: Digital Public Libraries Chapter 3 Librarians' Experiences of Introducing the Internet in the Public Library: A Study in Southern California Chapter 4 Web-Based Community Information Services in Public Libraries Chapter 5 A Poem Lovely as a Tree? Virtual Reference Questions in Norwegian Public Libraries Chapter 6 Implications of the Concept "Samhällsinformation" for the Public Library Field in Sweden Part 7 Part II: Library Management and Valuation Chapter 8 The Public Library, Networked Information Resources and the Concept of Learning Center Chapter 9 Valuation of Public Libraries Chapter 10 Between New Public Management and Ethics: Library Management under Cross-Pressure Part 11 Part III: The Challenges of the Multicultural Society Chapter 12 Usability Studies and Focus Groups as Methods for Developing Digital Public Library Services in a Multiethnic Society Chapter 13 National Identity as Cultural Policy with Emphasis on the Library as an Institution Chapter 14 The Intercultural Encounter between Danish Public Libraries and Ethnic Minority Users Chapter 15 Classification of Religious Literature: Some Thoughts on the Dilemmas of Universalism Chapter 16 Ethnic Diversity in Danish Public Libraries Part 17 Part IV: The Historical Dimension Chapter 18 Architecture and Design of Danish Public Libraries, 1909-1939: Between Tradition and Modernity Chapter 19 Foreign Influence on the Development of the Danish Public Libraries with Emphasis on the Association Denmark's Popular Book Collections, 1905-1919 Chapter 20 Institution, Modernity and Discourse: Three Perspectives on Public Library History Part 21 Part V: Professional Identity Chapter 22 The Meaning of the Public Library in People's Everday Life: Some Preliminary Results from a Qualitative Study Chapter 23 The Public Library as a Social Field Chapter 24 Users' Library Discourses Part 25 Part VI: Issues and Perspectives Chapter 26 The Heritage of Public Librarianship Chapter 27 Research Perspective Chapter 28 Summing Up: Practitioner's Perspective Part 29 Index Part 30 About the Contributors Part 31 About the Editors

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Book SynopsisThis book provides teaching librarians and others who deliver instruction in information literacy with fresh approaches to teaching specific concepts such as, developing a topic and thesis, constructing Boolean strategies, and evaluating the credibility of a source.Trade ReviewGavin's book would be an excellent addition to most academic libraries. * Public Services Quarterly, December 2008 *Instructors will find this a useful resource. -- Cynthia Crosser * Booklist, May 2008 *Table of ContentsPart 1 List of Figures and Tables Part 2 Introduction: Information vs. Wisdom Chapter 3 1. Selecting and Narrowing Topics Chapter 4 2. Developing a Thesis Statement Chapter 5 3. Basic Boolean Search Strategies Chapter 6 4. Evaluating Periodical Literature Chapter 7 5. Search Strategies for Periodical Databases Chapter 8 6. Organization of Knowledge in Academic Libraries Chapter 9 7. Searching Online Public Access Catalogs (OPACs) Chapter 10 8. Researching Book Reviews Chapter 11 9. Searching the Web Chapter 12 10. Evaluating Web Sources Part 13 Bibliography Part 14 Index Part 15 About the Author

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Book SynopsisIn Radical Reads, Joni Richards Bodart identified 101 young adult books that featured gritty, complex plots, focused on multidimensional characters, and tackled such difficult subjects as teenage pregnancy, dysfunctional families, gangs, prejudice, violence, drugs, or other provocative issues. Teen readers were drawn to such books because they could identify with both the characters and the situations depicted in these raw and edgy works of fiction. In Radical Reads 2: Working with the Newest Edgy Titles for Teens, Bodart continues where the first book left off, examining more than a hundred titles published since the previous edition. The books featured here are engaging and tough, yet well written and accessible to readers. For each novel, Bodart lists the main characters, major themes and subject areas, and offers a brief summary. Along with providing book report ideas, she cites the strengths of each work, excerpts important reviews, and lists any awards the book has received. IndTrade ReviewBodart, a highly respected youth literature professional, provides an updated resource for both the youth-serving professional and the teen. She offers insight into writing book reports and booktalks that secondary school English teachers and library media specialists can share with students. The table of contents alone is a collection-development tool that helps libraries meet the needs of teens looking for themselves in books as well as reading beyond their own life experiences . . . Bodart's new book is a must-have professional tool in public libraries, secondary school libraries, and secondary school English classrooms. An examination of the subjects and themes also suggests that it is a useful resource for secondary school counselors. Bodart again demonstrates why young adult librarians turn to her for booktalking resources. * VOYA, December 2009 *Veteran author Bodart continues the work she began with Radical Reads: 101 YA Novels on the Edge (2002), this time featuring titles that have been published since then. After discussing the value of edgy books?those that reflect the sometimes harsh realities of life for teens?Bodart provides entries for over 100 titles. Recommended for YA librarians in schools, as well as for teachers; public librarians serving teens will find this to be an excellent reader's advisory tool as well as a professionalresource on handling challenges and preparing book talks... * Library Journal, Starred Review, February 2010 *Of the many bibliographic resource tools that anyone can have, this work is a must for librarians, teachers, and the general public who wish to promote the best in young adult literature. * American Reference Books Annual *In Radical Reads, published in 2002, Joni Richards Bodart identified 101 YA novels of the type generally described as "edgy" and "gritty." In Radical Reads 2, she lists more than 100 new ones—almost all of them award winners. What sets this bibliographic guide apart is the amount of detail provided for each title, including a sample booktalk, a list of major themes, book report ideas, review excerpts, and a useful rundown of what makes the book a risky choice, as well as what makes it good. An essential tool for librarians serving young adults. * American Libraries, March 2010 *In this update to Radical Reads (Scarecrow, 2002), Bodart gives an in-depth look at the latest controversial literature for teens. More than 100 new titles are profiled, offering detailed information, including sections on risks and strengths, major themes and ideas, brief character descriptions, booktalks and book-report ideas, reviews, awards, and more....This is a must-read for anyone serving teens, including teachers. * School Library Journal, May 2010 *There will be shouts of joy from YA librarians...when they discover that Joni Richards Bodart has completed Radical Reads 2: Working with the Newest Edgy Titles for Teens. The dedication will make you sigh and then you’ll dig in to find more than 100 fabulous teen-tested titles, all published since 2002, each with its own character map, booktalk, theme discussion guide, book report ideas, and more. Your young adult readers that are always looking for more grit, angst, turmoil, addiction, despair, and psychosis will thank you for having Radical Reads 2 on hand. -- Dodie Ownes * School Library Journal, November 2009 *Veteran author Bodart continues the work she began with Radical Reads: 101 YA Novels on the Edge (2002), this time featuring titles that have been published since then. After discussing the value of "edgy" books—those that reflect the sometimes harsh realities of life for teens—Bodart provides entries for over 100 titles. Recommended for YA librarians in schools, as well as for teachers; public librarians serving teens will find this to be an excellent reader's advisory tool as well as a professional resource on handling challenges and preparing book talks. * Library Journal, Starred Review, February 2010 *Bodart, assistant professor in the School of Library and Information Science at San Jose State University, has produced a sequel to Radical Reads: 101 YA Novels on the Edge (2002). The new work includes 101 books published between the years 2000 and 2009. Like its predecessor, Radical Reads 2 is designed for librarians, teachers, and teen readers. The book’s format remains the same, beginning with tips on book reports for students, tips on booktalks for librarians and teachers, a guide to abbreviations for reading and grade levels, and an introduction, “The Value of Controversial YA Literature.” This material is followed by entries for novels. Each entry contains bibliographic information, lists of subject areas and characters, a sample booktalk, major themes and ideas, book report ideas, booktalk ideas, risks (that is, controversial themes), strengths, awards (if any), and review excerpts. Following the entries are four appendixes and five indexes that are designed to support using radical reads in the classroom and finding the right book to meet reader and curriculum needs. A valuable resource for all middle-school and high-school libraries as well as academic libraries serving teacher-training programs. * Booklist, June 2010 *Dedicated to ‘teens whose souls are already scarred’, Radical Reads 2 provides a list of over 100 young adult books that have been published between the years 2000 and 2009....Joni Bodart is internationally known as a leading expert on book talking. She is on the faculty of the School of Library and Information Science at San José State University and the coordinator of the youth librarianship specialisation. The book has been designed for librarians, teachers and young adult readers with a clear and concise format, making it easy to navigate to the information or title needed. Beginning with tips for students about writing effective book reports, tips on book talks for librarians and teachers, and a guide to abbreviations for reading and grade levels, Bodart then provides an introduction, Value of Controversial YA Literature. This introduction highlights why the titles chosen are controversial – they reflect reality; they are incredibly well written; they make adults uncomfortable; they change lives and empower teens....It is this detailed information that sets Radical Reads apart from other recommended reading texts for teens. Not only does Bodart provide in-depth information, she also has structured it to allow for easy, practical application. Radical Reads is a valuable resource for all school and public libraries, as well as for student teacher librarians and English teachers. * Australian Library Journal *

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Book SynopsisIn America, comics and comic books have often been associated with adolescent male fantasymuscle-bound superheroes and scantily clad women. Nonetheless, comics have also been read and enjoyed by girls. While there have been many strong representations of women throughout their history, the comics of today have evolved and matured, becoming a potent medium in which to explore the female experience, particularly that of girlhood and adolescence. In Girls and Their Comics: Finding a Female Voice in Comic Book Narrative, Jacqueline Danziger-Russell contends that comics have a unique place in the representation of female characters. She discusses the overall history of the comic book, paying special attention to girls' comics, showing how such works relate to a female point of view. While examining the concept of visual literacy, Danziger-Russell asserts that comics are an excellent space in which the marginalized voices of girls may be expressed. This volume also includes a chapter on maTrade ReviewWhile comic books have historically been associated with boys and young men, they are finding a huge fan base among girls and young women in today's popular culture. In this volume author Jacqueline Danziger-Russell explores how the latest comic books have a unique representation of female characters and have a distinctively female point of view....A lot of research has gone into the making of the volume, including interviews with librarians, comic creators, and avid fans of the literature. It will be of interest to librarians and teachers interested in literacy and the reading interests of girls, popular culture theorists, and comic book historians. * American Reference Books Annual *This academic study resulted from the author’s research at London’s University of Roehampton and National Centre for Research in Children’s Literature. The initial chapter provides an overview of the format and then continues with a brief history of women’s literature from Victorian “Penny Dreadfuls” to early female cartoon characters such as Sheena, Wonder Woman, and Veronica. The concept of visual literacy as taught through picture books serves as a point of comparison; Danziger-Russell defines visual literacy and explains why picture books are important in developing this skill and how it relates to comic-book elements. That relationship serves as the basis for an extensive analysis of Mariko Tamaki and Jillian Tamaki’s Skim (Groundwood, 2008), Ted Naihef’s 'Courtney Crumrin' series (Oni Press), and Trina Robbins and Anne Timmons’s 'Go Girl' series (Dark Horse). Various types of graphic-novel narratives are defined, with examples from several picture books and comics. One chapter is devoted to the appeal of manga for female readers and includes a history of manga, American interest in Japanese comics, and the influence of manga on American comics. There is also a brief discussion of Web comics and an in-depth analysis of three graphic novels: Marjane Satrapi’s Persepolis (Pantheon, 2003), Brian Talbot’s The Tale of One Bad Rat (Dark Horse, 1994), and Vera Brosgol’s Anya’s Ghost (First Second, 2011). With the exception of manga, the author effectively uses an ample selection of images from a variety of comics to illustrate salient points. This title may serve as a supplemental resource, particularly for those who are less familiar with the comic narrative. * School Library Journal *In this history of comics dating back to antiquity, Danziger-Russell weaves an analysis that focuses on the period from the turn of the 20th century to the contemporary moment in the US. She analyzes production, content, interpretation, and readership to explore comics as a hybrid cultural product that combines literature and art, and she attempts to figure out their gender dimensions. The textual analyses include readings of early Little Lulu strips and recent manga and digital blogs. Readers learn that comic book stores are masculinized spaces; understandably, few females frequent comic stores, and they form only a small part of the readership. Despite the existence, in some comics, of a female-oriented if not outright feminist perspective, the author identifies a range of female themes, characters, and readers. She includes interviews with writers who, while not setting out to produce gender-inclusive comics, do create female-centered narratives that appeal to a minority female audience. She concludes that the new platforms hold great potential for attracting girls and women to this narrative form. Summing Up: Recommended. Lower-division undergraduates and general readers. * CHOICE *In Girls and Their Comics, Jacqueline Danzigner-Russel finally gives comics-loving girls (and women) a voice as readers and writers of this genre. She writes that her intention is to 'explore and explode the myths surrounding the field of comic books, their implied readership, and the gendering of the field" (2). This may sound like a lot to tackle in one book, but Danziger-Russel does a solid job covering all of that ground. ... It is important to acknowledge the accessibility of this text; there is a very wide range of scholars, teachers, librarians, and comics enthusiasts who will find it compelling. It will be very useful to library collections and researchers focused on media studies, comics history, girlhood studies, and contemporary children's literature. . . Danziger-Russell's book is truly a vital addition to the field of comics studies, as it documents an area of the comics industry and fan base that is thriving, but what has never before been covered at length. . . . Danziger-Russell certainly has opened the dialogue with this book. * Children's Literature Association Quarterly *This book is an academic analysis of the evolution of the comic book from a female perspective, that is, comic books written for girls and women and the depiction of women in comic books that are sometimes seen as associated with adolescent male fantasies. ... [The] comics are important inclusions[.] * The Australian Library Journal *Table of ContentsAcknowledgments Chapter One Introduction In the Beginning Comic Books’ Evolution from Working-Class Literature and the Marginalization of Comics The History of Comic Books for Girls Comics—Now Chapter Two Comics as a Hybrid Art Form, or The Mysterious Case of the Picture Book Defining the Picture Book The Graphic Text and Reader-Response Theory The Dynamic Interaction of Image and Text Wordless Narrative Comics’ Influence on the Picture Book Summary Chapter Three Why Visual Literacy is Important The Value of the Visual Text The Mechanics of Comics Comics Giving a Voice to the Underrepresented Female Chapter Four The Appeal of Manga Manga’s History Shojo Manga: A tradition of Girls’ Comics Manga in America Manga’s Future Influence in America Chapter Five The Validation of Comics Through the Graphic Novel Format What is a Graphic Novel? Taking a Step Back Through History Marketing Comics as Literature New Heroes: The Impact that Modern Girl’s Comics Can Have on the Female Reader and the Maturation of the Female Role in Comics Beyond Graphic Novels: The Digital Age of Comics Has Arrived Conclusion: Growing Up with Comics and Comics Growing Up Bibliography

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Book SynopsisThis textbook, for school library administration courses, is written by a professor who has taught this course at least once a year for the past twenty years.Trade ReviewIntended as a textbook for MLS courses as well as for current school librarians wanting to expand their knowledge, this is a comprehensive guide to the management of a school library. The subjects covered include a history of the field, standards and guidelines, policies and procedures, funding, facilities, staff and volunteers, programming, intellectual freedom, and more. Each of the chapters concludes with a bullet-point list of key concepts, a set of discussion questions, activities to apply the knowledge learned, and a list of references. Sample documents are included throughout, from flow charts for both selection and weeding to pictures of various school library layouts. Appendixes offer an annotated bibliography of selected library policies and procedures manuals as well as an annotated bibliography of selected school library professional-organization websites. This stellar resource would be useful for students preparing to enter the field as well as for experienced practitioners wanting a refresher. * Booklist *Whether you have just begun your career or you have been a school librarian for many years, School Libraries 3.0 can transform your work experience. This may be the book that first explains to a fledgling librarian the basics of copyright compliance; it may also be the book that helps older librarians understand the difference between a blog and a wiki. Butler writes knowledgeably on subjects as diverse as deciding what materials to weed, handling toxic co-workers, and re-designing the physical space of your library. Her writing tone is amiable, suggestive rather than tutorial, taking into consideration the many varieties of school libraries and their resources. . . .This is an excellent resource for library education programs as well for a professional collection in a school library. * VOYA *Butler has crafted a clear, concise, yet comprehensive introduction to the day-to-day management of a 21st century school library. Covering such topics as standards and guidelines, programming and collaboration, policies and procedures, advocacy, facilities, funding, and personnel, the text includes discussion questions and activities to apply key concepts to relevant situations. Intended for pre-service school librarians, active practitioners will find Butler’s examination of ethics, intellectual freedom, and copyright to be an exemplary resource. -- Mary Marks, Adjunct Instructor, Graduate School of Library & Information Science, Dominican UniversityAlready well-known for her books on copyright law, here Rebecca Butler draws on her experience as a school librarian and university instructor to create a readable textbook on school library management. She has included information on all the topics a pre-service school librarian needs to be successful. -- Helen R. Adams, Online Instructor, School Library & Information Technology Program, Mansfield University Mansfield, PennsylvaniaSchool Libraries 3.0: Principles & Practices for the Digital Age by Rebecca Butler is a perfect fit for my graduate course Program Organization and Administration. The mix of library and technology is unique, filling a need within the field. The suggested resources at the end of each chapter are extensive and well-selected. The layout and writing style makes this textbook easy to read. This is a textbook students will read and keep for future reference. -- Barbara Fiehn, Associate Professor, Library Media Education Western Kentucky UniversitySchool Library 3.0 offers a survey of current school library leadership and management practices helpful for learners new to the profession. -- Marcia A. Mardis, Associate Professor, School of Information, Florida State UniversityTable of ContentsPreface Chapter 1: The School Library and the School Librarian Chapter 2: Standards and Guidelines Chapter 3: Policies and Procedures Chapter 4: Money Chapter 5: Facilities Chapter 6: Relationships and Personnel Chapter 7: Services Chapter 8: Programming and Collaboration Chapter 9: Ethics, Intellectual Freedom, and Copyright Chapter 10: Advocacy Chapter 11: The “Extra” Things Chapter 12: Evaluation and the Future Appendix 1: Annotated Bibliography of Selected School Library Policies and Procedures Manuals Appendix 2: Annotated Bibliography of Selected School Library Professional Organization Web Sites Appendix 3: Annotated Bibliography of Selected National and State School Library Standards and Guidelines Appendix 4: Annotated Bibliography of Selected School Library Instruction and Collaboration Tools Appendix 5: Annotated Directory of Selected Grant Resources for School Libraries About the Author Index

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Book SynopsisDesigning Information Literacy Instruction: The Teaching Tripod Approach provides a working knowledge of how instructional design (ID) applies to information literacy instruction (ILI). Its how to do it approach is directed at instruction librarians in all library settings and deals with both face-to-face and online ID issues. No matter where an instruction librarian works, whom they are teaching, or what delivery mode they will be using, the ID process remains the same:Start with the user and the user''s needs. Identify the instructional problem(s). Develop outcomes that address these problem(s). Use outcomes to drive both the learning activities included and the assessments used to measure the attainment of the success of the instructional endeavor. This book will help instruction librarians create instruction for all types of environments and in all modes of delivery. It includes exercises and worksheets to help the reader work through the instructional design process. Based on Kaplowitz's innovative Teaching Tripod model, it will help instructional librarians clearly define the crucial links between outcomes, activities and assessment.Trade ReviewOverall, I believe that any new professional engaging in information literacy instruction should read this text. I greatly appreciate Kaplowitz’s workbook because of its clear and organized instruction. While the name ‘tripod approach’ may seem just another piece of jargon, the ideas, theory, and experience behind it are both sound and useful to information professionals today. * Currents in Teaching and Learning *Joan Kaplowitz's accessible book on instructional design provides practical insight for all librarians who teach. The Teaching Tripod approach, which is adaptable to a range of teaching situations, is a valuable resource for those who are reshaping and refining their information literacy instruction programs in the face of an evolving information literacy landscape, where the learners, the educational environment, and the information literacy models themselves are all changing. -- Trudi E. Jacobson, Distinguished Librarian and Head of the Information Literacy Department, University at AlbanyTable of ContentsChapter 1 Why Do I Need to Know about Instructional Design? What does Instructional Design Have to Offer? Information Literacy Instruction in Today’s World Instructional Design – the Foundation of Effective Teaching Why Librarians Should Learn about Instructional Design Librarians as Teachers Instructional Design, Information Literacy Instruction and Technology Instructional Design and Learner-Centered-Teaching Wrap Up What Stuck? References Chapter 2 What Do I Need to Know about Instructional Design? So What is Instructional Design Anyway? Where Did Instructional Design Come From? What are Some Instructional Design Models/Approaches? How Did Instruction Librarians Respond? What Does All This Mean to You? Wrap Up What Stuck? References Chapter 3 What is the Teaching Tripod? – An Overview Why Do Instruction Librarians Need Something Different? The Teaching Tripod Approach in a Nutshell Beyond the Teaching Tripod: Needs Assessment, Implementation/Delivery Fitting It All Together Context, Lead Time and Scope Going Beyond the Tripod Further Considerations Wrap Up What Stuck? References Chapter 4 What Do I Need to Know? Identifying the Problem – What is the Knowledge Gap? Needs Assessments – An Overview Determining the Content of Your Needs Assessment Needs Assessments and the Teaching Tripod Needs Assessments and ILI Wrap Up What Stuck? References Chapter 5 What Will My Learners Be Able to Do? – Expected Learning Outcomes Articulating Your Instructional Intent What Do Expected Learning Outcomes Look Like? How Expected Learning Outcomes Relate to the Other Elements in the Teaching Tripod Deciding What to Include Writing Expected Learning Outcomes Expected Learning Outcomes for Information Literacy Instruction Putting It All Together Wrap Up What Stuck? References Chapter 6 What Will My Learners Be Doing During Instruction? – Selecting Instructional Methods Learner-Centered Teaching: Getting Your Learners Involved Learner-Centered Teaching and You Letting Go – Learner-Centered Teaching and Control Using Expected Learning Outcomes to Structure Instruction Selecting Your Activities Getting and Keeping Learners’ Attention: The Case for Mixing Methods Activities to Assessment Instructional Context: Delivery Mode, Technology and Accessibility Wrap Up What Stuck? References Chapter 7 How Will You Know? – Assessing Information Literacy Instruction Assessment as Part of the Teaching Tripod The Concept of Assessment Timing – Before, During, and After Selecting Your Assessment What Type of Behavior Do You Want to Measure? Assessment Parameters Assessment for Constructive Feedback Versus Assessment for Accountability Incorporating Assessment into Your ILI Practical Considerations Wrap Up What Stuck? References Chapter 8 Putting It All Together: Organizing and Sequencing Your ILI Organizing for Effectiveness How to Sequence Instruction The Heart of the Matter: Organizing Learning Activities The Big Picture and the Individual Chunks Wrap Up What Stuck? References Chapter 9 Getting Everything Ready: Implementing Your ILI Letting Everyone Know Planning Your Marketing Approach Getting Yourself Ready – Preparing Yourself to Teach Getting Your Stuff Ready – Preparing Your Instructional Materials Getting the Space Ready Getting Ready for the Next Time Wrap Up What Stuck? References Chapter 10 An Ending or Beginning Again? Review and Reflect Tracking Your ID Progress What Stuck? Appendix Moving On - Deepening Your Understanding of Instructional Design for Information Literacy Instruction.

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Book SynopsisIn Introduction to Reference and Information Services in Today's School Library, one of Americaâs premier school library educators covers the A-Z of both reference and information services for todayâs library. Lesley Farmer discusses everything from teaching students how to use sources to both in-person and virtual reference service.Trade ReviewThis school library reference resource is a valuable tool for both current school librarians, as well as for use in school library courses. Farmer argues that the need for school librarians to assist patrons as they work to navigate through the abundance of digital content and information available to them is more crucial than ever. The author examines the reference and information services provided by school libraries in the context of the current digital and information age. School librarians are afforded with the tools and strategies to examine and assess the needs of the information seeker, in addition to helping students find and use the information they need in an efficient and effective manner. * School Library Connection *Authored by the coordinator of the librarianship program at California State University Long Beach, this work is geared specifically to librarians and media specialists working in the K-12 setting, as well as children’s librarians in public libraries. . . .The individual bibliographies in the chapters can be used separately in classes for future school media specialists, while the compiled bibliography for the book as a whole at the end serves as an excellent resource for future needs. The index helps readers to find specific areas of needed information as well. * American Reference Books Annual *This volume describes library reference and information services in schools in the context of the current digital age, emerging technologies, informational needs, and students. It discusses information, information seekers, and the role of school librarians in providing these services, then specific aspects: determining the school's needs, what can be provided with the existing resources, and what can be added; assessing information behaviors and techniques for researching and retrieving information from print, nonprint, and digital resources; developing resource collections, criteria for specific formats and populations, and core resources at different school levels; providing access, including arranging, cataloging, virtual access, and disability requirements; standards and strategies for conducting face-to-face and virtual reference interactions, as well as consortia and outsourced digital reference services; providing reference and information services instruction, including information literacy standards, instructional design, different modes of instruction, and embedding instruction into the curriculum; selecting and organizing services, and content and format issues; dealing with legal and ethical issues; and managing services and strategic planning. * protoview.com *Introduction to Reference and Information Services in Today’s School Library is very suitable for courses that prepare students for work in school libraries. The writing style is very clear and students will find the book accessible. Everything a new school librarian needs to know is in this book. -- Jennifer Branch, Coordinator and Associate Professor, The School of Library and Information Studies, University of AlbertaTable of ContentsTable of Contents Chapter 1: What Does Reference and Information Service in Today’s School Look Like? Today’s World Sidebar: Inventing Reference and Information Services Defining Terms Reference and Information Services within the School Library Program Sidebar: Gathering RIS Baseline Data References Chapter 2: Determing Your Community’s Needs Environmental Scan User Populations Developmental Issues Special Populations Adult Needs SWOT Analysis Conclusions References Chapter 3: Assessing Information Behaviors Interacting with Information The Added Task of Information Seeking Intermediaries Youth’s Information Behaviors Children’s Information Behaviors Teens’ Information Behaviors Ethical Issues in Teens’ Information Behavior General RIS Implications Theories of Information Behavior Optimizing Information Seeking Strategies A Question of Behavior Quality A Note about Information Architecture Searching Print Resources Searching the World Wide Web Searching Database Aggregators Considering Other Literacies Manipulating Information Sidebar: Constructing Questions Assessing Information Behaviors References Chapter 4: Developing Resource Collections What is a Reference Resource? Profile of the Typical Reference Resource Types of Reference Sources Encyclopedias Dictionaries Almanacs and Yearbooks Atlases Handbooks and Manuals Biographical Sources Guides to Other Sources Selecting Reference Sources Generic Reference Selection Criteria Selecting Electronic Reference Sources Factors in Choosing Formats Sidebar: Humans as Reference Sources Selection Processes Selection Steps Selection Tools Reference Sources Life Cycle Core Reference Collection Suggestions Elementary Middle School High School Professional Resource Sharing References Chapter 5: Providing Physical Access Cataloging and Organization Digital Reference Resource Access The Big Picture about Library Portals Sidebar: The Merits of Browsing References Chapter 6: Conducting Reference Interactions Standards Librarian Standards Reference Service Standards Youth-Specific Standards The Physical and Virtual Context of Reference Interaction Interacting with Populations with Special Needs Purposeful RIS Interaction Types of Reference Questions Reader’s Advisory Sidebar: What is the Real Question? RIS Interactions in Online Environments Online Visual Interaction Online Interactive Skills Collaboration Basics of Collaboration Partnerships Collaborative Activities Sidebar: Student iSquads References Chapter 7: Providing Reference and Information Services Instruction Information Literacy and Learning Standards Instruction to Improve Information Behaviors Side Bar: Mapping the Curriculum Instructional Design Side Bar: Research Presentation Rubric Resources Instructional Delivery Time Issues Space Issues Staffing Instructional Method Student Participation Side Bar: Learning Activity Collaborative Planning Checklist Dealing with Major Research Projects Side Bar: Sample Social Justice Learning Activity References Chapter 8: Curating Reference and Information Services What is Curation? Packaging Information Purpose-Specific Information Packaging Format-Specific Information Packaging Dynamic Packaging of Information Branding References Chapter 9: Dealing with Legal and Ethical Issues Legal Issues RIS Ethics and School Librarians Library Position Statements Dealing with Ethics Sidebar: Equity in the Library/ Media Center Research Ethics Teaching Legal and Ethical Information Behavior Ethics Isn’t Easy References Chapter 10: Managing Reference and Information Services Facilities for RIS RIS Technology Issues RIS Staffing Issues RIS Policies and Procedures RIS Finances School Library Public Relations and Marketing Strategic Planning and Assessment Comparative Assessment Sidebar: RIS Planning Guide Planning for the Future References Index About the Author

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Book SynopsisTrade ReviewWritten for the librarian looking for inspiration on how to provide outreach and programming ideas for the growing number of grandparents raising their grandchildren, Serving Grandfamilies in Libraries: A Handbook and Programming Guide truly presents the reader with a comprehensive overview of how to develop an outreach program to this special population. This book provides insider advice from other libraries that have implemented these types of programs into their libraries, highlighting both the successes and the failures they experienced. Beginning chapters provide an overview of this demographic and their needs, the benefits to having a grandfamily resource center in your library, the challenges in developing a program for this population, and a sample of model programs. Appendixes include a bibliography of resources for more information on the subject, planning and curriculum resources, online resources, and promotion and publicity resources. Special topics covered include some information on grants and funding opportunities and ideas for potential community partnerships. This text could easily be used by the new librarian put in charge of heading or creating a program for this population as well as the seasoned professional who is new to this role. The work is a great review as well as introduction to the life of a librarian, illustrating both the positive and the challenging situations. * American Reference Books Annual *Our library has used the resources and programs described in Serving Grandfamilies in Libraries: A Handbook and Programming Guide and these have been greatly appreciated in our community! Now, more than ever, it seems that grandparents are often playing one type of parent role or another to their grandchildren. At our library we were able to offer support and guidance for grandparents helping their grandchildren with any number of issues including homework, peer relationships, and the relationship between the child and their parent. Every library should make an effort to offer some level of inter-generational resources and programming for their community. Serving Grandfamilies in Libraries is a wonderful source for programming and ideas to make this happen! -- Charlotte M. Johnston, Director of Harvin Clarendon County Library, South CarolinaGrandparents are playing an increasingly significant role in raising grandchildren, from being the primary caregivers to providing daily child care. Public libraries developing services that support this contemporary family structure will find ideas for developing quality programs, recommendations to maximize resources, and tips for re-purposing the collection for grandfamily use. Much of the material in Serving Grandfamilies in Libraries is based on first-hand experience and case studies, enhancing the practicality and replicability of the information. -- Jeanette Larson, Adjunct Faculty, Texas Woman's UniversityOur Grandfamily Resource Center is one of the most valuable areas of our children’s library. We recommend that all libraries use the ideas in Serving Grandfamilies in Libraries to provide this type of resource center for their community. -- Paula F. Childers, Children’s Services Manager, Florence County Library System, South CarolinaTable of ContentsForeword by Denise Lyons Preface Acknowledgments Chapter 1: Grandfamilies: Understanding the Issue Chapter 2: Benefits of Having a Grandfamily Resource Center Chapter 3: Challenges of Developing a Grandfamily Resource Center Chapter 4: D-I-Y Chapter 5: Model Programs Chapter 6: Parting Words Appendix A: Grandfamily Resource Center Bibliography: Resources for Grandfamilies Appendix B: Planning & Curriculum Resources Appendix C: Online Resources Appendix D: Promotion and Publicity Resources

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Book SynopsisYoung Adult Resources Today: Connecting Teens with Books, Music, Games, Movies, and More is the first comprehensive young adult library services textbook specifically written for today's multidimensional information landscape. The authors integrate a research-focused information behavior approach with a literature-focused resources approach, and bring together in one volume key issues related to research, theory, and practice in the provision of information services to young adults. Currently, no single book addresses both YA information behaviors and information resources in any detail; instead, books tend to focus on one and give only cursory attention to the other. Key features of this revolutionary book include its success in:Integrating theory, research, and practiceIntegrating implications for practice throughout the bookIntegrating knowledge of resources with professional practice as informed by researchIntegrating both print and electronic formats throughoutwithin the resource chapters (including websites and social media)Latham and Gross accomplish all this while, paying particular attention to the socially constructed nature of young adulthood, diversity, YA development, and multiple literacies. Their coverage of information landscapes covers literature (with detailed coverage of both genres and subgrenres), movies, magazines, web sites, social media, and gaming. The final chapter cover navigating information landscapes, focusing on real and virtual YA spaces, readers' advisory, programming, and collaboration. Special attention is paid to program planning and evaluation.Trade ReviewComprehensive. Timely. Relevant. Whether you are an LIS instructor or a practicing YA librarian, Latham and Gross weave research, theory and practice to present a new genre framework for all of us who teach, work with, or aspire to work with youth in schools and libraries. Beyond the framework, they offer engaging insight on what and how young people read, write, play, and seek information in traditional and emerging formats. Beyond the insight, this go-to volume shares implications for practice, poses provocative questions for discussion, suggests spotlight activities, and shares a monster appendix that simply rocks! -- Joyce Valenza, Assistant Professor, Rutgers UniversityLatham and Gross offer not only rich resources that allow us to blend books, music, movies, electronic games, and other media in ways that are likely to capture the interest of young adults in the 21st century, but also provide nuanced contexts for the suggestions they make. By linking information about young adult literature as a genre to information about whom today's readers are and what they expect in media encounters, this book extends the current literature for those who promote young adult literacy, writ large. -- Pamela Sissi Carroll, Dean, College of Education, Oklahoma State UniversityA breakdown of modern young adult resources including material suggestions and potential programming schema, this well-researched title includes a litany of references and bibliographic sources. For those looking to start a Teen Advisory Group at their library or for a summary of modern gaming to better develop programs at their locations, Latham and Gross provide such information in a well laid-out, easy-to-read format. While adequately outlining the resources and services available to teens. . . .[T]he title would be very useful for professionals who are switching to youth services or just getting started in their field. * School Library Journal *Table of ContentsPreface Acknowledgements Chapter 1: Introduction ·Young Adults in the 21st Century ·Key Terms and Definitions ·A Brief History of Young Adult Resources ·A Brief History of Young Adult Services ·Implications for Practice ·Questions to Think About and Discuss Chapter 2: Young Adult Development ·Socially Constructed Nature Of Young Adulthood ·YA Development: Moving from Childhood to Adulthood ·Positive Psychology, Learned Optimism, and Resilience ·Spotlight! Young Adult Advisory Boards ·Implications for Practice ·Questions to Think About and Discuss Chapter 3: Young Adult Information-Seeking Behavior ·Models of Young Adult Information-Seeking Behavior ·Research on Young Adult Information Behavior ·Spotlight! Book Discussion Groups ·Multiple Literacies and Young Adults ·Implications for Practice ·Questions to Think About and Discuss Chapter 4: Social Media and Games ·Young Adults Use of Social Media and Games ·Social Networking Sites ·Multi-User Virtual Environments ·Games ·Spotlight! Gaming in the Library ·Privacy, Identity, and Safety ·Implications for Practice ·Questions to Think About and Discuss Chapter 5: Fiction and Fan Fiction ·Fiction, Reading, and Young Adults ·Fantastic Fiction ·Realistic Fiction ·Historical Fiction ·Fan Fiction ·Evaluating and Promoting Fiction ·Spotlight! Booktalks ·Spotlight! Readers’ Advisory ·Implications for Practice ·Questions to Think About and Discuss Chapter 6: Nonfiction ·Definition and Characteristics of Nonfiction ·Nonfiction, Reading, and Young Adults ·Types of Nonfiction ·Evaluating and Promoting Nonfiction ·Spotlight! Reference Services ·Implications for Practice ·Questions to Think About and Discuss Chapter 7: Poetry and Music ·Young Adults, Poetry and Music ·Key terms ·Music and Lyrics ·Young Adults Writing Poetry and Lyrics ·Evaluating and Promoting Poetry and Music ·Spotlight! Poetry Slams / Open-Mic Events ·Spotlight! Writing Workshops ·Implications for Practice ·Questions to Think About and Discuss Chapter 8: Special Forms and Formats ·Graphic Novels ·Picture Books for Young Adults ·Movies ·Magazines and Zines ·Evaluating and Promoting Special Forms and Formats ·Spotlight! Comics Workshops ·Spotlight! Author Visits ·Implications for Practice ·Questions to Think About and Discuss Chapter 9: Bringing It All Together ·Formal and Informal Learning Environments ·Information Access, Access To Technology, and Intellectual Freedom ·Planning and Evaluating Information Services For Young Adults ·Spotlight! Conducting a Needs Assessment ·Collaborating with Other Information Providers: Outreach ·Implications for Practice ·Questions to Think About and Discuss Appendices ·Appendix 1: Young Adult Book Awards ·Appendix 2: Selected Bibliography of Recommended Young Adult Books ·Appendix 3: Selected Bibliography of Professional Resources Author Index Title Index Subject Index About the Authors

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Book SynopsisBooktalking Nonfiction: 200 Sure-Fire Winners for Middle and High School Readers will provide an introduction to selecting and writing booktalks for nonfiction books with a focus on unique informational texts and biographies and autobiographies. A booktalk is a summary of a book presented in a way that would interest someone in reading the book described. Why non-fiction? Because the Common Core Standards Initiative, which most states have adopted, requires that 70% of the materials students read be from the category of informational texts it is especially important to focus on nonfiction when sharing books with students. Here's everything you need to do just that. Chapters cover selecting, writing, preparing, and presenting booktalks, special tips for high-interest, low-level books, and using non-fiction in the library and the classroom. Two hundred ready-to-present booktalks arranged by genre are also included. Genres include animals, famous people, sports, crime and serial killers, movies and television, religion, war, history, and the supernatural.Trade ReviewAccording to her biography in Booktalking Nonfiction, Bromann-Bender is a librarian at Lincoln-Way West High School in Illinois and has authored several other books on booktalking. From reading this book one can see that she is also a thoughtful, experienced professional. This book contains everything the reader needs in order to begin booktalking nonfiction titles for teens. Nonfiction is the focus on the volume mainly because the Common Core Standards Initiative requires that 70 percent of the materials students read be information texts. Broken into four chapters, the book outlines all the skills and steps necessary to booktalk. The author begins by giving instruction on how to select, write, prepare, and present booktalks. She then goes on to discuss incorporating quick talks into library services. Using nonfiction in the library and classroom is the focus of chapter 3. The final chapter presents booktalks by theme, including animals, crime and serial killers, overcoming the odds, history and war, science and inventions, and sports, just to name a few. The author provides the user with ready-made booktalks; however, the librarian can expand on them by using tips provided at the beginning of the book. This book is recommended for young adult librarians in school and public libraries. * American Reference Books Annual *In Booktalking Nonfiction: 200 Sure-Fire Winners for Middle and High School, author Jennifer Bromann-Bender guides the librarian reader in selecting from the myriad of nonfiction published each year; offers super-quick fun book talks, tells how to collaborate with teachers to help them tie books to the curriculum, provides lessons and activities to use in the classroom or library, and delivers numerous booktalks by genre to fit into any lesson plan. A perfect fit for the librarian helping teachers and students meet Common Core standards. -- RoseMary Honnold, Editor-In-Chief, VOYA MagazineJennifer Bromann-Bender provides another fun, practical guide for engaging readers with this well written title. In this realistic resource from an active media specialist, teachers and library staff can pull together unusual but high interest titles at a variety of reading levels to quickly gain teen attention. Titles and booktalks arranged by appealing and curriculum connecting topics make this especially useful. Many ways of providing booktalks other than formal presentations are helpful with packed school days and busy public school library schedules. Staff can use Stump the Librarian or QR codes and much more to connect books to readers with this excellent guide. -- Amy Alessio, Teen Librarian, Schaumburg Township District Library, IllinoisTable of ContentsPreface Acknowledgments Chapter 1: Selecting, Writing, Preparing, and Presenting Nonfiction Booktalks Selecting Nonfiction Books Locating Nonfiction Writing Nonfiction Booktalks Read, Skim, Select Ending a Booktalk Presenting Booktalks Themes and Categories Lower Levels Chapter 2: Quick Talks Chapter 3: Using Nonfiction in the Library or Classroom Book Uses History and Social Science Science and Math English, Art and Music Collaboration with Booktalks Bookmarks and Booktalks Group Choices Fun Reads Classroom Projects Students Presenting Booktalks Ideas for Contests, Displays, and Alternative Methods of Booktalking Fast Facts Stump the Librarian Book Match Speed Dating Blind Books Scavenger Hunt QR Codes Book Trailers and Subject Matter Videos Pictures Book Reviews Book Box eBooks Museum Book Blasts Summer Reading Top 10 Bingo Chapter 4: Booktalking by Genre Sad Stores Animals Crime and Serial Killers Illness Overcoming the Odds History, World Issues, and War Science, Health and Inventions The Unknown Sports The Arts Other Topics of Interest People Math Genre Index Author Index Title Index

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Book SynopsisHealth Sciences Librarianship provides the library student and new librarian with the background and skills necessary to handle day-to-day activities and provide quality services in a health sciences library or a more general library serving students and practitioners in the health professions.Trade ReviewHealth Sciences Librarianship gives a rich foundation to new professionals while also offering updated and expanded knowledge and background for seasoned medical librarians. . . . The book will strengthen the knowledge base and understanding of most health sciences information professionals and provide a richer frame of reference to enhance other professional reading. The book offers meaningful commentary, synthesizes theory and practice, and creates a cohesive and coherent textbook. A copy of Health Sciences Librarianship belongs in the hands of every health sciences librarian today. * Medical Reference Services Quarterly *A basic guide to the evolving field of health sciences librarianship, this work is comprehensive and contains information for those practicing in an academic setting, hospitals, or other health care settings. . . .This work will be of interest to students and practitioners in health sciences librarianship. * American Reference Books Annual *Overseen by a three-member editorial board of leading academics in medical librarianship programmes, this authoritative text provides students, as well as beginning and more experienced librarians, with a comprehensive overview of state-of-the-art medical/health sciences librarianship in addition to offering a broad professional overview. * Australian Library Journal *As a result of the changes in the health care environment and technology, the services, resources and roles of the health science librarian have evolved. Health Sciences Librarianship edited by M. Sandra Wood provides clear, authoritative, and helpful information addressing those changes and how they apply to health sciences librarianship. -- Michelle A. Kraft, MLS, AHIP, Author of The Krafty Librarian blogTable of ContentsList of Illustrations List of Tables Foreword Preface Acknowledgments Editorial Board PART I: The Profession Chapter 1. Health Sciences Librarianship in Context By James Shedlock Introduction The Health Sciences Library Profession Health Sciences Librarianship Environments The National Library of Medicine Library Organizations Education for Health Sciences Librarianship Entering the Health Sciences Library Profession: Job Opportunities and the Hiring Process Professional Involvement and Keeping Current Summary Study Questions References Chapter 2. The Health Sciences Environment By Gale G. Hannigan and Jonathan D. Eldredge Introduction U.S. Health Care Health Professionals’ Education Biomedical Research Health and Global Health Summary Study Questions References Chapter 3. Emerging Trends in Health Sciences Librarianship Jonathan D. Eldredge and Gale G. Hannigan Introduction Trend One: Evidence-Based Practice Trend Two: Active Learning Trend Three: Innovative Research Collaborations Trend Four: Strategies for Adapting New Technologies How to Stay Abreast of Emerging Trends Summary Study Questions References PART II: Collection Services Chapter 4. Collection Development in Health Sciences Libraries Holly Phillips Introduction Modern Collection Development Collection Development Policies Putting Policy into Practice Resource Budgets Keeping Current Summary Study Questions References Chapter 5. Technical Services Megan Del Baglivo, C. Steven Douglas, and María M. Pinkas Introduction Acquisitions Collection Organization Summary Study Questions References Chapter 6. Technology Services in Health Sciences Libraries Nancy R. Glassman Introduction Technology Today Planning Security Electronic Health Records Connecting with Patrons Systems Mobile Technologies Emerging Technologies Keeping Current Summary Study Questions References PART III: User Services Chapter 7. Reference and Information Services in Health Sciences Libraries Marie Ascher Introduction What is Reference? Reference Functions The Reference Interview and Encounter Types of Users in Health Sciences Libraries Reference Statistics and Transactions Staffing and Scheduling of Reference Service – New Models of Service Virtual Reference Services Summary Study Questions References Chapter 8. Research Services and Database Searching in Health Sciences Libraries Lee A. Vucovich Introduction Information Needs of Biomedical Researchers Searching Biomedical Research Databases Supporting Evidence-Based Practice Conducting Expert Searches Improving Research Services Summary Study Questions References Chapter 9. Outreach Services in Health Sciences Libraries Michele R. Tennant Introduction Internal Outreach External Outreach – Outreach to the Community Outreach for Visibility Summary Study Questions References Chapter 10. Research Data Management and the Health Sciences Librarian Andrew Creamer, Elaine R. Martin, and Donna Kafel Introduction Background What is RDM? Why Manage Research Data? Common RDM Challenges RDM Services and Roles for Health Sciences Librarians Librarian RDM Skills and Competencies Librarian RDM Tools and Resources Summary Study Questions References Chapter 11. Instruction in Health Sciences Libraries Maureen “Molly” Knapp Introduction History Generations and Learning Learning Paradigms Disruptive Technology and Health Sciences Instruction Hospital Libraries and Instruction User Education and Instructional Mechanics Instructional Design – Creating Your Class Web-Based Learning Summary Study Questions References Chapter 12. Access Services: Circulation, Course Reserves, and Interlibrary Loan in Health Sciences Libraries Everly Brown, Na Lin, and Megan Wolff Introduction Access Services Circulation Services Course Reserves Interlibrary Loan and Document Delivery Summary Study Questions References Chapter 13. Consumer Health Information Services Kay Hogan Smith Introduction Overview of Consumer Health Information Services Establishing and Managing a Consumer Health Information Service Summary Study Questions References PART IV: Administrative Services Chapter 14. Library Administration in Health Sciences Libraries Diana Cunningham Introduction What is a Library Administrator or Manager? Some Management Theories or Tools Institutional Organization and Structure Management Competencies Managing the Environment Roles of the Director: Up, Down, and Out! Role of Standards and Accreditation Evaluation and Assessment Generating Support Summary Study Questions References Chapter 15. Physical Space in Health Sciences Libraries Stewart Brower Introduction Factors in Space Planning and Design Space Needs of Different Types of Health Sciences Libraries Functions and Space Needs of Health Sciences Libraries The Need for Space Summary Study Questions References Chapter 16. New Roles and New Horizons for Health Sciences Librarians and Libraries Margaret E. Henderson Introduction Transformation of Health Sciences Librarianship Expanded Roles in Research Clinical Librarians and Hospital Libraries Collaborations Alternative Roles and Activities The Changing Health Sciences Library Organization Summary Study Questions References About the Editor and Contributors Index

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Book SynopsisAs more and more academic libraries consider offering online credit courses or converting face-to-face courses to online, instructional librarians need to quickly get up to speed about online course design and delivery. Even the most seasoned instruction librarian may be intimidated by the thought of converting their classroom course into an online course. Based on both sound research in the area on of online pedagogy and extensive teaching experience, this book includes ideas for:1.Creating innovative and interactive information literacy tutorials that engage students. 2.Addressing common pitfalls of online instruction including communicating with students, designing a course that is easy to navigate, and getting the most out of the course management system. 3.Developing assignments and assessments that work in an online environment4.Incorporating the ACRL Information Literacy Competency Standards for Higher Education into the materials development process. A must for both seasoned instruction librarians and those just starting, this book will provide librarians with the practical information needed to move their instruction online and teach a successful course.Trade ReviewYvonne Mery and Jill Newby successfully lead the reader through the process of designing an online information literacy course. For those not designing such a course, Online by Design: The Essentials of Creating Information Literacy Courses still has much to say about online course creation and instruction in general. Writing from their own experiences at the University of Arizona in Tucson, which made a strong commitment to online learning in 2008, the authors begin with a general review of the issues surrounding online instruction and credit-bearing information literacy courses. In the following seven chapters, they provide details and suggestions for developing the course and then the individual course units. In the final chapter, they reflect on the future of online learning and instruction. This is a thorough and well-organized guide that is essential reading for those following in the authors’ path. * portal: Libraries and the Academy *Online by Design provides a clear window into the making of a successful online course. Mery and Newby do an excellent job of sharing their experiences and approach to designing the content needed to actualise their teaching of IL in a technology-rich environment. By taking a no nonsense approach to their writing they focus on the subject at hand and as a result provide a substantial quantity of pedagogical ideas and principles useful in the development of online courses and even face-to-face classes. The subtitle of this book: the essentials of creating information literacy courses, should not be lost on the readers for the suggested guidelines are indeed essential. . . .Online By Design is an important read for both novices and experienced librarians who have a desire or need to develop and design successful online IL courses. * Journal of Information Literacy *This volume is an excellent starting point for academic librarians in acquiring the knowledge and skills needed to create engaging and instructional library programmes. . . .This content is very current, readable and informative, and I recommend it to any information professional needing to create online library instruction courses. While it is an essential guide for a librarian starting to create an online information literacy course, experienced librarians will also benefit from the up-to-the-minute information on current teaching practices and the wealth of practical examples. * Australian Library Journal *Online by Design is a highly accessible primer on information literacy course design, written by two distance services librarians who have designed and taught online information literacy courses. . . .[T]his book contributes something new to the community of practice. It synthesizes the best practices for course design and information literacy in one cohesive structure to help novices in course design to create deep, authentic learning experiences. As librarians look for new ways to reach online students and advance research instruction, Online by Design is a timely read. * The Christian Librarian *Online by Design: The Essentials of Creating Information Literacy Courses is a well-researched , exceedingly readable text, covering every aspect of the course planning process from the early planning phases to assessing the course. Whether you're a new librarian trying to learn about this type of work, an experienced librarian who has never taught online, or someone who teaches online who would like to start a credit- based course, this book will be a valuable resource in your work. -- Lauren Pressley, Associate Director for Learning & Outreach, Virginia Tech University LibrariesTable of ContentsList of Illustrations List of Tables Foreword Preface Acknowledgments Chapter 1: Introduction Perceptions of Online Learning Perceptions of IL Credit Courses Is Online Instruction Effective? Benefits of Online Instruction for Students, Librarians, and Libraries The Challenges of Online Instruction Defining Online Instruction SECTION 1: DEVELOPING THE COURSE Chapter 2: The Nuts and Bolts of Online Credit Courses: What You Need to Know Before You Start The Course Approval Process Online Instructor Roles Competencies Time Commitment Marketing the Course The CMS: A Love/Hate Relationship Quality Matters! Where to Get Training Chapter 3: A Recipe for Success: Cooking up the Curriculum Needs Assessment and Environmental Scanning Writing Goals and Outcomes Information Literacy Topics in an Online Course Course Units: Scope and Sequence Textbooks Resource 3.1: Sample Undergraduate Course Topics and Learning Outcomes Resource 3.2: Sample Graduate Course Topics and Learning Outcomes Chapter 4: Creating a Student-Centered Syllabus: Taking it to the Next Level The Interactive Syllabus What is a Syllabus Good for Anyway? Elements of the Course Syllabus Will They Use It? Resource 4.1: Sample Syllabus Undergraduate Information Literacy Course Resource 4.2: Sample Syllabus Graduate Information Literacy Course SECTION 2: DEVELOPING THE UNITS Chapter 5: Learning Materials 101: Variety is the Spice of Life Underlying Teaching Strategies Aligning Learning Materials and with Learning Objectives Addressing Learning Styles Creating the Materials Universal Design for Learning Using Copyrighted Materials Chapter 6: Tutorials 101: Keeping Students Engaged Passive and Active Learning Writing Student Learning Outcomes Building Interactivity Building Engagement Make it Real Make it Effective Choosing the Software Developing for Mobile Chapter 7: Assignments 101: Making it Real, Related, and Rewarding Assignments: More than Busy Work Creating Meaningful Assignments Best Practices in Assignment Development Collaborative Assignments Workload Management Resource 7.1: Sample Assignments for Graduate Students Resource 7.2: Sample Assignment for Undergraduate Students Chapter 8: But Did They Learn Anything? Assessing and Evaluating The Assessment Cycle Formative and Summative Assessment Assessment Methods A Word about Cheating Evaluating Teaching Effectiveness Resource 8.1: Pre-Post Test Questions Resource 8.2: Research Portfolio Requirements Chapter 9: New Models for Teaching and Learning MOOCs Digital Badges The Flipped Classroom Mobile A New Instruction Librarian Index About the Authors

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Book SynopsisTrade ReviewIt is no small feat to cover every topic a new team member might need to know, all while being thorough, well organized, nurturing, and empowering (just like your favorite children’s department staff!). From the provenance of youth services to collection management, from early literacy best practices to story times and programming, and from policies and procedures through serving diverse communities, this guide provides compelling reading and bountiful resources for further research. It is interesting to note that author and notable librarian Larson never intended to work with children. Her experience - starting from the ground up, followed by decades of extraordinary service to kids and families - surely helped shape this book into both a high-quality textbook and a valuable reference for new professional and paraprofessional staff. Recommended for anyone interested in working in a children’s library setting, no matter their background. * Booklist *An entry in the Practical Guides for Librarians series, this book focuses on services to young people and offers a comprehensive look at the principles behind youth services, the day to day practices of children’s librarians, and challenges and issues that often come along with the job. That examination, along with the plentiful model programs, templates for storytimes, and other resources, could make this an excellent text on which to center an introduction to children’s services as part of an undergraduate or graduate program. . . .[S]ignificant issues such as building a diverse collection and community outreach are given special care. Each chapter ends with a summary of key points, references, and further reading. Aspiring and beginning practitioners will find this to be a solid and valuable resource. * The Bulletin of the Center for Children's Books *Children's Services Today: A Practical Guide for Librarians provides a unique overview at the work of children's librarians. I highly recommend this book as both a professional manual for individuals and as a text for educational settings. Jeanette Larson not only provides the direction for what to do for target constituents, but her inclusion of managerial roles and responsibilities throughout the book sets this work apart in presenting the full view of what children's and youth librarians actually do. Highly recommended reading! -- Julie Todaro, Dean, Library Services, Austin Community CollegeJeanette Larson’s new book, Children’s Services Today: A Practical Guide for Librarians, is a chatty and engaging handbook for anyone who wants to work with children in the public library sector. She hits all the essentials including aspects of child growth, components of collection development, management issues, and provides a rich smorgasbord of ideas for programming with a ton of specific examples, including digital media. Along the way, she is also very mindful of the needs of various constituencies including the public school curriculum and the homeschooling sector and addresses kids with special needs and the value of incorporating diverse cultures and communities—so important. This is a book to read, notate, share, and keep! -- Sylvia Vardell, Professor, School of Library & Information Studies, Texas Woman’s UniversityTable of ContentsPreface Acknowledgments Chapter 1. Children’s Services in Public Libraries Chapter 2. Whom We Serve Chapter 3. The Children’s Collection Chapter 4. Library Services for Children Chapter 5. Early Literacy Programs for Children and Families Chapter 6. Programs for Elementary Children Chapter 7. Reading Initiatives and Celebrations Chapter 8. Management of the Children’s Department Appendix 1. Competencies for Librarians Serving Children in Public Libraries Appendix 2. Awards and Best Lists Index About the Author

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Book SynopsisIn Introduction to Reference and Information Services in Today's School Library, one of Americaâs premier school library educators covers the A-Z of both reference and information services for todayâs library. Lesley Farmer discusses everything from teaching students how to use sources to both in-person and virtual reference service.Trade ReviewThis school library reference resource is a valuable tool for both current school librarians, as well as for use in school library courses. Farmer argues that the need for school librarians to assist patrons as they work to navigate through the abundance of digital content and information available to them is more crucial than ever. The author examines the reference and information services provided by school libraries in the context of the current digital and information age. School librarians are afforded with the tools and strategies to examine and assess the needs of the information seeker, in addition to helping students find and use the information they need in an efficient and effective manner. * School Library Connection *Authored by the coordinator of the librarianship program at California State University Long Beach, this work is geared specifically to librarians and media specialists working in the K-12 setting, as well as children’s librarians in public libraries. . . .The individual bibliographies in the chapters can be used separately in classes for future school media specialists, while the compiled bibliography for the book as a whole at the end serves as an excellent resource for future needs. The index helps readers to find specific areas of needed information as well. * American Reference Books Annual *This volume describes library reference and information services in schools in the context of the current digital age, emerging technologies, informational needs, and students. It discusses information, information seekers, and the role of school librarians in providing these services, then specific aspects: determining the school's needs, what can be provided with the existing resources, and what can be added; assessing information behaviors and techniques for researching and retrieving information from print, nonprint, and digital resources; developing resource collections, criteria for specific formats and populations, and core resources at different school levels; providing access, including arranging, cataloging, virtual access, and disability requirements; standards and strategies for conducting face-to-face and virtual reference interactions, as well as consortia and outsourced digital reference services; providing reference and information services instruction, including information literacy standards, instructional design, different modes of instruction, and embedding instruction into the curriculum; selecting and organizing services, and content and format issues; dealing with legal and ethical issues; and managing services and strategic planning. * protoview.com *Introduction to Reference and Information Services in Today’s School Library is very suitable for courses that prepare students for work in school libraries. The writing style is very clear and students will find the book accessible. Everything a new school librarian needs to know is in this book. -- Jennifer Branch, Coordinator and Associate Professor, The School of Library and Information Studies, University of AlbertaTable of ContentsChapter 1: What Does Reference and Information Service in Today’s School Look Like? Today’s World Sidebar: Inventing Reference and Information Services Defining Terms Reference and Information Services within the School Library Program Sidebar: Gathering RIS Baseline Data References Chapter 2: Determing Your Community’s Needs Environmental Scan User Populations Developmental Issues Special Populations Adult Needs SWOT Analysis Conclusions References Chapter 3: Assessing Information Behaviors Interacting with Information The Added Task of Information Seeking Intermediaries Youth’s Information Behaviors Children’s Information Behaviors Teens’ Information Behaviors Ethical Issues in Teens’ Information Behavior General RIS Implications Theories of Information Behavior Optimizing Information Seeking Strategies A Question of Behavior Quality A Note about Information Architecture Searching Print Resources Searching the World Wide Web Searching Database Aggregators Considering Other Literacies Manipulating Information Sidebar: Constructing Questions Assessing Information Behaviors References Chapter 4: Developing Resource Collections What is a Reference Resource? Profile of the Typical Reference Resource Types of Reference Sources Encyclopedias Dictionaries Almanacs and Yearbooks Atlases Handbooks and Manuals Biographical Sources Guides to Other Sources Selecting Reference Sources Generic Reference Selection Criteria Selecting Electronic Reference Sources Factors in Choosing Formats Sidebar: Humans as Reference Sources Selection Processes Selection Steps Selection Tools Reference Sources Life Cycle Core Reference Collection Suggestions Elementary Middle School High School Professional Resource Sharing References Chapter 5: Providing Physical Access Cataloging and Organization Digital Reference Resource Access The Big Picture about Library Portals Sidebar: The Merits of Browsing References Chapter 6: Conducting Reference Interactions Standards Librarian Standards Reference Service Standards Youth-Specific Standards The Physical and Virtual Context of Reference Interaction Interacting with Populations with Special Needs Purposeful RIS Interaction Types of Reference Questions Reader’s Advisory Sidebar: What is the Real Question? RIS Interactions in Online Environments Online Visual Interaction Online Interactive Skills Collaboration Basics of Collaboration Partnerships Collaborative Activities Sidebar: Student iSquads References Chapter 7: Providing Reference and Information Services Instruction Information Literacy and Learning Standards Instruction to Improve Information Behaviors Side Bar: Mapping the Curriculum Instructional Design Side Bar: Research Presentation Rubric Resources Instructional Delivery Time Issues Space Issues Staffing Instructional Method Student Participation Side Bar: Learning Activity Collaborative Planning Checklist Dealing with Major Research Projects Side Bar: Sample Social Justice Learning Activity References Chapter 8: Curating Reference and Information Services What is Curation? Packaging Information Purpose-Specific Information Packaging Format-Specific Information Packaging Dynamic Packaging of Information Branding References Chapter 9: Dealing with Legal and Ethical Issues Legal Issues RIS Ethics and School Librarians Library Position Statements Dealing with Ethics Sidebar: Equity in the Library/ Media Center Research Ethics Teaching Legal and Ethical Information Behavior Ethics Isn’t Easy References Chapter 10: Managing Reference and Information Services Facilities for RIS RIS Technology Issues RIS Staffing Issues RIS Policies and Procedures RIS Finances School Library Public Relations and Marketing Strategic Planning and Assessment Comparative Assessment Sidebar: RIS Planning Guide Planning for the Future References Index About the Author

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Book SynopsisTrade ReviewComprehensive. Timely. Relevant. Whether you are an LIS instructor or a practicing YA librarian, Latham and Gross weave research, theory and practice to present a new genre framework for all of us who teach, work with, or aspire to work with youth in schools and libraries. Beyond the framework, they offer engaging insight on what and how young people read, write, play, and seek information in traditional and emerging formats. Beyond the insight, this go-to volume shares implications for practice, poses provocative questions for discussion, suggests spotlight activities, and shares a monster appendix that simply rocks! -- Joyce Valenza, Assistant Professor, Rutgers UniversityLatham and Gross offer not only rich resources that allow us to blend books, music, movies, electronic games, and other media in ways that are likely to capture the interest of young adults in the 21st century, but also provide nuanced contexts for the suggestions they make. By linking information about young adult literature as a genre to information about whom today's readers are and what they expect in media encounters, this book extends the current literature for those who promote young adult literacy, writ large. -- Pamela Sissi Carroll, Dean, College of Education, Oklahoma State UniversityTable of ContentsPreface Acknowledgements Chapter 1: Introduction ·Young Adults in the 21st Century ·Key Terms and Definitions ·A Brief History of Young Adult Resources ·A Brief History of Young Adult Services ·Implications for Practice ·Questions to Think About and Discuss Chapter 2: Young Adult Development ·Socially Constructed Nature Of Young Adulthood ·YA Development: Moving from Childhood to Adulthood ·Positive Psychology, Learned Optimism, and Resilience ·Spotlight! Young Adult Advisory Boards ·Implications for Practice ·Questions to Think About and Discuss Chapter 3: Young Adult Information-Seeking Behavior ·Models of Young Adult Information-Seeking Behavior ·Research on Young Adult Information Behavior ·Spotlight! Book Discussion Groups ·Multiple Literacies and Young Adults ·Implications for Practice ·Questions to Think About and Discuss Chapter 4: Social Media and Games ·Young Adults Use of Social Media and Games ·Social Networking Sites ·Multi-User Virtual Environments ·Games ·Spotlight! Gaming in the Library ·Privacy, Identity, and Safety ·Implications for Practice ·Questions to Think About and Discuss Chapter 5: Fiction and Fan Fiction ·Fiction, Reading, and Young Adults ·Fantastic Fiction ·Realistic Fiction ·Historical Fiction ·Fan Fiction ·Evaluating and Promoting Fiction ·Spotlight! Booktalks ·Spotlight! Readers’ Advisory ·Implications for Practice ·Questions to Think About and Discuss Chapter 6: Nonfiction ·Definition and Characteristics of Nonfiction ·Nonfiction, Reading, and Young Adults ·Types of Nonfiction ·Evaluating and Promoting Nonfiction ·Spotlight! Reference Services ·Implications for Practice ·Questions to Think About and Discuss Chapter 7: Poetry and Music ·Young Adults, Poetry and Music ·Key terms ·Music and Lyrics ·Young Adults Writing Poetry and Lyrics ·Evaluating and Promoting Poetry and Music ·Spotlight! Poetry Slams / Open-Mic Events ·Spotlight! Writing Workshops ·Implications for Practice ·Questions to Think About and Discuss Chapter 8: Special Forms and Formats ·Graphic Novels ·Picture Books for Young Adults ·Movies ·Magazines and Zines ·Evaluating and Promoting Special Forms and Formats ·Spotlight! Comics Workshops ·Spotlight! Author Visits ·Implications for Practice ·Questions to Think About and Discuss Chapter 9: Bringing It All Together ·Formal and Informal Learning Environments ·Information Access, Access To Technology, and Intellectual Freedom ·Planning and Evaluating Information Services For Young Adults ·Spotlight! Conducting a Needs Assessment ·Collaborating with Other Information Providers: Outreach ·Implications for Practice ·Questions to Think About and Discuss Appendices ·Appendix 1: Young Adult Book Awards ·Appendix 2: Selected Bibliography of Recommended Young Adult Books ·Appendix 3: Selected Bibliography of Professional Resources Author Index Title Index Subject Index About the Authors

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Book SynopsisThis textbook, for school library administration courses, is written by a professor who has taught this course at least once a year for the past twenty years.Trade ReviewIntended as a textbook for MLS courses as well as for current school librarians wanting to expand their knowledge, this is a comprehensive guide to the management of a school library. The subjects covered include a history of the field, standards and guidelines, policies and procedures, funding, facilities, staff and volunteers, programming, intellectual freedom, and more. Each of the chapters concludes with a bullet-point list of key concepts, a set of discussion questions, activities to apply the knowledge learned, and a list of references. Sample documents are included throughout, from flow charts for both selection and weeding to pictures of various school library layouts. Appendixes offer an annotated bibliography of selected library policies and procedures manuals as well as an annotated bibliography of selected school library professional-organization websites. This stellar resource would be useful for students preparing to enter the field as well as for experienced practitioners wanting a refresher. * Booklist *Whether you have just begun your career or you have been a school librarian for many years, School Libraries 3.0 can transform your work experience. This may be the book that first explains to a fledgling librarian the basics of copyright compliance; it may also be the book that helps older librarians understand the difference between a blog and a wiki. Butler writes knowledgeably on subjects as diverse as deciding what materials to weed, handling toxic co-workers, and re-designing the physical space of your library. Her writing tone is amiable, suggestive rather than tutorial, taking into consideration the many varieties of school libraries and their resources. . . .This is an excellent resource for library education programs as well for a professional collection in a school library. * VOYA *Butler has crafted a clear, concise, yet comprehensive introduction to the day-to-day management of a 21st century school library. Covering such topics as standards and guidelines, programming and collaboration, policies and procedures, advocacy, facilities, funding, and personnel, the text includes discussion questions and activities to apply key concepts to relevant situations. Intended for pre-service school librarians, active practitioners will find Butler’s examination of ethics, intellectual freedom, and copyright to be an exemplary resource. -- Mary Marks, Adjunct Instructor, Graduate School of Library & Information Science, Dominican UniversityAlready well-known for her books on copyright law, here Rebecca Butler draws on her experience as a school librarian and university instructor to create a readable textbook on school library management. She has included information on all the topics a pre-service school librarian needs to be successful. -- Helen R. Adams, Online Instructor, School Library & Information Technology Program, Mansfield University Mansfield, PennsylvaniaSchool Libraries 3.0: Principles & Practices for the Digital Age by Rebecca Butler is a perfect fit for my graduate course Program Organization and Administration. The mix of library and technology is unique, filling a need within the field. The suggested resources at the end of each chapter are extensive and well-selected. The layout and writing style makes this textbook easy to read. This is a textbook students will read and keep for future reference. -- Barbara Fiehn, Associate Professor, Library Media Education Western Kentucky UniversitySchool Library 3.0 offers a survey of current school library leadership and management practices helpful for learners new to the profession. -- Marcia A. Mardis, Associate Professor, School of Information, Florida State UniversityTable of ContentsPreface Chapter 1: The School Library and the School Librarian Chapter 2: Standards and Guidelines Chapter 3: Policies and Procedures Chapter 4: Money Chapter 5: Facilities Chapter 6: Relationships and Personnel Chapter 7: Services Chapter 8: Programming and Collaboration Chapter 9: Ethics, Intellectual Freedom, and Copyright Chapter 10: Advocacy Chapter 11: The “Extra” Things Chapter 12: Evaluation and the Future Appendix 1: Annotated Bibliography of Selected School Library Policies and Procedures Manuals Appendix 2: Annotated Bibliography of Selected School Library Professional Organization Web Sites Appendix 3: Annotated Bibliography of Selected National and State School Library Standards and Guidelines Appendix 4: Annotated Bibliography of Selected School Library Instruction and Collaboration Tools Appendix 5: Annotated Directory of Selected Grant Resources for School Libraries About the Author Index

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Book SynopsisUsing vendor licensing and fair use guidelines, library collections can contain thousands of online videos either purchased or through in-house digitization. In this book, the authors share their knowledge developed in building and maintaining a streaming video collection. Highlights include key information and tips, as well as recommended best practices, for the licensing and acquisitions processes, providing access, promoting the collection, and evaluating the library and vendor collections. The authors cover the options for acquiring streaming video titles and options for hosting videos. The book is structured with an introduction, a chapter on each key process with subsections on specific aspects of those processes, and finally with a concluding chapter which looks at the future of streaming video collections for libraries. Creating a Streaming Video Collection for Your Library will serve as a key reference and source of best practices for libraries adding streaming video titles Trade ReviewAdding a streaming video collection to a library can be a daunting idea for the novice, from deciding how to begin to choosing titles and vendors and the information technology involved. This well-written and comprehensively researched book provides chapter-by-chapter advice from beginning to end of the process from authors who have firsthand knowledge of the subject. Accordingly, this is a must-read for any library thinking of adding a streaming video collection. * Australian Library Journal *[T]he book performs very well...in the frequent lists of considerations intended to guide the reader through making decisions. . . .The authors have done a good job of raising the right questions. For the library or librarian looking for direction in starting a locally-hosted streaming video collection, these questions will help organize the librarian's thoughts and bring attention to the right issues. * Technicalities *Table of ContentsACKNOWLEDGEMENTS INTRODUCTION Chapter 1 Selection Section 1.1 Individual Titles Section 1.2 Subscription Packages and Purchased Collections Section 1.3 Independent Film Distributors and Major Studios Chapter 2 Licensing Section 2.1 Right to Digitize Content Section 2.2 Acquiring a Streamed File Section 2.3 Hosted Content Section 2.4 Consortia Section 2.5 Receipt & Payment Chapter 3 Non-Licensed Content Section 3.1 Videos on the Web Section 3.2 Copyright, Fair Use, and the TEACH Act Section 3.3 International Copyright Laws and National Treatment Chapter 4 Access Section 4.1 Vendor Platform Implementation Section 4.2 Digitization and Streaming Section 4.3 Content Systems and Discovery Tools Section 4.4 Accessibility Chapter 5 The Media Server Section 5.1 Streaming Digital Media Files Section 5.2 Factors to Consider Section 5.3 Hosted Solutions Section 5.4 Setting Up a Local Server Chapter 6 Metadata Section 6.1 MARC (AACR2 and RDA) Section 6.2 Dublin Core Section 6.3 METS Section 6.4 MODS Section 6.5 MPEG-7 Section 6.6 MPEG-21 Section 6.7 PBCore Section 6.8 VRA Core Chapter 7 Administration Section 7.1 ERM Section 7.2 Class Use and Course Reserves Chapter 8 Support Chapter 9 Evaluation Section 9.1 Use Statistics Section 9.2 User Feedback Section 9.3 Vendor Assessment Chapter 10 Future Additional Resources Appendix A Frequently Asked Questions Appendix B Sample License Appendix C FAQ for Patrons Appendix D Suggested ERM Fields Appendix E Checklist for Troubleshooting Appendix F Vendor List Author Biographies Index

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Book SynopsisTake a more user-centred approach to crafting library signage with this handy guide. Well-designed signage is clear, direct, and reduces confusion and frustration among library users and library workers alike.

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Book SynopsisProvides librarians and those studying to enter the profession with tools to grapple with their own implication within systems of policing and incarceration, melding critical theory with real-world examples to demonstrate how to effectively serve people impacted by incarceration.

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Book SynopsisCovers the various stages and topics involved in managing budgets: planning; the types of budgets used in academic institutions; the overall budgeting process as well as a specific process in program budgeting; managing a budget during the fiscal year and its aftermath; and providing reports on the budget.Table of Contents Preface Chapter 1. Planning Chapter 2. General Concepts: Just So We Are on the Same Page Chapter 3. Types of Budgets Chapter 4. Budgeting Chapter 5. Program Budgeting Chapter 6. Managing a Budget during the Fiscal Year Chapter 7. Reports and Reporting Chapter 8. Uses of Expenditures Data Chapter 9. A Smorgasbord: Budget Reduction Strategies, Fraud, and Best Practices Chapter 10. Financial Leadership Appendix. Answers to Exercise Questions About the Authors

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