In this very thorough and useful book, which provides a critical overview of information skills instruction literature, Nancy Pickering Thomas expands upon and updates the literature reviews of the first edition. The book has been thoroughly researched and well structured; references are made to the literature from the opening introduction. The only drawback of this book may be the large amount of wider reading it encourages.
The introduction explains who the book is aimed at – schools and school librarians are the primary focus. There is also some explanation of the chosen literature. Pickering Thomas explains what is meant by information literacy, why it is important, and how and where it should be taught. She also provides a useful overview of the contents of each chapter, allowing the reader to decide where to start reading or to find chapters that cover particular situations. Crucially she explains what the book does not cover; that it is not a shortcut to success, nor a formula for teaching and that it does not provide a recipe that will work in all schools.
Pickering Thomas is a great advocate for the teaching and promotion of information literacy, particularly in school libraries, and her arguments and reasoning can be applied to library services throughout the world. Pickering Thomas urges all librarians to teach their students the building blocks needed for lifelong learning. The book poses a challenge – the same as that faced by school librarians – how to find a base to work from in understanding children's development and learning, and then how to use this knowledge effectively.
The chapters follow a logical sequence: chapter one begins with an historical overview of the literature, attempting to uncover the roots of information skills instruction. It is an interesting, if necessarily brief discussion, usefully embellished with tables providing a snapshot or overview of particular points of information. The use of case studies provides evidence of the theory in practice.
In chapter two the role of the school librarian and its continuing importance is the subject, tracing the history of school libraries and the development therein of information skills instruction. Information skills delivery is the subject of chapter three, covering methods of delivery with many inset tables and diagrams. Chapter four provides further discussion of useful models that can be used in conjunction with teaching staff in order to plan lessons. Chapter five considers how to customize the approach used and chapter six discusses current trends. The internet and its impact on learning is the subject of chapter seven, chapter eight assesses the educational impact and influence of information skills instruction, chapter nine the social impact. In the epilogue Pickering Thomas reassesses the aim of the book and explains that she has attempted to bridge the gap between the research and the practitioner.
Information Literacy and Information Skills Instruction is an excellent book that provides references to relevant literature for librarians delivering information skills instruction in schools. Pickering Thomas poses a number of questions to which there are no definite answers, but provides thorough discussion and notes. There are many prompts, ideas, assignments and strategies provided for practical use. Overall this is a very positive book, succinctly drawing together the relevant literature whilst continuing an important discussion as to how effective information skills instruction can be integrated into a social and economic agenda of lifelong learning.
