The concept of empowering users to be independent learners is now widely embraced and information literacy is a hot topic in the library, information and education media. However, this demands that information skills are taught and the technology to support this is available. The aim of this book is to show the reader how to implement vital skills in their role as an information manager because many information professionals have to instruct others in all sectors. As the teaching of information skills becomes a central part of the information profession, this ludicrously expensive book (why does it need a hardback version?) is targeted at library school students, as well as information professionals who need to teach these skills.
Although aimed at all sectors, the book does have heavy emphasis on higher education libraries. Jo Webb is Business Law and Humanities team leader at De Montfort University, while Chris Powis is learning Support Co‐ordinator at university College, Northampton.
The book aims to combine theory, practice and case studies to provide a text about how to teach and support learning. It specifically does not set out to discuss whether librarians should be teachers and it does not wish to discuss the importance of information literacy – the latter, in particular, is a surprising statement because a justification for writing a book on this subject surely involves that issue. However, the authors hold the strong beliefs that in order to be effective at teaching the practitioner needs to adopt a reflective and professional approach, that there are a huge range and variety of information skills teaching and that they want to give the reader confidence to experiment as learning facilitators and “discover your own voice”.
The introductory chapter also defines some of the terms used in the book. Whether the terms “teacher”, “student”, “teaching” and “learning” need defining is debatable. It further discusses the models of The Big Six Skills developed by Essenberg and Berkowitz in 1990, The Seven Pillars of Wisdom (no, not that one!) produced by SCONUL in 1999 and an Australian model, The Seven Faces of Information Literacy, developed by Christine Bruce.
The main body of this book is organised into three parts: starting with the learner, then proceeding to the design and delivery of “learning and teaching events” and finally considering the evaluation and management of such activities.
Starting with the learners and learning styles, Webb and Powis look at the need to understand learning as a cognitive process and strategies. This section is very theoretical. The case studies and discussion are hypothetical and so also theoretical, despite the authors claim that these are practical.
From theories of learning the authors look at motivating learners. This addresses what motivation is, learner attitudes, reasons for learning, prior experience, learner styles and the learning environment. These findings are then translated onto information skills to show motivation in practice with an emphasis on providing a clear rationale for the learning, encouragement, feedback, relevant materials, assessment, using the group, being positive to avoid demotivation and how to manage a crisis. Again there are two imaginary case studies and a discussion.
Of much more practical use are the chapters on auditing the needs of learners, planning a learning experience and the tools, techniques and approaches of delivery. There is a lot of theory of teaching methodology, but at least the practitioner can glean some practical tips from this section.
A further section explores assessment of the information skills sessions, including summative, criterion‐referenced assessment (benchmarking) and performance assessment (learners demonstrating actively what they have learned). The reasoning for assessment, planning assessment, forms of assessment, who does the assessment and how to mark are all covered extensively. The significance of feedback and evaluation are also fully acknowledged.
The final chapter looks at the building of a teaching team through skills enhancement, collaboration with others and developing a shared teaching culture.
The authors accept that this book is an introduction to the subject of teaching and learning for information professionals. There is a thorough bibliography and adequate index. The case studies would have been more effective if they had featured real examples of information skills teaching in the workplace rather than hypothetical examples. As it is, the case studies reflect the text, rather than the text being built round the findings of case studies. There is little consideration for those information professionals working in small institutions or as solo workers. However, the book will be of interest to library school students studying this subject and for those in institutions with a large and diverse client group, especially institutions of further and higher education. It has been written with the best of intentions by obviously talented practitioners in their field. In general, this book is good on theory, rather flimsy on the practical side.
