Nancy Pickering Thomas, PhD, is professor emeritus in the School of Library and Information Management at Emporia State University.Sherry R. Crow is professor and administrator of the school librarian endorsement program at the University of Nebraska at Kearney.Judy A. Henning is assistant professor at the University of Nebraska at Kearney. Jean Donham is a retired professor of school library studies, a position she held at the University of Northern Iowa.

• Preface to Fourth EditionIntroduction1—Reference Traditions: From "Personal Assistance" to Instructional Intervention"Personal Assistance" in Public LibrariesService Traditions in Academic LibrariesThe Move to Instruct Users: Justin Winsor's LegacyColumbia College's Melvil DeweyPrinceton's William Warner BishopVassar's Lucy Maynard SalmonTaxonomy of Reference Service LevelsDissenting Views and Critiques of Reference Services20th-Century Instructional Initiatives in Academic LibrariesPeabody College's Louis ShoresThe Mid-Century Information ExplosionKnapp's ExperimentThe Value of Teaching Library Use Skills in Context: The Earlham College ExperienceBI in the 21st Century: Strategies and TechniquesOne-Shot InstructionInformation Literacy Credit-Bearing CoursesMaking Connections for Integrated InstructionEmbedded LibrariansThe CommonsThe Challenge of the First-Year StudentWhat to Teach: A FrameworkInformation Literacy InternationalConclusion2—The School Library Idea: From Dream to RealitySchool Library Beginnings: Opening the DoorCombining School and Public LibrariesEstablishing School Library Services20th-Century Educational DevelopmentsInequities in Library ServicesLibrary Standards for Public SchoolsProgress toward Centralization of School CollectionsThe Standards for School Library Media Programs: A Turning PointThe Knapp School Libraries ProjectNew Standards in 1969Developing Instructional ProgramsSchool Libraries and School ReformTeaching Library LessonsNew Focus on Student LearningThree New Roles: Information PowerProving the Value of Library Skills InstructionRenewed Focus on Teaching and LearningA New Vision for a New MillenniumEmpowering Learners: Guidelines for School Library ProgramsNational School Library Standards for Learners, School Librarians, and School LibrariesStandards from the International Society for Technology in EducationThe Common Core State StandardsFlexible SchedulingDemonstrating Our Value: An Enduring DilemmaConclusion3—The Information Search Process: Kuhlthau's LegacyModes of Instruction: The Source ApproachModes of Instruction: The Pathfinder ApproachModes of Instruction: The Process Models ApproachSheingold's Inquiry ModelCallison's Free-Inquiry ModelKuhlthau's Information Search Process ModelTheoretical UnderpinningsVerification of Kuhlthau's ISPA Closer Look at Kuhlthau's ISPKuhlthau's Research "Moods"Research Based on Kuhlthau's ISP ModelISP in the 21st CenturyKuhlthau's Intervention Model: Taxonomy of Service AssistanceThe Theoretical Basis for Service InterventionInquiry Learning: A New Framework for Information Literacy InstructionThe Impact of Online ResourcesGuided Inquiry Learning: Moving beyond the ISPThird SpaceGuided Inquiry: The Team ApproachThe National School Library Standards (2018) Feature InquiryAlternative Frameworks for Process InstructionEisenberg and Berkowitz's Big6 SkillsStripling Model of InquiryJoyce and Tallman's I-Search ModelKWL-RAN©ConclusionNotes4—Cognitive and Social Frameworks for Teaching and LearningConstructivist Principles Drive Curriculum Decision MakingHow Children LearnContextualizing InstructionThe Focus on Process: Implications for Teaching and LearningMore Constructivist Roles for Library Instruction and ServicesStudent-Centered TeachingCognitive ApprenticeshipsOwn It, Learn It, Share ItInformation Search Process Strategies That Support StudentsMotivating Today's LearnersMotivation Theory: Two ApproachesThe Effect of Culture on Motivation5—Diagnosing Informational and Instructional NeedsGrover's Diagnostic ModelDimensions of DifferenceInformation NeedsMaslow's Hierarchy of NeedsApplying Theories of Information Needs in the School LibrarySocioeconomic Issues and Children's Information NeedsTheories of Cognitive Development and ComplexityPiaget's Theory of Cognitive DevelopmentBloom's TaxonomyRevising Bloom's TaxonomyLearning Styles and Learning ModesKolb's Learning ModesSternberg's Triarchic Theory of (Successful) IntelligencePask's Holistic and Serialistic Problem SolversCerebral Laterality and Multiple IntelligencesGardner's Multiple IntelligencesTheories of Social and Cultural DifferenceUsing Cognitive, Cultural, and Social Theories in a Library ContextMatching Learning-Style Preferences to the Information Search Process and Information Search Process ModelsRelating Cultural and Social Differences to Instructional DesignDifferentiating Research TasksModeling Support for All Students in Library Design and InstructionConclusionNotes6—Building Information Competence: Designing Instruction for Today's LearnersCreating Competent Students: An Instructional ImperativeThe Digital Age of Generations X and YUnderstanding Generation ZWeb 2.0: An Information Space for Children and YouthHow Students Think about and Use the Internet in Information SeekingThe Experience and Meaning of the Internet for Children and YouthResearch Focus on Information Seeking in Electronic ResourcesOnline Searching Behavior of StudentsTechnology and Learning: Benefits and Challenges of Online AccessBarriers to Information Seeking: Ethical IssuesIneffective Searching Strategies and TechniquesHandling Search OutputEvaluating Online Information SourcesThe Importance of Critical Review of Internet Resources in an Era of Fake NewsJudging RelevanceImproving Children's Chances of Searching SuccessProcess Models as Structures for LearningUnderstanding the Library and Its Online ResourcesThe Importance of Background, Domain, or Topical KnowledgeSelecting Topics and Tasks That Are Developmentally AppropriateAllowing Time for Information SeekingDeveloping Competent Searchers: Instructional StrategiesThe Importance of Personalized LearningCollaboration as an Information-Seeking StrategyPresearch/Inquiry: An Essential First StepSearch StrategizingJournalingChanges for School Librarians: Teacher and Information Specialist RolesNew CompetenciesTeacher-School Librarians as Instructional PartnersConclusionNotes7—Creating Effective Inquiry-Based Educational TasksInquiry-Based LearningCharacteristics of Effective, Research-Based AssignmentsSelf-AssessmentThe Affective DomainEffective Assignments from the Student's Point of ViewAuthentic Research: Building Competencies through "Real" Tasks174Competencies for Independent Research in the School LibraryCognitive Barriers to InquiryCritical Thinking and Information LiteracyHelping Students Develop Evaluation SkillsReading SkillsConclusion8—Evaluating Students, Librarians, and LibrariesConcern for Student AchievementEducational Assessment: The Standardized Testing ImperativeOutcomes-Based EducationThe School Librarian and Formative AssessmentAlternative Models for Student AssessmentAuthentic AssessmentAuthentic Assessment ModelsAuthentic TestsAuthentic PortfoliosAuthentic PerformancesStudent ProfilesPersonal ContactsAlternative/Authentic Assessment: Difficulties and DisadvantagesThe School Librarian and Alternative AssessmentEvaluating the School LibraryLibrary StandardsLibrary Use: Circulation and Library VisitsStandardized TestsFocusing on the Educational Value of School Library ProgramsDetermining the Value of the School Library ProgramMeasuring Student AchievementShifting the Evaluation ParadigmReading Achievement and School LibrariesCurriculum IntegrationEmphasis on Evidence-Based PracticeResearch in PracticeAssessing the School LibrarianConclusion9—Attending to the Social Needs of Today's LearnersAcknowledging the Social Dimension of School Library WorkInformation Seeking as a Social ActivitySocial Identity Issues in the School LibraryInterpersonal Interactions in the School Library ContextLibrary Encounters as Communicative ActionApproachability: A Key Aspect of Library ServiceSelf-Esteem Needs of Library UsersReference Interactions Online: Teenage Experiences and PreferencesHow We Describe Library Users' MattersConclusionEpilogueReferencesIndex