Patrick Ragains is Business and Government Information Librarian at the University of Nevada, Reno. He holds an MLS from the University of Arizona (1987) and an MA in History from Northern Arizona University (1984). He has edited Information Literacy Instruction That Works: A Guide to Teaching by Discipline and Student Population (ALA/Neal-Schuman, 2013) and has published articles in American Libraries, Communications in Information Literacy, Journal of Government Information, portal: Libraries & the Academy, and Research Strategies. He is former chair of the ACRL Research Committee and is active in the ACRL Instruction Section.M. Sandra Wood, MLS, MBA, is Librarian Emerita, Penn State University Libraries, and a Fellow of the Medical Library Association. Ms. Wood is founding and current editor of Medical Reference Services Quarterly (in its 34th volume). She was a librarian for over thirty-five years at the George T. Harrell Library, Milton S. Hershey Medical Center, Pennsylvania State University, specializing in reference, education, and database services. Ms. Wood has written or edited more than 12 books, the latest two entitled Health Sciences Librarianship and Successful Library Fundraising: Best Practices (both with Rowman & Littlefield Publishers, 2014).

The book’s collection of edited chapters can be read and enjoyed individually or as a whole. The editors have done an excellent job of highlighting instruction examples and case studies that should appeal to librarians with interest in ideas, approaches, and models for instructional engagement that may span one-shot sessions through complete academic courses…. This very valuable and informative book reflects this interesting time of transition in library information literacy instruction, where within different timeframes, and to varying degrees, many librarians are engaging and experimenting with the Framework in their current instructional programs. Like the Framework, this book will challenge librarians to give fresh consideration to many of their current instructional practices.

• PrefaceAcknowledgmentsPart I: Supporting Specific Academic ProgramsChapter 1. Think Like A Researcher: Integrating the Research Process Into the Introductory Composition CurriculumSusan Mikkelsen and Elizabeth McMunn-TetangcoChapter 2. Pairing Course Assessment with Library Instruction Assessment of Freshmen Composition: A Collaborative ProjectHeidi Slater, Michelle Rachal, and Patrick RagainsChapter 3. Best Practices in Information Literacy Instruction in Health Science Education: Case Study of Developing an Information Literacy Program in a College of MedicineSuzanne Shurtz and Laura FergusonChapter 4. Developing, Teaching, and Revising a Credit-bearing Information Literacy Course: Research in the Information AgePatrick RagainsChapter 5. Building Bridges for Student SuccessCindy A. GruwellPart II: Innovative Models for Information Literacy InstructionChapter 6. Right on Time: Best Practice in One-Shot InstructionHeidi Buchanan and Beth McDonoughChapter 7. The Role of the Flipped Classroom in Information Literacy Programs Sara Arnold-GarzaPart III: Branching Out: Teaching Special LiteraciesChapter 8. Visual LiteracyBenjamin R. HarrisChapter 9. Information and Scientific Literacy Support: Aligning Instruction with Standards and Frames to Prepare Students for Research and Lifelong LearningMichele R. Tennant, Mary E. Edwards, Hannah F. Norton, and Sara Russell GonzalezChapter 10. Diving into Data: Developing Data Fluency for LibrariansScott Martin and Jo Angela OehrliChapter 11. Teaching Spatial Literacy: Location, Distance, and ScaleEva Dodsworth and Larry LalibertéChapter 12. Best Practices for Teaching with Primary Sources: A Case StudyEllen SwainChapter 13. Digitizing History: A New Course That Brings History to Wider AudiencesPatrick RagainsIndexAbout the Contributors