The amount and range of information available to today's students-and indeed to all learners-is unprecedented. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing-among other things-it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies-and the kinds of information they allow students to access and create-relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields-learning theory, instructional systems design, and information studies-it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.

'Social Work Connections' and 'Career Connections' sidebars are part of an update that elaborates on new trends, provides new readings, and offers a great deal of practical (and sometimes humorous) advice about working in library public services. The ninth edition of Library Programs and Services: The Fundamentals builds on the strong foundation of the previous editions. Award-winning and widely published author G. Edward Evans returns with a new co-author, Stacey Greenwell, in this update that combines their signature style of textbook readability, informality, and sometimes humor, as well as their knack for balancing foundational topics and new trends. A new feature in the ninth edition is the incorporation of the concept of "library social work" through "Social Work Connections" sidebars in each chapter. Anecdotes throughout the text and "Career Connections" sidebars offer practical advice and specific current examples. Greenwell and Evans have combined several chapters from the previous edition and expanded discussions of new trends while retaining and updating the fundamentals. The ninth edition is a welcome update for library and information science courses and a valuable handbook for public services librarians. Find accompanying materials on Bloomsbury Online Resources: https://bloomsbury.pub/library-programs-and-services-9e The ninth edition includes updates throughout, anecdotes, career tips, and references to "library social work" in each chapter This popular textbook covers a wide range of services in all types of libraries Works as a handbook for public service librarians

The amount and range of information available to today's students-and indeed to all learners-is unprecedented. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing-among other things-it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies-and the kinds of information they allow students to access and create-relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields-learning theory, instructional systems design, and information studies-it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.

Ideal for practitioners looking to advance their careers and for use in LIS programs, this "comprehensive overview" (Journal of Access Services) has been thoroughly revised and updated to provide a timely exploration of the characteristics of academic librarianship and its place in the ever-changing environment of higher education. Evans and new coauthor Greenwell guide readers towards understanding what is required to have a successful career in academic librarianship, explaining why academic libraries are distinct from other types of libraries and lending practical insight into their unique political and operational characteristics. The text offers comprehensive coverage of such key issues as: teaching faculty roles and the status of the academic librarian; governance and the growing tension on some campuses between faculty and administration; curriculum, with a discussion of the balance between general education requirements and applied courses; the student body; collections, data management, digitization, and metadata; scholarly communication, plus alternative models such as open educational resources (OERs); providing quality service, and the role of user experience (UX) in assessment; ACRL's Information Literacy Framework; funding, including how and where to find detailed higher education expenditure data; classrooms, common learning spaces, and other facilities; staffing and professional development; technology and IT support; career development, with advice on preparing a vita and undergoing a successful interview; and the future of academic librarianship. This updated edition enables readers to understand how academic libraries deliver information, offer services, and provide learning spaces in new ways to better meet the needs of today's students, faculty, and other communities of academic library users.

Since its initial publication this text has served as an essential resource for both LIS students and practitioners. Journal of Hospital Librarianship deemed it ‘a librarian’s dream… very forward-thinking.’ The new fourth edition offers an updated, comprehensive examination of the myriad of basic skills effective library managers must exercise throughout their careers. Throughout, the authors pay close attention to management in ‘new normal’ straitened economic conditions and the pervasive impact of technology on a library manager’s role. This book, to quote Australian Library Journal, is ‘a recommended text for library science students, but is also an excellent source of information for career librarians wanting to refresh their knowledge of library management in a fastmoving information services environment.’