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Lifelong Learning in Public Libraries
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Table of Contents

Chapter 1. The World of Information Literacy Instruction (ILI): An Extensive and Intensive Introduction and Overview A. What is Information Literacy B. Early Instruction in Academic Libraries C. From Bibliographic Instruction (BI) to Information Literacy Instruction (ILI) D. Current Instruction in Academic Libraries E. Instruction in School Media Centers F. Instruction in Special Libraries G. ILI as a Department Store: Components of Instruction H. Information Enfranchisement, Samuel Green and the Three-Legged Stool of Reference Services I. Instruction in Public Libraries: Some History and Background Chapter 2. Current Developments in Public Library Instruction A. Forms of Public Library Instruction B. Public Library Instruction Outside the U.S.A. C. State of the Literature in Public Library Instruction Chapter 3. How People Learn, Grow, Think, Feel, and Develop: Do We Have Theories! A. How People Mature: Theories of Erikson, Piaget, Perry, Belenky, Kohlberg, Gilligan, Vygotsky, and Others B. How People Act: Behaviorism C. How People Think: Cognitive Theories D. How People Solve Problems: Constructivism E. How People Feel: Educational Humanism F. How People Learn: Perceptual Modalities, Field Dependence and Independence, and Multiple Intelligence Chapter 4. Instructing Diverse Groups A. International Students and Immigrants B. U.S. Ethnic Groups, Especially Racial Minorities Chapter 5. Teaching People With Disabilities in Ten Steps A. Know the Issues B. Know the Laws and the History of Services, Family Activism, and Organizations C. Know About Developments in Education and LIS D. Know Whether Your Library is ADA-Compliant E. Know Whether Your Website is Accessible to All F. Know How to Find Out About Adaptive or Assistive Technology G. Plan Services to People With Disabilities, in General H. Teach Your Staff I. Plan Your Instruction J. Know the Needs of Specific Groups Chapter 6. Making a PACE of a Program: Planning, Administration, Coordination, and Evaluation A. Models of Instruction, Modes of Planning B. Startup Resources For ILI C. Planning D. Evaluation E. Marketing F. Staffing For Instruction G. What a Good Instruction Program Looks Like Chapter 7. Public Libraries as Non-formal Cultural Institutions: Impact on Programming and Instruction A. Types of Education B. Churches and Other Religious Bodies as Agents of Non-formal Education C. Museums and Public Libraries as Agents of Non-formal Education D. Traditional Public Libraries and ILI Chapter 8. Instructing From the Cradle to the Grave Throughout the Life Cycle A. Preschoolers and Their Caretakers B. Children, Teens, and Family Outreach C. Coming of Age: Roads to Adulthood D. All Grown Up and Places to Go: Adult Learners E. Coming of Age: Elderhood F. Conclusions Bibliography

About the Author

Donna L. Gilton is professor at the University of Rhode Island where she has taught reference and information services, information literacy, multiculturalism in libraries, comparative and international librarianship, the history of the book, and courses in business, humanities, and social sciences reference for the last 20 years. She has served as a children's librarian at the Boston Public Library, the head librarian at the Belize Teacher's College, and a business reference librarian at Western Kentucky University and Pennsylvania State University. Gilton is the author of Multicultural and Ethnic Children's Literature in the United States (Scarecrow, 2007).

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This is a thoroughly researched overview, providing the foundation to develop a strategy rather than the practical details needed to execute it. * American Libraries *

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