Conference proceeding from the Living the Future 6 Conference, April 5-8, 2006, University of Arizona Libraries, Tucson, AZ. / During Spring semester 2005, budgetary constraints, personnel reductions, and questions of efficacy challenged librarians at the University of Arizona to develop a more integrated method for assisting instructors and students in teaching and learning information literacy skills. In order to meet this challenge, University of Arizona librarians collaborated with the University’s English Composition program to develop an instructor-led, librarian facilitated approach to integrating information literacy instruction into the English Composition curriculum. The approach that the University of Arizona Library has developed will be described and the resources that were created will be shared during this session with the hopes that it will serve to assist librarians elsewhere in developing their own responses to similar challenges.

Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment, with a specific focus on reaching out to rural communities with emerging technological infrastructure. / This is a preprint of an article submitted for consideration in the Journal of Library and Information Services in Distance Learning, 2013, Tasha Maddison; Journal of Library of Information Services in Distance Learning is available online at http://www.tandfonline.com/loi/wlis20#.VJRmTwIYE.

HOW SCHOOL LIBRARY MEDIA SPECIALISTS SUPPORT READING AND INFORMATION LITERACY SKILLS INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS by Melinda Morin This study explored the school library media programs in four schools. The percentage of English language learners (ELLs) enrolled in each of these schools was among the highest on their respective levels in their school districts. Moreover, the percentage of ELLs in these schools who met and exceeded the standard for reading and English/language arts on the Georgia Criterion-Referenced Competency Test (CRCT) in the spring of 2010 was more than the Annual Measureable Objective (AMO) of 73.3% or slightly less. The participants were the school library media specialists who administered the school library media programs in these schools. This was a qualitative study. During an inductive thematic analysis, the data coalesced into four themes that corresponded with the research questions: instruction, collaboration, media/technology, and interpersonal communication. These findings were derived from the data. 1. The participants used both conventional and technology-based instructional strategies to support reading and information literacy skills instruction for all of their students, including the ELLs. 2. The school library media collections included first language, bilingual, and multicultural literatures, picture books, nonfiction books written on a lower reading level, graphic materials, Hi-Lo reading materials and other digital resources; however, the materials varied in age, suitability, and condition. 3. The school library media specialists collaborated informally with the other members of the instructional team. 4. The school library media specialists undertook other practices that support reading and information literacy skills instruction for ELLs on a discretionary basis.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Bibliography: leaves 128-142. Also available online via the Internet.

Thesis (M.S.)--Rochester Institute of Technology, 2004. / Typescript. Includes bibliographical references (leaves 81-82).

Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Communication, Information and Library Studies." Includes bibliographical references (p. 181-190).

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains viii, 135 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 86-109).

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 174-191) and index.

Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).