Having grown up in an increasingly digital environment, many of today’s college students think that they can conduct research by simply Googling a topic. But doing so will not yield fruitful results. Engaging First-Year Students in Meaningful Library Research: A Practical Guide for Teaching Faculty will help academic librarians and other instructors instill successful research skills in the new generation of scholars.

From the press release:

First-year students have had trouble conducting research tasks since the dawn of time, but today’s generation of undergraduates faces the increasingly complex online information environment with too- frequent reliance on Internet tools like Google. Academic librarians and other instructors have the immense challenge of teaching students not only how to conduct research, but often what research really is. Engaging First-Year Students in Meaningful Library Research: A Practical Guide for Teaching Faculty, to be released in North America by Neal-Schuman Publishers on January 20, 2012, discusses the importance of instilling information literacy competencies in first-year students and offers practical strategies for doing so, arming them with skills they will need throughout their college and professional careers.

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John N. Gathegi, an information and law professor who has also practiced as a lawyer, presents The Digital Librarian’s Legal Handbook, a jam-packed resource to help you understand every aspect of copyright law and how it affects your day-to-day-operations. From the press release:

“Intellectual property rights, particularly copyright law, is one of the most important compliance issues facing digital librarians, computing managers, and chief information officers. Copyright law can be confusing, and it is important to avoid the multitude of legal pitfalls in this area. The Digital Librarian’s Legal Handbook, to be published by Neal-Schuman Publishers on December 16, 2011, explores the intellectual property challenges in digital content, with a focus on copyright law issues. It is designed to give the digital librarian a clear understanding of copyright law and how it affects the management of digital content, providing methods for avoiding many of the legal pitfalls that abound in this area and answers to the most frequently encountered legal questions in digital libraries.”

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Teaching has become a primary job function of academic librarians, and it may be unfamiliar territory for some. Fortunately, Becoming Confident Teachers: A Guide for Academic Librarians, a new Chandos Publication distributed exclusively in North America by Neal-Schuman Publishers, will help them teach knowledgeably and effectively.

August 31, 2011 (New York, NY) —Whether they teach the occasional class, on the spur of the moment, or spend the majority of their working hours in front of students, academic librarians are teaching more frequently than ever before.   Where can they turn for tips on becoming better at it? Becoming Confident Teachers: A Guide for Academic Librarians, to be released in North America by Neal-Schuman Publishers on October 15, 2011, gives academic librarians the skills and knowledge to fill their instructional roles with confidence and enthusiasm.

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Looking for fun, interactive ways to spruce up your storytimes? Look no further than Fairy Tale Fun!, a soon-to-be released collection of programs that use popular tales to promote creativity and literacy in children, written by Nancy Polette, a professor of children’s literature for more than 40 years and the author of more than 110 books. From the press release:

“September 10, 2011 (New York, NY) — When paired with creative, engaging activities, classic fairy tales spring to life promoting imagination and literacy in a new generation of children. Fairy Tale Fun!, to be published by Neal-Schuman Publishers on October 31, 2011, gives librarians, teachers, and parents 38 complete programs, along with listings for free YouTube videos, to teach favorite tales to children and spark their creativity and love of reading for years to come…”

Click here for sample activities and other free preview content.

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A professor at California State University Long Beach, Lesley S. J. Farmer coordinates CSU’s Librarianship program. Dr. Farmer has worked as a teacher-librarian in K-12 school settings as well as in public, special, and academic libraries. She is the co-author of the The Neal-Schuman Technology Management Handbook for School Library Media Centers and the author of the forthcoming Instructional Design for Librarians and Information Professionals. 

•  First of all, congratulations on winning ALA’s 2011 Beta Phi Mu Award for distinguished service to education in librarianship this past May. Could you describe some experiences that might help others that were pivotal in your becoming an award-winning teacher of teachers?

One of my first pivotal experiences was teaching library science in Peace Corps (Tunisia), which lighted my teaching fire. That realization led me to pursue a doctorate in Adult Education so I would have the knowledge and skills to instruct adult pre-service librarians. I think my own librarian experiences informed my teaching, and gave me “street cred.” My writing has also informed my teaching as I have researched a variety of topics, and I have also co-authored with my students. Certainly, coordinating a library science program has enabled me to see the big picture: from developing and expanding a cohesive library program to assessing its effectiveness. Hiring and working with program lecturers has also sharpened my expertise. Teaching online, both with self-grown Web pages and course management systems, provided another dimension for instructional design and delivery. And, of course, I learn from my students every day.

•  Your newest book Instructional Design for Librarians and Information Professionals is on press as we speak. What is its focus, and why did you decide to write this book?

Increasingly, librarians are asked to instruct beyond just-in-time reference help. Even school librarians, who typically have a teaching credential, receive little formal training on designing and implementing library instruction (i.e., information and digital literacies), particularly in a systematic way or in light of virtual education. This book provides such a focus. Because I have worked in all types of libraries, I have experienced a wide range of informational needs, and know what kinds of instruction are appropriate for different clientele and situations.

•  What is technology-transformed instruction and how do librarians implement it?

Technology has the potential to change instruction significantly, not just play an additive role. Of course, teaching with technology involves knowing ABOUT technology, and requires that libraries match technology tools and strategies to the content and learning objective, as well as the learner. The transformative part of technology can apply to both the teaching and learning experience as the roles of the parties involve change from a hierarchical one to a collegial and joint exploratory one. In addition, technology facilitates generative knowledge — that is knowledge production; the learner is no longer just a consumer of information but also a producer of it. Lastly, technology facilitates the dissemination of this new knowledge so that others can be informed by it.

•  As you have focused on teacher librarians and library media curriculum over the years, what have you found to be the new or perennial challenges of the profession?

Obviously, technology continues to change and grow, which impacts both the nature of information itself as well as its “carrier” or “container.” That, in turn, impacts how librarians locate, evaluate, select, and organize recorded information. Librarianship or library service has become more participatory, which I laud. Especially with the Internet, collection development has a whole new meaning as access sometimes outweighs ownership. The library is no longer a closed universe controlled by the librarian; it is a portal to information, guided by the librarian/information professional.  Librarians now share their expertise more, such as teaching users how to evaluate information more than ever; their instructional role has increased. Likewise, with the advent of Web 2.0, even in the cataloging arena, librarians are sharing that intellectual space with users – who can complement subject headings with personal tags and contribute to the collection with their own products more easily. Other issues deal with diversity and globalization: the increasing variety of users and their needs, and their interaction; the world really is getting smaller. More than ever before, librarians need to address the information needs of people with physical and mental differences as well as linguistically different people. I think that librarians also have to assume a greater leadership and advocacy role than ever before; having the fireman attitude of just being ready when the user wants help is no longer enough – librarians have to seek opportunities to reach out to their communities (both physical and virtual) and pro-actively provide information and services that respond to those communities’ needs and wants. Libraries and librarians can no longer to be taken for granted, particularly in light of the many options for gaining information and engaging in leisure activities. More than ever before, librarians have to show their value, including conducting research and analyzing data to evaluate and improve their programs. Nevertheless, libraries continue their core roles of collection development and physical/intellectual access in light of the community, and being socially responsible in the process.

Literacy is the cornerstone of any school program. School librarians looking for effective tools for teaching students the skills necessary for their development will find everything they need in Developing 21st Century Literacies: A K-12 School Library Curriculum Blueprint with Sample Lessons. From the press release:

“August 11, 2011 (New York, NY) —Developing 21^st Century Literacies: A K-12 School Library Curriculum Blueprint with Sample Lessons, to be published by Neal-Schuman Publishers on September 30, 2011, is an authoritative guide that gives school librarians a blueprint for teaching the skills students must master to function effectively as learners and citizens.

Experienced library coordinators Mary Jo Langhorne and Denise Rehmke, along with numerous active and retired teacher-librarians from the Iowa City Community School District (ICCSD), have created a stellar curriculum blueprint based on the realities of schools today. “

Click here for a sample lesson and table of contents.

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“As virtual worlds like Second Life phase in and out of popularity, they generate information about themselves and their virtual realms. Understanding, assessing, and using this information requires skills distinct from dealing with information in the physical world. Information Dynamics in Virtual Worlds: Gaming and Beyond looks at the theory, practice, and techniques for learning about virtual worlds and accessing the information within them.”

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Now that computers and the Internet are a staple in most libraries, it is increasingly important for libraries to make sure they have the funding they need to continue to provide reliable electronic services. The E-Rate program helps fund these programs with substantial budget assistance. Writing a Winning Technology Plan for E-Rate Compliance will guide you through the process of drafting an E-Rate technology plan that will ensure that your library receives the funding it needs. From the press release:

“American Libraries recently reported that the government-subsidized E-Rate program is now offering at least $2.25 in fundingfor electronic services for public and school libraries. It is more important than everbefore for libraries to create compliant and concise technology plans for E-Rate inorder to continue providing services indispensable to so many patrons. Writing aWinning Technology Plan for E-Rate Compliance: A LITA Guide, to be co-publishedby Neal-Schuman Publishers and LITA on July 31, 2011, offers clear guidance forwriting an E-Rate technology plan that will help libraries receive funding and keeptechnology services thriving…”

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Repair old, damaged, or worn books in your library with time-tested techniques. Artemis Bonadea has revised the second edition of Kenneth Lavender’s gold standard reference Book Repair to provide the most up-to-date information on preserving your collection. From the press release:

“Whether a book is rare, a first edition, or simply too costly to replace, knowledge of lasting repair techniques is vital for everybook collection. Book Repair: A How-To-Do-It Manual®, Second Edition Revised,to be published by Neal-Schuman Publishers on July 31, 2011, is the thoroughlyupdated edition of the book that has provided invaluable information for nearlytwo decades, guiding LIS professionals through the crucial process of mending old and damaged books…”

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Learn how to incorporate the latest digital trends to keep your library exciting and cutting-edge! Do You Web 2.0?, an upcoming release from Chandos Publishing, will show you how to use Web 2.0 in your library to ensure that you are providing your patrons with up-to-date services. From the press release:

“Web 2.0 is a digital revolution unlike anythingwe have seen before. Twitter, Facebook, wikis, and blogs have become their owncultures, and librarians must incorporate these trends into their services in orderto keep their libraries relevant to their patrons. Do You Web 2.0?: Public Libraries and Social Networking, to be released in North America by Neal-Schuman Publishers on July 10, 2011, offer guidance on utilizing Web 2.0 tools to theirfullest extent to provide timely and engaging library services.”

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