Table of Contents
Preface - Douglas Cook and Ryan Sittler
	
Acknowledgements - Douglas Cook and Ryan Sittler
Introduction
1. Why Should Librarians Care About Pedagogy?
	Douglas Cook
Cases Exemplifying Direct Instruction
Presenting Large Amounts of Information 
2. How Cephalonia Can Conquer the World (Or At the Very Least, Your Students!): A Library 
Orientation Case Study From Cardiff University
	Nigel Morgan and Linda Davies
3. It?s Showtime! Engaging Students in Library Instruction
	Debbie Crumb and Eric Palo
4. The Clicky Things Rocked! Combating Plagiarism with Audience Response System 
Technology
	Christine Bombaro
Reviewing Information Presented
5. Daily Doubles, Final Answers, and Library Resources
	Julie Maginn
	 
Presenting Complex Ideas 
6. Making Meaning: Using Metaphor as a Tool to Increase Student Understanding	Susan 
Avery and Jim Hahn
7. Analogical Storytelling as a Strategy for Teaching Concept Attainment 	
	Anna Montgomery Johnson
8. Keep Them Engaged: Cooperative Learning with the Jigsaw Method	
	Linda Reeves, Judy McMillan, and Renata Gibson
Cases Exemplifying Student-Centered Instruction
Using Dialogue 
9. True and Terrifying Stories: Using Peer-Led Discussion Groups to Evaluate Information Texts
	Karla M. Schmit
10. Constructing Narrative to Situate Learning in Library Instruction: Counseling an Imaginary 
Undergraduate
	Susan M. Frey
11. Using a Personality Test to Teach Boolean Logic
	Kathleen Lowe
12. Plagiarism Instruction Online: Beyond the Citation 
	Lyda Ellis
13. Web 2.0: Using a Wiki to Extend Learning beyond the Classroom Walls
	Carl DiNardo
Using Simulation 
14. An ?Amazing Race? through the Library: Reality Television Meets Problem-Based Learning
	Dawn Eckenrode
Using Students? Experiences
15. Electronic Portfolios as a Means of Authentic Assessment 
	William Jefferson and Eloise M. Long
16. Picture This: A Snapshot of How Technology Motivates Student Research
	Li Zhu and Kathleen Zakri
17. Bringing Them into the Community: Innovative Library Instructional Strategies for 
International and ESL Students
	John Hickok
Using Students? Experiences to Discuss Social Injustice 
18. Zines! Librarians and Faculty Engaging Students in Creative Scholarship
	Amanda Hornby, Suzan Parker, and Kari Lerum
Appendix: Contributors
Preface
This book is meant to be a practical guide for those of you who have not had recent training in 
pedagogy. Actually, even if you have had recent training in pedagogy, we think you will find 
something new and exciting here. We have tried to provide you with a bit of theory in chapter 1, 
but don?t let that scare you away. Most of the book is full of new ideas -- developed and used by 
practicing librarians -- for you to try out the next time you teach a library instruction session. 
 Doug has been a librarian for more than thirty years (he likes to occasionally think in a 
philosophical fashion when he is sitting by the fire warming his arthritic body) and he feels that all 
pedagogy is useful. However, there are just two major pedagogical paradigms which he will be 
subjecting you to in chapter 1:
1.	Use Direct Instruction strategies when you need to present information to students 
as efficiently and as effectively as possible.
2.	Use Student-Centered Learning strategies when you want to stress student 
engagement with learning.
 Ryan, who is slightly fresher from the halls of Library School, made sure that the rest of the 
book included lots of active, technology-based strategies for you to use to excite your students. (He 
also tried to make sure that the book was written in a fashion that new librarians, and even NON-
librarians, could understand -- not an easy task!)
 Dear Reader, we hope that you find this book practical. We also hope that you will find our 
editorial comments mildly humorous, as well. (Editorial comments appear like this and should 
enhance, if only slightly, your enjoyment of the chapters. It was either that, or, include a free glass 
of beer with every book sold? this was a little cheaper!) After you are finished unjamming the 
printer, answering reference questions, figuring out how the new software works, writing your self-
evaluation for your yearly review, and liaisoning with classroom faculty ? go hide in your Dilbert 
cube, and plan your next instruction session using one of the seventeen strategies in this book.
Smile, learn, and above all else, enjoy!
Your Humble Editors?
 Doug Cook, Shippensburg, PA, 2008
 Ryan Sittler, California, PA, 2008
?It?s a long road to pedagogy.?
Frank McCourt, Teacher Man: A Memoir (NY: Scribner, 2005), 9.
?Theory are as slippery as eels.?
Doug Cook, in an e-mail to a librarian named Sara (2007). (I can?t remember who Sara is ? 
Doug.) (It still made me laugh - Ryan.) 
Acknowledgements
Doug and Ryan would like to take this opportunity to thank our colleagues, at our respective 
Universities, for their encouragement and support throughout the creation of this book. We have 
spent many hours in a personal purgatory (or our cubicles, take your pick) whining and moaning 
about all of the work we had to do in order to get this book finished on time? everyone politely 
ignored us. Thank you.
	We would also like to thank all of our chapter authors for their hard work, creativity, and 
willingness to share their unique instructional approaches with the community of library instructors 
around the globe. This book couldn?t exist without you.
	Finally, we would both like to thank Doug?s daughter-in-law, Jess, for lending her writing 
talents? and acting as editor to us, your humble editors. Also, many thanks to Kathryn Deiss at 
ACRL. We thank her for both editorial encouragement and her enthusiasm for this project ? it 
made the process much easier!
	Now that we?ve patted backs, tooted horns, and stroked egos in unison? we would like to 
make a few personal acknowledgements?
	Doug would like to thank his wife, Carolyn, for her encouragement. (Despite the fact that 
he was forced to edit her doctoral dissertation in the middle of this project. Congrats Dr. Mrs. 
Cook!)
	Ryan really has too many people he would like to thank ? because this book is a direct 
result of his interactions with so many different people. Thanks to parents, Barry and Deborah, and 
former mentors (Mary Ellen and Marilyn Kay) aside? Ryan would like to thank his co-editor, 
Doug, for being such a great guy with which to work!
	Ryan would also like to thank April Cole for reasons too numerous to even begin typing... it 
would add another chapter! Suffice it to say, her unwavering support ? in many things ? had a 
great impact on my ability to finish this project. Thank you.