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As standard-bearers for intellectual freedom, school and children’s librarians are in ideal positions to collaborate with educators to not only protect the freedom to read but also ensure that valued books which touch upon important topics are not quarantined from the readers for whom they were written. In this best-selling classroom- and library-ready book of discussion guides, thoroughly updated and expanded to include genres such as graphic novels and nonfiction, award-winning champion of children's literature Scales shows that there is a way to teach these books while respecting all views. Also freshened to include only books that are in print, this resource

• reprints Judy Blume's stirring introduction from the first edition;
• aids educators and librarians in stimulating the critical thinking skills of young readers aged 9-18 while also encouraging freedom of thought and expression, in either classroom or book club settings;
• spotlights titles dealing with sensitive but vital issues such as bullying, racism, bigotry, making tough choices, other cultures, and our uncertain future;
• offers tips for introducing each book and its associated topics;
• provides open-ended questions for discussion which explore the book as a whole rather than simply its "controversial" aspects, along with research and writing activities; and
• includes short summaries of each book, plus a read-alikes section to keep the conversation going.

Business is currently one of the most popular degree programs among both graduate and undergraduate students, and non-business programs including engineering, design, and pure sciences—all interested in innovation, commercialization, and marketing—are increasingly integrating business training into their curriculum in the name of interdisciplinarity and improved job placement. There is a sustained and growing need for libraries to effectively support business information literacy.
 
At the same time, the resources, research techniques, and assignments that business students need to master often have little in common with a traditional research paper. Teaching Business Information Literacy provides guidance to new business specialists, generalists, and subject librarians in other disciplines being asked to teach business research classes for the first time. Featuring more than 40 practical, classroom-proven lesson plans for one-shot, embedded, and credit-bearing library classes, it’s divided into nine sections:
 

• Basic Business Research
• Finance and Accounting
• Entrepreneurship
• Management
• Marketing
• Specialty Subjects
• Data Literacy/Data Visualization
• Experiential Learning/Career
• Using Technology in the Classroom

 
Chapters cover such crucial topics as competitive intelligence, market research, financial analysis, ethics, intellectual property, accounting and auditing, supply chain management, job searching, and more. Each one guides you through the background of the topic and activity being taught, pre-class planning and preparation, a step-by-step lesson plan, how to adapt the activity for other institutional contexts, and learning outcomes. Additional supporting materials such as slide decks, worksheets, and game boards are freely available in the ACRL Sandbox (sandbox.acrl.org) and findable with the tag “#bizinfolit.”

Teaching Critical Reading Skills: Strategies for Academic Librarians collects the experiences and approaches of librarians who teach reading. In two volumes, librarians share their role in teaching reading—using pedagogical theories and techniques in new and interesting ways, making implicit reading knowledge, skills, and techniques explicit to students, presenting reading as a communal activity, partnering with other campus stakeholders, and leading campus conversations about critical reading. These volumes provide ready-made activities you can add or adapt to your teaching practice. The five sections are arranged by theme:
 
Volume 1

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

 
Volume 2

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

 
Each of the 45 chapters contains teaching and programmatic strategies, resources, and lesson plans, as well as a section titled “Critical Reading Connection” that highlights each author’s approach for engaging with the purpose of reading critically and advancing the conversation about how librarians can foster this skill.
 
Academic librarians and archivists have a long history of engaging with different types of literacy and acting as a bridge between faculty and students. We understand the different reading needs of specific student populations and the affective challenges with reading that are often shared across learner audiences. We know what types of sources are read, the histories—and needed changes—of how authority has been granted in various fields, how students may be expected to apply what they read in future professional or civic settings, and frequently look beyond our local institutions to think about the larger structural and social justice implications of what is read, how we read, and who does the reading.
 
These volumes can help you make the implicit explicit for learners and teach that reading is both a skill that must be practiced and nurtured and a communal act. Teaching Critical Reading Skills demonstrates librarians’ and archivists’ deep connections to our campus communities and how critical reading instruction can be integrated in a variety of contexts within those communities.

Teaching Critical Reading Skills: Strategies for Academic Librarians collects the experiences and approaches of librarians who teach reading. In two volumes, librarians share their role in teaching reading—using pedagogical theories and techniques in new and interesting ways, making implicit reading knowledge, skills, and techniques explicit to students, presenting reading as a communal activity, partnering with other campus stakeholders, and leading campus conversations about critical reading. These volumes provide ready-made activities you can add or adapt to your teaching practice. The five sections are arranged by theme:
 
Volume 1

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

 
Volume 2

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

 
Each of the 45 chapters contains teaching and programmatic strategies, resources, and lesson plans, as well as a section titled “Critical Reading Connection” that highlights each author’s approach for engaging with the purpose of reading critically and advancing the conversation about how librarians can foster this skill.
 
Academic librarians and archivists have a long history of engaging with different types of literacy and acting as a bridge between faculty and students. We understand the different reading needs of specific student populations and the affective challenges with reading that are often shared across learner audiences. We know what types of sources are read, the histories—and needed changes—of how authority has been granted in various fields, how students may be expected to apply what they read in future professional or civic settings, and frequently look beyond our local institutions to think about the larger structural and social justice implications of what is read, how we read, and who does the reading.
 
These volumes can help you make the implicit explicit for learners and teach that reading is both a skill that must be practiced and nurtured and a communal act. Teaching Critical Reading Skills demonstrates librarians’ and archivists’ deep connections to our campus communities and how critical reading instruction can be integrated in a variety of contexts within those communities.

Teaching Critical Reading Skills: Strategies for Academic Librarians collects the experiences and approaches of librarians who teach reading. In two volumes, librarians share their role in teaching reading—using pedagogical theories and techniques in new and interesting ways, making implicit reading knowledge, skills, and techniques explicit to students, presenting reading as a communal activity, partnering with other campus stakeholders, and leading campus conversations about critical reading. These volumes provide ready-made activities you can add or adapt to your teaching practice. The five sections are arranged by theme:
 
Volume 1

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

 
Volume 2

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

 
Each of the 45 chapters contains teaching and programmatic strategies, resources, and lesson plans, as well as a section titled “Critical Reading Connection” that highlights each author’s approach for engaging with the purpose of reading critically and advancing the conversation about how librarians can foster this skill.
 
Academic librarians and archivists have a long history of engaging with different types of literacy and acting as a bridge between faculty and students. We understand the different reading needs of specific student populations and the affective challenges with reading that are often shared across learner audiences. We know what types of sources are read, the histories—and needed changes—of how authority has been granted in various fields, how students may be expected to apply what they read in future professional or civic settings, and frequently look beyond our local institutions to think about the larger structural and social justice implications of what is read, how we read, and who does the reading.
 
These volumes can help you make the implicit explicit for learners and teach that reading is both a skill that must be practiced and nurtured and a communal act. Teaching Critical Reading Skills demonstrates librarians’ and archivists’ deep connections to our campus communities and how critical reading instruction can be integrated in a variety of contexts within those communities.

This volume invites teachers and students in gender and women’s studies to engage with the library not as an instrument for knowledge, but as a subject and object of knowledge in its own right. The authors and editors had three specific aims. Firstly, to highlight how Gender Studies and the institutions and practices that preserve and disseminate feminist knowledge are historically and systematically intertwined. Secondly, the necessity to reflect on the symbolic meaning and practical institutionalization of libraries and archives as they are undergoing profound transformations under the influence of new (technological) developments; finally, to engage with the question of how these transformations give way to new ways of producing, preserving and disseminating feminist knowledge through practices situated between the force fields of cultural and academic institutions, material and virtual culture, and the collective imaginary.This book is a part of the series Teaching with Gender, European Women’s Studies in International and Interdisciplinary Classrooms, jointly published with ATGENDER, The European Association for Gender Research, Education and Documentation.

The Framework for Information Literacy for Higher Education has broad applicability that can be customized for different areas of study. Librarians have created companion documents and subject-specific information literacy applications that show the ways the Framework applies to their various fields. 
 
In nine thorough sections, Teaching Information Literacy by Discipline shows the great diversity in how librarians understand, adapt, and apply the Framework. It explores how frames are applied when drafting learning outcomes, building research guides, crafting assignments, designing curricula for a particular discipline, and more. 

• Arts
• Writing
• Humanities
• Interdisciplinary Studies
• Social Sciences
• Business
• Education and Behavioral Studies
• Health
• Sciences 

Teaching Information Literacy by Discipline underlines the breadth of the Framework’s applicability and expands our understanding of information literacy through diverse interpretations. Subject, liaison, instruction, and new librarians will find many ideas in how other disciplines have adapted the Framework, as well as how to translate information literacy concepts for teaching faculty.
 

Foreword by Michelle Ciulla Lipkin, Executive Director, National Association for Media Literacy Education
Preface by Denise E. Agosto

Though media literacy and information literacy are intertwined, there are important differences; and there has never been a more urgent need for an incisive examination of the crucial role librarians and other educators can play in teaching the skills necessary to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages emanating from television, movies, radio, the internet, news outlets, magazines, books, billboards, video games, music, and all other forms of media.  In this book, international expert De Abreu melds advice from a diverse array of practitioners and subject experts with her own research findings to examine how consuming media and technology impacts the learning of K–12 students, tackling such paramount issues as

• fake news/alternative facts;
• critical thinking
• digital literacy and digital citizenship;
• social inclusion and equity;
• global interconnectivity; and
• social justice and advocacy.

Teaching Undergraduates with Archives mirrors the evolving practice and academic research on primary sources in the classroom. The result of a national symposium at the University of Michigan in 2018, the volume features case studies, reflections, and forecasts concerning critical thinking, active learning, and archival evidence. The chapters describe collaborations between faculty, archivists, librarians, and students. Ideas behind new assignments and syllabi provide an immediate utility for those who teach with primary sources. Testimonies to the challenges and benefits of robust programs speak to the emerging prioritization of teaching and learning across disciplines with archives and special collections.

"The contributions to this volume capture exceptionally well the passion and the creativity that archivists and special collections librarians who teach and do outreach with primary sources are bringing to their work in this increasingly important activity domain."
-- Martha O’Hara Conway, Director, Special Collections Research Center, University of Michigan Library

"As teaching with archival materials has moved to the foreground of the archival mission for many institutions, this timely, inspiring, and practical volume, which comes out of the multi-day symposium solely devoted to teaching undergraduates with archival materials, is a required reading for anyone who teaches with archival materials, or who would like to. It really captures the spirit and enthusiasm that these authors brought to that symposium."
-- Josué Hurtado, Coordinator of Public Services & Outreach, Special Collections Research Center, Temple University Libraries

"Reflecting the increasing priority of teaching in archives and special collections libraries, this book captures a variety of perspectives, insights, approaches, and prognostications that will enlighten, challenge, and inspire a growing community of practitioners."
-- Bill Landis, Head of Public Services, Manuscripts and Archives, Yale University Library

"Building on the momentum generated at the symposium, this book is a treasure trove for professionals in the field who are eager for innovative ideas regarding collaboration and experimentation in teaching with archival material."
-- Elizabeth Williams-Clymer, Special Collections Librarian, Kenyon College

Technical Services isn’t the hidden discipline it once was. Even so, despite all the cross-departmental interaction, misconceptions about the work are all too common. It’s incumbent on technical services staff to take a proactive approach by communicating to others their value to the library and institutional mission. Spotlighting several successful initiatives, this collection will give you the guidance to bolster communication within departments, across the library, and campus-wide. You’ll learn about

• applying the 7 principles of communities of practice to break down silos;
• software such as Trello, Basecamp, and Confluence that can improve communications workflows;
• ticketing systems and training to help frontline staff solve e-resource access problems;
• engaging faculty in collection decisions using a mix of communication channels;
• how informational classes on metadata can improve the work of staff across the library;
• supporting research data management through metadata outreach; 
• using focus groups to develop shared expectations with subject librarians;
• 4 narrative strategies to market library resources;
• using infographics as a dynamic way to illustrate progress in a collection management program;
• developing an external communication plan for a library de-selection project;
• using portfolio management to collaboratively implement new services; and
• planning a cross-departmental retreat.

Text and data mining (TDM) is the process of using automated techniques to derive information from large sets of digital content. Librarians who liaise with a wide range of academic disciplines need TDM skills to support research at their institutions.
 
Text and Data Mining Literacy for Librarians collects ways that academic libraries are supporting TDM literacy through services, workflows, and professional development. In five parts, it offers a variety of perspectives, insights, and experiences that can help you address the challenges of supporting TDM research, fit it into your existing reference and instruction work, and conduct your own. 

• Essentials of Text and Data Mining (TDM) Literacy
• Data Literacy, Licensing, and Management Challenges with TDM
• TDM Research in Action: Practical Applications and Case Studies
• Generating Insights from Library Reference Data
• Proprietary TDM Software: Examples and Implementations 

Chapters cover a range of disciplines and subject areas from a variety of institution sizes and types. Text and Data Mining Literacy for Librarians is intended to empower library workers, inform decision-makers, and support our research communities as working with textual data becomes further embedded into the research landscape.
 

There’s no need to spend hours trying to come up with creative programming ideas—bestselling library activity guru Kroski has already done all the hard work for you! Largely drawn from contributions by library workers across the country, this e-book is a cornucopia of ready-to-go activities, easily accessible resources, and adaptable tools for inspiring countless fun and engaging programs at your library. Best of all, these exciting low cost/no-cost library programs can be implemented using only free resources. Offering a broad selection of ideas for adults, tweens, and younger children that can be tailored to a variety of contexts, inside this sourcebook you’ll discover

• seniors and older adult programming resources on such topics as genealogy, financial literacy, lifelong learning, gardening, and health and wellness;
• career, ESL/literacy, and "just for fun" programs and book clubs perfect for adults;
• young adult programming resources such as the Book to Action toolkit, YALSA’s Teen Programming Guidelines, literacy and educational resources, computers and coding activities, live action roleplaying games (LARPS), and many more;
• free resources to teach financial responsibility to toddlers, lesson plans from NASA, resources to host an Earth Day event incorporating a “free trees for kids” program, StoryWalks and more ideas for children;
• makerspace, STEM, and art programming resources;
• Pinterest boards, idea lists, writing prompts, coloring pages, free books, and passive programming downloadables and printables;
• information about more than two dozen grant opportunities for funding programs; and
• planning templates, marketing tips, assessment resources, and tools for brainstorming and productivity.

A richly illustrated look at some of the British Library’s most beautiful books from around the world.
 
For centuries across the world, books have been created as objects of beauty, with bookmakers lavishing great care on their paper, binding materials, illustrations, and lettering.
 
The Book by Design, featuring an array of books from the British Library's collection, focuses on the sensory experience of holding and reading these objects. Each selection represents a specific moment in the development of what we know today as the book—from scrolls and bound illuminated manuscripts to paperbacks and formatted digital information. These range from the seventh century to the present and include examples from China, Japan, Southeast Asia, the Middle East, Europe, and North America, in addition to a look at book traditions in Africa and Oceania. John James Audubon’s Birds of America, the works of Chaucer, Russian Futurist books, limited editions, historic copies of the Qur’an and the Bible, mass-market paperbacks, and more come together to tell the visual, tactile, artistic, and cultural history of books.
 
Expert curators and specialists explore these books from the perspective of design and manufacturing, original art photographs offer vivid representations of their textures and materials, and graphics detail the size and specifications of each book. Offering a wide-ranging look at the creation and use of books, illustrated with hundreds of color images, this volume is itself an object of beauty.