Describes the goals, content, and history of a program at the University of Iowa libraries for teaching library and information literacy skills to incoming men and women student athletes. Provides an assessment of the value of the librarians' work with student athletes. (Author/LRW)

Reviews the benefits of library work (and some cautions) before describing four assignments that exploit library resources: a business report assignment; a professional journal assignment; a style manual format assignment; and an international business communication assignment. (SG)

Provides two fully developed library media activities to be used in conjunction with specific curriculum units in physical education and science. Grade levels, objectives, curriculum objectives, resources, instructional roles, activities and procedures for completion, evaluation, and follow-up are described for each activity. (MES)

Describes an instructional model for teaching library skills which consists of a 30-minute lecture followed by a 20-minute exercise. Assumptions about learning and the educational process are discussed as well as goal-setting for the class and exercise. It is suggested that this format could be applied to other disciplines. (10 references) (MES)

Reviews recent attempts to survey and coordinate United Kingdom library and information resources to obtain more overseas contracts for the supply of library and information skills and services. A pilot group targeting European opportunities is described, and future directions are discussed. (Contains five references.) (LRW)

Presents an instructional model for the library-based Evaluating Sources workshops in which students learn about bibliographic materials and how to use them to uncover the disciplinary context of a reading that is particularly important to the direction of a given course. Notes that this basic model can be used across the university curriculum.…

This paper outlines the elementary school gifted pupil's need for instruction in research strategies as an integral part of an ongoing unit. A program is described in which pupils select areas of investigation and participate in gathering, organizing, interpreting, and sharing relevant data. (JDD)

Lists and annotates eight items from the ERIC database that discuss ways to motivate children to use the library and to read. (PRA)

Challenges the assumption that library skills are not a legitimate aspect of sociology courses. Argues that library skills are learned most effectively through an active process of participation and experience. Suggests and describes a library scavenger hunt as an effective learning exercise. (DB)

Discusses the evolution of library skills from information location skills to information processing skills and addresses the assessment of library information skills on three standardized achievement tests for high school students: the Iowa Tests of Educational Development, the Tests of Achievement and Proficiency, and the Comprehensive Tests of…

Presents a story and song that can be used to teach Big6 research skills to elementary students that is based on the book "Lizard's Song", by George Shannon. (LRW)

Discusses the value of booktalks in getting high school students excited about reading and books, by having the library media staff go into the classroom with appropriate books for an assignment and discuss them. The relation of booktalks to Big6 skills instruction is explained. (LRW)

Documents an evolving attempt to manage a values argument writing assignment in a large enrollment plant science class. Explores how developing library skills improved students' writing. Contains 22 references. (DDR)

The ability to access, evaluate and synthesise high-quality research material is the backbone of critical thinking in academic and professional contexts for Engineers and Industrial Designers. This is the premise upon which teaching and library staff developed Information Literacy (IL) components in Engineering & Industrial Design Practice--a…

School library media specialists at all levels have been investing long hours in preparing and implementing lessons. They try to coordinate these lessons with teachers, and, in the best-case scenario, they collaboratively plan and deliver the instruction. The missing piece is an indication of whether or not students have actually been learning.…