Information Literacy: Focus on Pedagogy, Technology and Collaboration 
Although courses in information literacy are becoming more common in library and 
information science programs, a number of librarians without having any training in 
the area find themselves beginning jobs that include teaching duties.  Even if 
coursework in library instruction or information literacy was available, new 
librarians may not have gained practical experience.  In “Trial By Fire,” Angie 
Gerrard and Jessica Knoch describe a formal team-teaching program which gives 
librarians new to teaching a more comprehensive on-the-job training experience. 

New and seasoned instructors will benefit from the articles contributed by Robert S. 
Nelson and Karen Hertel.  Nelson discusses the benefits of implementing dramatic 
elements into instruction, to view instruction as performance.  Hertel offers 
strategies for helping students with the steps that are often overlooked, or are 
assumed to be under control by the library instructors: selecting and narrowing a 
topic. 

Advances in technology continue to impact the reach and delivery of instruction.  
Glenda Phipps and Thomas Peele describe a project using chat software to deliver 
synchronous online instruction, while Suzanne Byerly and Michael F. Russo both 
explore online instruction.  Byerly describes the use and assessment of an online 
tutorial used in conjunction with first-year English composition, while Russo 
discusses the assessment of an online credit course. 

Infusing information literacy throughout the curriculum continues to be a topic of 
great concern.  Seven articles in this issue discuss collaborative efforts between 
librarians and teaching faculty to deliver information literacy programs to at-risk 
students, to specific disciplines, and to general education programs. 

Information literacy continues to be a top concern for many public services 
librarians, and it is being increasingly recognized as a priority by teaching 
faculty across the disciplines.  These articles should provide a range of 
theoretical applications and practical solutions for both librarians and teaching 
faculty as they plan, implement, assess and revise information literacy programs 
to serve their communities.