[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598761-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598761-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","keeping-pace-with-information-literacy-instruction-for-the-real-world","Keeping Pace with Information Literacy Instruction for the Real World","","For over thirty years, studies have addressed a contradiction: information literacy instruction is central to libraries, yet new librarians often lack pedagogical training. This article reviews recent work, surveys New York State MLS curricula, and documents regional pedagogy-training initiatives beyond MLS programs. It highlights the Library Instruction Leadership Academy (LILAC), a Western New York semester-long program, outlining its content, organization, funding, assessment methods, and learning outcomes while urging MLS programs to better align curricula with today’s librarianship demands.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/keeping-pace-with-information-literacy-instruction-for-the-real-world/598761/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/keeping-pace-with-information-literacy-instruction-for-the-real-world/598761.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What contradiction in the field does the article address?","Question",{"text":63,"@type":64},"It focuses on the growing importance of information literacy instruction alongside insufficient pedagogical training for new librarians.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is LILAC and what does it provide?",{"text":68,"@type":64},"LILAC is a semester-long intensive program offering librarians new to instruction the pedagogical foundation and practical experience needed to teach effectively.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the authors relate regional initiatives to changes needed in MLS programs?",{"text":72,"@type":64},"They present LILAC as valuable evidence, then argue for pressuring MLS programs to establish curricular requirements better suited to current librarianship demands.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598761,1792189775,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 1, 2013  \n[ARTICLE]  \nKEEPING PACE WITH INFORMATION LITERACY INSTRUCTION FOR THE REAL WORLD  \nWhen will MLS programs wake up and smell the LILACs?  \nKimberly Davies-Hoffman SUNY Geneseo  \nBarbara Alvarez University of Michigan  \nMichelle Costello SUNY Geneseo  \nDebby Emerson  \nCentral New York Library Resources Council  \nABSTRACT  \nFor over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library’s core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program’s content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.  \nDavies-Hoffman, et al, Keeping Pace Communications in Information Literacy 7(1), 2013  \nINTRODUCTION  \nAs our information landscape broadens and grows in complexity, information literacy instruction has become a core mission of the 21st century library. User education is now a standard responsibility of most public service librarians. Lynch and Smith (2001) documented this trend already a decade ago by examining academic reference job advertisements in the 1990s, concluding that all of them included a component of instruction.  \nAt the same time, library literature exposes the fact that new librarians are ill-prepared to fulfill those teaching responsibilities due to a lack of pedagogical training.1 \"Quite simply [...] even after 30 years of discussion and debate, teacher training is still a relatively minor part of the professional education for librarians even as it becomesan increasingly important part of their daily work\" (Walter, 2006, p. 10) . While librarians may well develop their teaching skills on the job through trial and error, they can only become truly proficient in the classroom if they come into their positions with the necessary foundation in the theory and practice of instruction (Pappert, 2005, p. 3) . Thus equipped librarians can move more easily beyond the traditional point-and-click bibliographic instruction and fold information literacy skills into the curriculum. Peacock (2000) argues that academic librarians in particular need such preparation to get involved, in partnership with faculty, in all aspects of the education process.  \nThis article reviews the more recent literature on librarians’ pedagogical training and reports data gathered through surveys of current New York State MLS programs. Following the article reviews, the authors present an initiative of a group  \nof Western New York State librarians who responded to needs and frustrations expressed by colleagues in the region. In 2010, they established the Library Instruction Leadership Academy (LILAC)2-a semester-long intensive program providing librarians new to instruction the pedagogical foundation and practical experience needed to teach effectively. LILAC creators were recognized with the 2011 ACRL Instruction Section Innovation Award and the program is currently in its second run.  \nDue to the success of the first LILAC iteration and continued unfulfilled need for pedagogic training, enrollment in Spring 2013 has doubled, with a number of applicants having been put on a waiting list. Of the 21 participants, four are currently enrolled in an MLS p","cbCaib91BnbFAiUo","https://ap.wps.com/l/cbCaib91BnbFAiUo","pdf",473007,15,"English","# Introduction\n## Current trends in MLS pedagogy education\n## Library Instruction Leadership Academy (LILAC) initiative","[{\"question\":\"What contradiction in the field does the article address?\",\"answer\":\"It focuses on the growing importance of information literacy instruction alongside insufficient pedagogical training for new librarians.\"},{\"question\":\"What is LILAC and what does it provide?\",\"answer\":\"LILAC is a semester-long intensive program offering librarians new to instruction the pedagogical foundation and practical experience needed to teach effectively.\"},{\"question\":\"How do the authors relate regional initiatives to changes needed in MLS programs?\",\"answer\":\"They present LILAC as valuable evidence, then argue for pressuring MLS programs to establish curricular requirements better suited to current librarianship demands.\"}]","Keeping Pace with Information Literacy Instruction for the Real World | PDF",1792087550,38]