Celebrate librarianship and the love of libraries with this new collection of quotes!

Included are 100 of the most insightful, thought-provoking, and uplifting aphorisms about books, the joy of reading, intellectual freedom, and librarianship. You’ll find quotes from authors such as Celeste Ng, Suheir Hammad, Azar Nafisi, Junot Díaz, and Ta-Nehisi Coates; entertainers like Ziggy Marley and Stephen Colbert; and leaders such as Malala Yousafzai—all highlighting the impact of libraries and librarians.

This diverse and delightful collection makes a perfect gift for showing your appreciation to valued colleagues, volunteers, board members, and bibliophiles. And your purchase funds advocacy, awareness, and accreditation programs for library and information professionals worldwide!

Visual literacy is an interconnected set of practices, habits, and values for participating in visual culture that can be developed through critical, ethical, reflective, and creative engagement with visual media. Approaches to teaching visual literacy in higher education must include a focus on context and not just content, process and not just product, impact and not just intent. Unframing is an approach to visual literacy pedagogy that acknowledges that visuals are a pervasive part of everyday life, as well as embedded into every scholarly discipline.
 
In four parts, Unframing the Visual: Visual Literacy Pedagogy in Academic Libraries and Information Spaces explores:
 

• Participating in a Changing Visual Information Landscape
• Perceiving Visuals as Communicating Information
• Practicing Visual Discernment and Criticality
• Pursuing Social Justice through Visual Practice

 
Twenty-four full color chapters present a range of theoretical and practical approaches to visual literacy pedagogy that illustrate, connect with, extend, and criticize concepts from the Framework for Visual Literacy in Higher Education: Companion Document to the Framework for Information Literacy for Higher Education. Topics include using TikTok to begin a conversation on academic honesty and marginalization; supporting disciplines to move to multimodal public communication assignments; critical data visualization; and exclusionary practices in visual media.
 
In exploring the discussions and engaging with the activities in Unframing the Visual, you will find new inspiration for how to unframe, adapt, and apply visual literacy pedagogy and praxis in your work.

Universal Design for Learning (UDL) is an educational framework for improving and optimizing teaching and learning. It’s focused on intentionally designing for the needs and abilities of all learners—putting accessibility into the planning stages instead of as an accommodation after the fact—and providing flexibility in the ways students access and engage with materials and learning objectives.
 
In four parts, Universal Design for Learning in Academic Libraries: Theory into Practice explores UDL:

• Theory and Background
• In Instruction and Reference
• Behind the Scenes
• Beyond the Library 

Chapters include looks at UDL and U.S. law and policy; working with student disability services to create accessible research services; UDL and the ACRL Framework for Information Literacy in Higher Education and the Reference and User Services Association’s “Guidelines for Behavioral Performance of Reference and Information Service Providers”; making open educational resources equitable and accessible; and much more. There are lesson plans and strategies for the wide range of instructional activities that occur in academic libraries, including in-person, online, synchronous, asynchronous, and research help, as well as different types of academic library work such as access services and leadership.
 
Universal Design for Learning in Academic Libraries can make learning about UDL and implementing it into your work quicker and easier, and provides ways to become an advocate for UDL inside your library and across campus.

Hosier shows academic librarians how to use context when teaching information literacy, an approach that offers a substantive and enduring impact on students' lifelong learning.

Librarians know that information literacy is much more complex and nuanced than the basic library research skill that it's often portrayed as; in fact, as outlined by the ACRL Framework, research is a contextual activity. But the settings in which we teach often constrain our ability to take a more layered approach. This book not only shows you how to teach information literacy as something other than a basic skill, but also how to do it in whatever mode of teaching you’re most often engaged in, whether that's a credit-bearing course, a one-shot session, a tutorial, a reference desk interaction, or a library program. Taking you through each step of the research process, this book shares ideas for adding context while exploring topics such as

• how conversations about context can be integrated into lessons on common information literacy topics;
• examples of the six genres of research and suggested course outlines for each;
• ensuring that context strategies fit within the ACRL Framework;
• questions for reflection in teaching each step of the research process;
• four different roles that sources can play when researching a topic;
• helping students refine a topic that is drawing too many or too few sources;
• cultivating students to become good decision-makers for the best type of research sources to use depending on their need; and
• how to address the shortcomings of checklist tools like the CRAAP test.