User-Centered Design for First-Year Library Instruction Programs
by Cinthya M. Ippoliti and Rachel W. Gammons
November 2016, 186pp, 7x10
1 volume, Libraries Unlimited

Paperback: 978-1-4408-3852-1
$65, £50, 57€, A90
eBook Available: 978-1-4408-3853-8
Please contact your preferred eBook vendor for pricing.

The only book of its kind to apply user-centered design principles—drawn from software development—to the creation of learner-centered library instruction programs for first year students.

Tap into the tools, techniques, and resources necessary for enhancing the freshman library experience by utilizing this how-to guide that applies an innovative approach to literacy and library instruction for college freshmen.

In recent years, educators have begun to realize the importance of learner-centered programs as pivotal in the academic success of students transitioning from high school to college. This practical guide provides you with detailed plans for designing user-centered literacy and library instruction in your higher education institution—regardless of size. The handbook covers a vast range of learning situations, technologies, and assessment strategies to suit most any environment.

Written by seasoned information literacy and instruction librarians, this book addresses the challenges frequently encountered in library-based programs, including staffing deficits, faculty support, effective advocacy of program to campus constituents, and professional burn-out. Real-life examples from a variety of institutions illustrate successful methods for handling spacing, programming, curriculum design, outreach, training, and assessment, among other areas. Included worksheets, handouts, and further readings give you everything you need to create, grow, and sustain a user-based library instruction program.


  • Offers tools, techniques, and resources for creating a successful first-year information literacy and library instruction program
  • Defines user-centered design
  • Includes actual activities and steps needed to develop a library instruction program
  • Covers in-class and one-time instruction as well as more extended learning
  • Provides a practical, how-to approach that is useful to four-year, two-year, and community colleges alike
Cinthya M. Ippoliti is associate dean for research and learning services at Oklahoma State University. She has 15 years of experience in creating information literacy programs and teaching credit courses at all levels in institutions ranging from large universities to community colleges. In addition, Ippoliti has led professional development workshops for librarians on design thinking, assessment, and incorporating technology into instruction.

Rachel W. Gammons is head of teaching and learning services at University of Maryland Libraries, where she coordinates first year programming, information literacy, and assessment efforts. In 2015, she participated in the American Library Association's (ALA) Emerging Leader program. Gammons has published numerous works on teaching and assessment in the academic library. She earned both a master's degree in information systems and a bachelor's degree in art history and English literature from the University of Tennessee, as well as a master's degree in English literature from West Chester University.
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