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The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The use of information and communication technologies (ICTs) has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of ICTs and e-learning in Pakistan has increased. Whereas the latest educational policy of the Government of Pakistan has focused on using ICTs and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate ICTs in their classrooms and develop e-learning platforms for teaching and learning processes. However, in this study the effectiveness of information and communication and e-learning technologies integration in teaching and learning has been assessed. The context selected for this research study is a public university of Sindh, Pakistan. The research gap, which has been founded through the extensive literature review, indicated that most of the students are not able to utilize ICTs effectively. The first objective of this study is to enable students to gain wider range of knowledge and access Internet for developing a global outlook. Moreover, the second objective of this study is to develop students' capabilities of processing information more effectively and efficiently for teaching and learning.

By nature, this study is quantitative survey-based research study. For this purpose, data has been collected from students and teachers of English, Computer Science and Business Administration departments of targeted university, survey questionnaires have been adopted as a data collection tool. Whereas the random sampling technique is used for the collection of data by using Morgan table of sample size. Additionally, data has been collected from 100 participants, 80 of them were students and 20 were teachers, and data has been analyzed by using SPSS 22.0 software.

The findings of this study have indicated the student's level of interest toward the integration of ICTs and e-learning in science and social science courses. Similarly, the findings specify that through ICT and e-learning materials, students can learn more effectively, which can also facilitate teachers for their teaching process in this modern era of technology. Whereas the issue that has been specified through the findings is that the teachers are not encouraged by the management of the university to implement the ICT in their teaching and learning due to their concerns on the limited resources and lack of competencies.

For the practical implication, the findings of this study will facilitate the teachers and learners for integrating the ICTs and e-learning in their course curriculums and interactive teaching practices as per modern era of technology. Also, this study will help the provincial leader and policymakers by addressing the teachers’ concern to encourage the integration of ICT tools and develop capabilities for interactive classrooms for effective teaching and learning.

This is the first study of its nature that has been conducted in the Pakistani public university in rural setting, and the finding of this study will facilitate and help the institutional and government stakeholders to where and how they can effectively integrate ICTs and e-learning in classrooms for interactive teaching and learning processes in the rural Sindh.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

Isolated within the communist Eastern Block until 1989, Romania has been experiencing numerous educational reforms, initiated by the National Ministry of Education and generally aligned with the European Union goals through the Bologna Treaty. The socioeconomic macrosystem is an important source of influence and we are looking at its main directions. Scholarship on the topic of teaching and learning in Romania is emergent but Computer-Assisted-Teaching (CAT) education in Romania remains insufficiently explored, despite the ever-growing need. This chapter analyzes the state of CAT formative programs for the preservice and the in-service teachers at Lucian Blaga University in Sibiu, Romania. We are now using the lessons learned from the Covid-19 crisis to reflect on new needs for digital competencies, Professional Development (PD), and proposed systemic changes. Such professional training is offered first during the university years, during the BA and MA studies. At the university level, the teacher training curriculum includes CAT, while for the in-service teachers, the PD continues through a combination of self-pursued and mandatory teacher training sessions offered by the regional school districts, universities, and professional organizations. CAT PD is not usually the focus of teacher preparation degree programs; the computer-assisted teaching course during teachers' training program offers a general, introductory perspective on using technology in teaching. For in-service teachers, most specialized PD happens independently and/or through self-teaching. The Covid-19 crisis created not only the urgent need to learn how to teach online but also the awareness that computer-assisted teaching PD needs certain changes.

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.

The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.

Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.

The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.

The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.

The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.

This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

The purpose of this paper is to explore two dimensions of leadership practices (i.e. teaching and learning and sources of power) used by two exemplary principals in mainland China against a background of education reform and to identify how broader contextual factors have shaped these two dimensions of their leadership.

An exploratory case study was used that drew upon semi‐structured interviews, observations and document analysis. Interviews were conducted with two principals, six teachers from each of the two schools and a superintendent who was the supervisor of the two principals.

The findings reveal that there are some common elements in both of the leaders' practices but also some subtle differences. Both leaders emphasise teaching and learning. One sees herself as curriculum expert; the other delegate teaching responsibilities. While both uses a top down approach, one principal uses an adversarial approach and the other a more facilitative approach.

The study used a small sample size. It explored the leaders' practices in the light of broader contextual factors rather than personal factors or gender‐based factors

Given the limited empirical research conducted on female principals in mainland China, this qualitative study provides insights into two dimensions of leadership used by two exemplary principals and explains their practices in the light of critical contextual factors such as contemporary and traditional Chinese culture and the school's organisational context.

Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change.

The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years.

The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities.

As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

Much educational practice taught at teaching colleges regarding the process of teaching and learning is derived from a theoretical base. Less is based on lessons learned from the observation of the actual process of teaching and learning. Undergraduate teachers and mature practitioners are left with unstructured and unsystematic personal reflections of the process of teaching and learning for meeting any deficiencies they may have perceived. Soft systems methodology is an approach that can fill this lacuna. It provides a structured and systematic as well as systemic, approach for analysing actual practices in organized human activities, or human activity systems, such as the institution of education. The methodology is of particular benefit for analysing the process of teaching and learning because it does not require starting the process as an identified and precisely defined problem requiring a commensurate solution, yet it is still capable of generating recommendations for improving the process. The methodology is applied to this process to discover whether it can reveal hitherto unrecognized teaching and learning activities which can be used to improve the process in question.

This chapter addresses the nature of reflective classroom practice in a Hong Kong setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross-case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of 1 year. The results contribute to the understanding of reflective classroom practice by highlighting first, student teachers’ perceptions about learning to teach and second, their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice-expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn.

At a small liberal arts university in Western New York, a second-year accounting professor and a fully tenured education professor worked together to develop a model of sustained mentoring across an entire semester with the goal of helping the accounting professor improve his teaching. The model was put to practice in a freshmen managerial accounting class during the spring 2011 semester. It involved frequent observations (roughly one-third of the classes) and immediate follow-up communications. Control over all decisions remained with the accounting professor at all times. The results were positive and substantial for all parties. The students reported better learning during in-class time. The accounting professor added to his “tool belt” and gained greater confidence in his teaching ability while the education professor reenergized his career by extending the body of his life’s work to include higher education.