McGill Library, in partnership with the University’s Teaching and Learning Services unit, offers a 1.5 day workshop, Designing and Delivering Effective Information Skills Sessions. This workshop is designed to expose librarians to teaching theory and practice. It provides an opportunity for liaison librarians to (re)design their information literacy instruction according to course context, content, desired learning outcomes, and strategies that facilitate and assess learning. Library literature, and data collected within the McGill Library, indicates that teaching theory and practice are typically not covered in formal MLIS education programs or in on-the-job training. In order to facilitate staff development on learner-centered instructional design, active learning techniques, and assessment, a project team consisting of members from the Library and the Teaching and Learning Services unit at McGill took a learning-centered approach to design the workshop, which incorporates a variety of active learning exercises, and provides opportunities for reflection, assessment, and information literacy instruction session (re)design. In this article, the authors describe the preparation, planning, construction, and presentation of the workshop that resulted from the collaboration.

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Keywords information literacy, professional development, active learning, pedagogy, teaching and learning theory
Journal Practical Academic Librarianship: The International Journal of the SLA Academic Division
Colosimo, April L., Holder, Sarah, & Lannon, A. (2012). Walking the Walk, Talking the Talk: A Learning-Centered Approach to the Design of a Workshop on Teaching for McGill Librarians. Practical Academic Librarianship: The International Journal of the SLA Academic Division, 2(2), 18–35.