Education Northwest provides high-quality research, technical assistance, professional development, and evaluation services that address the most pressing education and youth-services needs in their region and across the country.

The National Writing Project is a United States professional development network that serves teachers of writing at all grade levels, primary through university, and in all subjects. The mission of the NWP is to improve student achievement by improving the teaching of writing and improving learning in the nation's schools.

Drawing upon research in psychology, education, and cognitive science, the authors (Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman) explain seven powerful learning principles.

This book presents 16 teaching techniques organized in lessons to be used by teachers.

Teaches students the rhetorical moves found in persuasive writing across all disciplines. The authors focus on the central rhetorical move that gives the book its title: how to begin with what others have said ("they say") in order to set up one's own argument ("I say").

This book, by Michelle Reale, outlines how and why to begin a reflective practice, primarily aimed at the academic librarian who leads instruction.

Written by Barbezat and Bush, this book discusses how contemplative pedagogy is more than a trendy new teaching technique. It is a way for instructors to empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding; help students to develop sophisticated problem-solving skills; support students' sense of connection to and compassion for others; and engender inquiries into students' most profound questions.

A practical guide to how to think through the process of researching a project.

Julie Dirksen's book focuses on a very practical approach to designing learning, drawing upon what we know about how our brain works, and then applying it.

This book, written by Wiggins and McTighe, explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning.

Providing both a theoretical framework and practical guidance, this title introduces feminist pedagogy to librarians seeking to enrich their teaching practices in feminist and progressive ways.

Roadmap specifically for librarians who are new to instruction, or who are charged with training someone who is new. Includes sample lesson plans and activities, observation form, training checklist, etc.

Strategies to guide students towards meeting instructors' expectations for critical thinking. Includes sections on active learning, assessment, and the ACRL Framework.

Research relevant to the classroom use of primary sources from the Teaching Primary Source Consortium Group and the Educational Development Center. Includes reports on empirical studies that utilized primary sources—primarily focused around disciplinary literacy in the social studies.

Disciplinary Applications of Information Literacy Threshold Concepts provides a balance of theoretical and practical to help readers both conceptually and pragmatically with their work in supporting student learning, including chapters in which librarians have designed learning outcomes aligned with the frames of the Framework.

This book focuses on the elements found when designing a library instruction program: Design, Implementation, and Administration. These three parts are further divided into two chapters each that fully cover each chapter subject (Curriculum, Assessment, Teaching, Outreach, Staffing, and Spaces).

Explores how reading and the writing process are as important as and critically connected to the research process. Chapter five has the greatest emphasis on information literacy. Provides examples of instructional support to facilitate conversations between librarians and faculty, as well as ways librarians can work directly with students.

The working space for the Institute of Museum and Library Services (IMLS) funded research project investigating data information literacy (DIL) needs of e-scientists. With the continued evolution of technology driven research or "e-science" impacting the skills necessary for effective data management and curation, a curriculum designed to effectively prepare the next generation of scientists for the dynamic nature of research becomes necessary.

The ACRL Framework for Information Literacy Toolkit is a professional development resource that can be used and adapted by both individuals and groups in order to foster understanding and use of the ACRL Framework for Information Literacy for Higher Education. The toolkit contains four modules: Finding Time to Engage the Framework, The Framework's Structure, Foundations of the Framework, and Strategies for Using the Framework.

Across the world, academic librarians work toward developing students’ abilities to effectively find, evaluate, use, and create information. The approach to teaching these lifelong, cumulative skills can be designed in myriad ways throughout our global environment. This work seeks to share individual international perspectives that, through a unique voice, provide clarity toward how information literacy is viewed, taught, conceptualized, and, in general, approached internationally.