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Information literacy is evolving. To address this evolution of library instruction, the authors of  User-Centered Design for First Year Library Instruction Programs  argue that the student and his or her needs must take center stage when designing library instruction programs. A rapidly changing digital and information landscape requires librarians to adjust how they teach and what content is included in those instruction sessions. The new era of “fake news” requires librarians to move away from focusing on students’ current needs and instead step back to consider the future where critical thinking is the ultimate tool in a student’s toolkit to address unknown issues and information requirements. The Association of College and Research Libraries (ACRL) developed  The Framework for Information Literacy in Higher Education  in part as a response to this new and seemingly altered landscape where much of the underlying focus is on the students’ personal relationship with information literacy. Ippoliti and Gammons argue that user-centered design can help librarians to incorporate this and other elements of Framework by always keeping users at the center of their thoughts when planning library instruction, a method that should firmly ground an instruction program.

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Cinthya M. Ippoliti and Rachel W. Gammons. User-Centered Design for First Year Library Instruction Programs. Santa Barbara, Calif.: Libraries Unlimited, 2017. 192p. Paper, $60.00 (ISBN 9781440838521). LC 2016-032797.