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One of the core learning outcomes that information literacy (IL) instructors aim to help their students achieve is to interrogate the credibility of information. Part of that process is to recognize the credibility of authors who have acquired valid information through experience and education; another part is to question hegemonic pressures in effect in the information dissemination ecosystem. Toward a Critical-Inclusive Assessment Practice for Library Instruction seeks to outline assessment methods for helping students learn both of these lessons. Information-literate individuals recognize gaps in their knowledge. Students come to educational institutions with gaps in their knowledge, which library instructors must help them to recognize and fill. However, students also have knowledge of themselves as learners that library instructors do not possess. This book outlines assessment processes for library instructors to fill the gaps in their knowledge of their students.

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Lyda Fontes McCartin and Rachel Dineen. Toward a Critical-Inclusive Assessment Practice for Library Instruction. Sacramento, CA: Library Juice Press, 2018. 149p. Paper. $18.00 (ISBN: 978-1-63400-035-2). LC: Z711.25.C65 M37.