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CHICAGO — From makerspaces to book clubs, from media facilities to group study spaces, from special events to book displays, libraries support learning in numerous ways. In “,” published by ������ýEditions, Ann Medaille unchains the field of learning theory from its dense underpinnings to show how libraries can use its concepts and principles to better serve the needs of their users. Readers will discover:

• concrete ways to improve library instruction, spaces, services, resources, and technologies;
• succinct overviews of major learning theories drawn from the fields of psychology, education, philosophy, and anthropology, among others;
• summaries of the most relevant aspects of each theory and instructional methods, showing how the various theories interact and support each other;
• chapters organized into 14 learning topics, including motivation, self-regulation, collaboration, and inquiry;
• discussion of a range of instruction situations from information literacy instruction to the teaching of maker or media skills; and
• teaching librarian's tips, reflection questions, and suggestions for further reading at the end of each chapter.

Medaille is the director of research and instructional services at the University of Nevada, Reno Libraries, and serves as editor-in-chief of the journal Evidence Based Library and Information Practice. She has published several journal articles on topics related to educational theories and pedagogies. She also coauthored the book “.”

purchases fund advocacy, awareness and accreditation programs for library and information professionals worldwide. publishes resources used by library and information professionals, scholars, students, and educators to improve programs and services, build on best practices, enhance pedagogy, share research, develop leadership, and promote advocacy. ������ýauthors and developers are leaders in their fields, and their content is published in a variety of print and electronic formats. Contact ������ýEditions | Neal-Schuman at editionsmarketing@ala.org.

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