A B C
D E F G
H I J K
L M N O
P Q R S
T U V W X Y Z,
Index of Additional Authors
A
Allen, Eileen E.. “Active Learning and Teaching : Improving Postsecondary
Library Instruction.”
The Reference Librarian 51 / 52, (1995) : 89 – 103.
Active learning, with its
emphasis on analysis, synthesis, and evaluation is used as the basis
for several instruction
techniques that are described. After a brief overview of the pedagogy
of active learning, techniques
such as modified lecture, brainstorming, small group work, peer
teaching and partnering
are discussed.
Amstutz, Donna and Donna Whitson. “University Faculty and Information
Literacy : who Teaches
the Students?” Research Strategies 15.1 (1995) : 18 - 25.
Reports on a descriptive
study completed in 1995 at the University of Wyoming. Faculty
and academic professionals
were asked how they acquire information, and if they encourage
students to do research.
The findings describe the characteristics of professionals surveyed,
including how they access
information, who should be responsible for developing students’
skills, and promotion of
research skills. 313 surveys were analyzed, out of 945 sent out.
Arnold, Judith and Elaine Anderson Jayne. “Dangling by a Slender Thread
: The Lessons and
Implications of Teaching the World Wide Web to Freshmen.” Journal
of Academic Librarianship
24.1 (1998) : 43 - 52.
This Internet class was
taught as part of a freshman level business writing course, and was part
of a two-session library
instruction component. The course was taught with an evaluative
framework and within the
context of a traditional information seeking process. The authors
emphasize the need for basic
skills, including how to phrase a need, where to look, and how to
evaluate the results.
Problems encountered included the willingness of students to accept any
resource on the Internet
at face value, poor research skills, and a heavy reliance on database
resources. The authors
discuss faculty expectations, pedagogy, and plagiarism as it relates to
the use of the Internet.
B
Bailey, Lynette and Martin Jenkins. “Evolution of a Workbook
as Part of an Information Skills
Programme.” Library Review 44.4 (1995) :13 – 20.
After the merger of two
colleges, it was determined that the information skills library program
should take a more proactive
and aggressive stance. The newly created college is based upon
a modular system of courses
that allow students to choose among a wide array of classes.
After it was determined
that a traditional workshop to orient students to the library was
ineffective, the library
staff developed a workbook . The contents of the workbook are
described, along with evaluation
measures.
Barclay, Donald, ed. Teaching Electronic Information Literacy. New York
: Neal-Schuman, 1995.
The author’s premise for
this book is to develop a practical guide to teaching electronic
information literacy.
Rather than address specific search engines or databases, the chapters
deal with universals, such
as introducing new users to the Internet, designing effective written
guides, and developing successful
workshops. Also included is practical advice about
managing information literacy
education and creating an electronic information literacy course.
Blandy, Susan Griswold. “Keeping Library Instruction Alive.”
The Reference Librarian 51 / 52
(1995) : 425 – 447.
The author argues that any
library instruction program must be constantly re-invented. All
programs go through a cycle
of design, delivery, and decay. The re-articulation of values, use
of “real world” examples,
collaboration, and exploration are seen as the foundation of any
successful program. Practical
advice is given to encourage the constant re-development of
library instruction.
Blank, Peter. “ Designing Electronic Bibliographic Instruction around
Issues of Infrastructure :
Prepare Your Clientele for Change.” Art Documentation 16.1 (1997) :
9 – 11.
The author presents a position
paper about developing information retrieval skills that span
considerations of type of
database or interface. Intended for graduate level research,
fundamental topics such
as field structure, subject vocabulary, search fields, and basic database
manipulation are discussed.
Bober, Christopher, Sonia Poulin and Luigina Vileno. “Evaluating Library
Instruction in Academic Libraries : a Critical Review of the Literature,
1980-1993.” The Reference Librarian 51/52
(1995) : 53-71.
This review discusses four
main issues : reasons why librarians are evaluating instruction, what
aspects of instruction are
being evaluated, to what degree they are being evaluated, and what
methodologies are being
used. Results indicate that the same patterns of limited evaluation
are
still being practiced.
Bodi, Sonia. “Scholarship or Propaganda : How can Librarians help Undergraduates
tell the Difference.” Journal of Academic Librarianship 21.1 (1995
) : 21 – 25.
Critical thinking skills
are integrated into the library instruction program at North Park College
to develop evaluation skills
necessary to deal with increasing amounts of information.
Definitions of propaganda
and bias are included. Indicators of scholarship and propaganda are
enumerated.
Borah, Eloisa Gomez. “A Virtual ‘Hello’ : A Web-Based Orientation
to the Library.” Journal of Business & Finance Librarianship 3.2 (1997)
: 3 – 18.
This article describes the
Rosenfield Library’s (UCLA) web site
(http;//www.anderson.ucla.edu/resources/library)
that serves as a gateway to library resources.
Included is a description
of the virtual tour of the library and information gathering decision
tools for remote user reference
services.
Branch, Katherine and Debra Gilchrist. “Library Instruction and
Information Literacy in Community and Technical Colleges.” RQ
35.4 (1996) : 476 – 482.
Historically, community
and technical colleges have advocated library instruction. This article
discusses the historical
trends and unique challenges of these libraries. Among the items
discussed are student diversity,
teaching mission of non-research libraries, and collaborative
efforts with faculty and
other libraries to deliver quality instruction.
Breivik, Patricia Ann. Student Learning in the Information Age.
Phoenix : American Council on Education, 1998.
The author offers a comprehensive
examination of resource based learning as a means to
facilitate information literacy.
Examples of college and university programs are given as
illustrations of this process.
Breivik highlights the challenging role librarians must assume as part
of the process of educating
students. Included is the final report of the American Library
Association Presidential
Committee on Information Literacy, and a list of selected resources.
Brewer, Janet. “Beyond the Book ‘case’.” Research Strategies 15.3
(1997) : 177 – 186.
This article provides an
overview of the active learning technique case – study methodology
used at Murray State University.
An overview of case – study methodology, and practical
applications in library
instruction are reviewed.
Brown, Janet D., Margaret L.Fast and Maralyn H.Schad. “Enabling Options
: An Undergraduate Library Instruction Proposal.” Research Strategies
13.3 (1995) : 144 – 152.
Describes the proposal developed
by BI librarians at Wichita State University to develop a
comprehensive multi-option
program of instruction for students. The authors believe that a
competency based self-paced
program will enable students to complete their academic
programs successfully and
answer the constraints of a limited number of teaching librarians.
Includes the proposed program,
and a proposed timeline complete with human resource
requirements.
Brown, Janet Dagenais. “Power Research – Who Needs It?” Research Strategies
15.4 (1997) : 239 – 260.
Describes a one and one
half hour workshop aimed at assisting students in developing research
strategies. Includes
handouts, and suggested readings.
Burke, John J.. “Using E-mail to Teach : Expanding the Reach of BI.”
Research Strategies, 14.1 (1996) : 36 – 43.
Fairmont State College librarians
developed a system to use e-mail as a way to teach and
inform users that
registered for a sixteen part Internet Seminar. Included is the design
of the
seminar, a list of topics
for each session, evaluation of the results, and the disadvantages of the
method.
Byron, Suzanne. “Preparing to Teach in Cyberspace : User Education in
Real and Virtual Libraries.” The Reference Librarian 51-52 (1995) : 241
- 247.
The problems and concerns
of teaching librarians how to teach are addressed. Many LIS
programs do not prepare
their students to teach, and offer no direction in education pedagogy.
The User Education Department
program at the University of North Texas libraries is
discussed, and the unique
demands of both on-site and remote teaching practices are
incorporated.
C
Chiu, Cathy. “One Stop Research : Using the WWW for BI” [Online]. Available:
http://www.library.ucsb.edu/chiu/general.html [1998, August 12].
This paper was presented
at the annual meeting of the AAS Council on East Asian Libraries
on April 10, 1996.
The author describes the process of developing a workshop on the use of
the Internet and development
of a one stop research web page. Included is the actual
powerpoint presentation.
Cohen, Charlotte. “Faculty Liaison : A Cooperative Venture in
Bibliographic Instruction.” The Reference Librarian 51 / 52 (1995)
: 161 – 169.
This case study describes
a collaborative venture between two librarians and a faculty member
at the American Graduate
School of International Management. The session was team taught
and intended to introduce
students to information resources that are available in the library and
used in the corporate world.
An outline of topics used, slides of the power point presentation,
and an evaluation form for
the session are included.
Cook, Kim N., Lilith Kunkel and Susan M. Weaver. “Cooperative Learning
in Bibliographic Instruction.” Research Strategies 13.1 (1995) :
17 – 25.
Librarians from three regional
campuses of the Kent State University system describe a
cooperative learning approach
to bibliographic instruction. Included are the results of a
research project to determine
the effectiveness of both cooperative and traditional instruction
methods, and proposed remedies
for weaknesses in the cooperative approach.
Cooper, Tasha and Jane Burchfield. “Information Literacy
for College and University Staff.” Research Strategies 13.2 (1995)
: 94 – 106.
An often forgotten part
of the academic community are those who are outside of the
classroom. The authors
explore the feasibility of offering library instruction to the staff.
Advantages of promoting
library instruction to staff members are discussed.
Cox, Andrew. “Using the World Wide Web for Library User Education :
A Review Article.” Journal of Librarianship and Information Science
29.1 (1997) : 39 – 43.
This article explores the
possibilities of using the WWW for user education. Included is an
overview of how the web
is used, with examples of sites to illustrate.
D
Dabbour, Katherine Strober. “Applying Active Learning Methods
to the Design of Library Instruction for a Freshman Seminar.” College
and Research Libraries 58.7 (1997): 299 – 308.
The ninety minute “one-shot”
instruction sessions given to freshmen at California State
University, San Bernadino
are the focus of this article. The format for the sessions was a
small
group, self-guided exercise
about the library’s on-line system. A description of the class
structure is included. Active
learning principles were employed, and evaluations were given to
participants.
D’Amicantonio, John and Jordan M. Scepanski. “Strengthening Teacher
Preparation Through a Library Program.” Education Libraries 21.1
/ 2 (1997) : 11 – 16.
This article focuses upon
the ongoing development of partnerships between libraries and faculty
to train educators in information
literacy. Using the document A Nation at Risk : the Imperative
for Educational Reform (National
Commission on Excellence in Education, 1983) as an
example of the exclusion
of libraries from the educational process, the authors discuss the
attention libraries received
in follow up documents. California State University, Long Beach,
implemented a program of
information literacy for graduate level education program that relies
upon proactive programming
designed to develop educators who have attained information
literacy skills. Included
are sections dealing with the implementation of the program, and efforts
at developing lifelong resources
for educators.
Daragan, Patricia and Gwendolyn Stevens. “Developing Lifelong Learners
: An Integrative and Developmental Approach to Information Literacy.”
Research Strategies 14.2 (1996) : 66 - 81.
The authors describe the
first year of a four-year course integrated library instruction program.
The key concept is a theory
advanced by William Perry that describes seven levels of
development. The article
contains a literature review, an introduction to William Perry’s
developmental model, results
of an evaluation comparing pre-test and post-test student scores,
and a description of the
proposed expansion of the program.
DeHart, Brian. “ Job Search Strategies : Library Instruction Collaborates
with University Career Services.” The Reference Librarian 55 (1996)
: 73 – 81.
The librarians at DePaul
University developed a collaborative program with the university
placement office to increase
student’s skills in accessing career information. Materials are
housed separately and are
tailored specifically to the needs and programs of the university.
Students receive basic library
instruction from librarians as well as seminars in specific areas.
Search strategy flowcharts
are included.
Diamond, Tom and Joan Espy McGee. “ Bibliographic Instruction
for Business Writing Students : Implementation of a Conceptual Framework.”
RQ 3 (1995) : 340 – 360.
Librarians at Louisiana
State University designed a course to develop critical thinking, research
skills, analysis, and synthesis
of information using an active learning format. Included is an
analysis of both the pre
and post BI evaluation efforts, and recommendations for the future.
Diaz, Karen R. “User Success in a Networked Environment.” RQ 36.3
(1997) : 393 - 407.
This study gauges user success
in using a networked environment by having 43 subjects
complete an exercise that
forces them to use critical thinking skills. Previous studies in
this area
are reviewed, and definitions
are given for key areas of study. Conclusions include the effect
of
network design, database
design, and training.
Diller, Karen R. “Helping Your Campus Navigate Electronic Environments
: Collaboration is a Necessity.” Research Strategies 15.3 (1997)
: 187 – 192.
This paper describes an
instructional program taught by librarians and the information
technology department.
Practical considerations about publicity, evaluation, and collaborative
ventures are included.
Dixon, Lana, Marie Garrett, Rita Smith and Alan Wallace. “Building
Library Skills : Computer Assisted Instruction for Undergraduates.”
Research Strategies 13.4 (1995) : 196 – 208.
Describes a computer assisted
instruction program implemented in English 102 classes at the
University of Tennessee.
Included is a description of the process, reactions from students and
instructors, and examples
of the modules.
Doyle, Carol, Dan Lubach and Janet Martorana. “Solving the Job Puzzle
: A Workshop on Using the Web to Find Career Resources.” Research
Strategies 15.2 (1997) : 100 – 105.
The library and Counseling
& Career Services departments of the University of California,
Santa Barbara teamed up
to develop an Internet based workshop for job seekers. Included
are workshop design, marketing,
and evaluation information.
Drueke, Jeanetta and Richard Streckfuss. “Research Skills for
Journalism Students : From Basics to Computer – Assisted Reporting.”
Research Strategies 15.2 (1997) : 60 – 67.
The authors report on a
program incorporated into a beginning reporting course. The goal of
the program is to develop
research skills, demonstrate the value of research and to prepare the
student for advanced courses
in computer-assisted reporting.
Dusenbury, Carolyn and Barbara G. Pease. “The Future of Instruction.”
Journal of Library Administration 20.3 / 4 (1995) : 97 - 117.
Describes the three major
forces that affect library instruction: technology, the information
seeker, and the librarian.
The effect of these on library instruction is reviewed, and suggestions
for the future are given.
Dyckman, Lise M.. “Beyond “First You Push this Button, Then…”
: A Process-Oriented Approach to Teaching Searching Skills.” The
Reference Librarian 51 / 52 (1995) : 249 – 265.
Bobst Library (New York
University) librarians designed a syllabus that stressed the common
techniques and strategies
of electronic research. Using computer logic to teach search
strategies and demonstrate
evaluation techniques, the librarians were able to apply this
framework to a variety of
needs for instruction of computer based resources. The program
emphasizes basic techniques
such as phrasing commands, analyzing types of computer
resources, and using Boolean
logic. The specific pedagogy used in the program is also
reviewed.
E
Ercegovac, Zorana. “Information Access Instruction (IAI4) : Design
Principles.” College & Research Libraries 56 (1995) : 249 - 257.
Describes a proposal
for bibliographic instruction using four design principles (user, active
learning, conceptual model
of teaching, and modularity) as a framework for instruction.
F
Farber, Evan Ira. “Plus Ca Change.” Library Trends 44.2 (1995) : 430
– 438.
The advent of new technologies
has made finding information easier than ever before. The
author believes that this
change has created many instruction librarians to reconsider their role
in
the process of undergraduate
education. An argument is given for the idea that the needs of
students are not really
that different than they were before technology became an integral part
of the academic library.
Fenske, Rachel F. and Susan E.Clark. “Incorporating Library Instruction
in a General Education Program for College Freshmen.” Reference Services
Review 23.3 (1995) : 69 – 75.
Because of the difficulty
in reaching every student through a one shot class in Freshman English,
the authors developed a
program that was offered through required freshman courses.
Performance goals, implementation
planning, and evaluation results are included. Conclusions
given include alternatives
to large lectures, subject specific workshops, and staggering due
dates of assignments.
G
Geffert, Bryn and Robert Bruce. “Whither BI? Assessing
Perceptions of Research Skills Over an Undergraduate Career.” RQ
3 (1997) : 409 – 417.
After a brief overview of
current research on BI assessment, the authors report on a study
designed to assess student’s
research skills over their undergraduate career. The BI program
at St. Olaf College is course
integrated instruction, but initiated at the invitation of the faculty.
Gibson, Craig.. “Critical Thinking : Implications for Instruction.”
RQ 35.1 (1995) : 27 – 35.
A review of critical thinking
theory opens this article and prepares the way for an analysis of the
controversies surrounding
the movement. Included are implications for instruction and the
increasing array of choices
that confront users of academic libraries.
Gilson, Tom. “Library Instruction for Credit : a Technology Driven Need.”
Research Strategies 15.4 (1997) : 279 - 256.
The increasing complexity
of library resources prompted the addition of a new one credit
library instruction course
at the College of Charleston focusing on electronic resources. The
concept of information literacy
and critical thinking as an important ingredient in any program is
discussed. The course
is arranged around a framework of inquiry, investigation, and
interpretation. Included
is a syllabus and course plan.
Glogoff, Stuart. “ Library Instruction in the Electronic Library : The
University of Arizona’s Electronic Library Education Centers.” Reference
Services Review 23.2 (1995) : 7 – 12, 39.
The University of Arizona
requires a library skills course of all freshman English students.
With
the advent of electronic
resources as a critical portion of the research process, it was
determined that a hands-on
approach would be the best method to incorporate critical thinking
skills into the process.
Included is a sidebar by Abbie Basile that lists additional on-line
resources for planning and
designing an electronic classroom.
Gradowski, Gail, Loanne Snavely, and Paula Dempsey, eds. Designs
for Active Learning : A Sourcebook of Classroom Strategies for Information
Education. Chicago : ALA, 1998.
This book contains fifty
four strategies to introduce active learning principles into the classroom.
Included are basic library
instruction, research process search strategies, and evaluation of
library resources.
Contains a computer disk with handouts, forms and exercises.
H
Hansen, Carol and Nancy Lombardo. “Toward a Virtual University : Collaborative
Development of a Web Based Course.” Research Strategies 15.2 (1997)
: 68 – 79.
Librarians from ten colleges
and universities in Utah teamed up to create a one credit course
aimed at deliver information
literacy instruction. The article describes the development and
implementation of the course.
Included is a course description, syallabus, political concerns of
collaboration, and future
prospects for the course.
Hanson, Michele G.. “Joining the Conversation: Collaborative Learning
and Bibliographic Instruction.” The Reference Librarian 51 / 52 (1995)
: 147 - 159.
Hanson discusses the concepts
of collaborative learning and how the library is well suited to
such endeavors. She
believes that since libraries bring together students from all disciplines,
and are already a center
for interaction, collaborative learning techniques can be utilized in the
delivery of methods that
foster such activities. Several key theories are discussed, and
arguments are given for
greater inclusion of this method of teaching / learning. Definitions
for
key concepts and an outline
for planning collaborative learning sessions are included.
Hardesty, Larry. “Faculty Culture and Bibliographic Instruction
: an Exploratory Analysis.” Library Trends 44.2 (1995)
: 339 – 367.
Since librarians perceive
faculty support as the key to a successful library instruction, the author
explores the attributes
of faculty culture that can impede or enhance the integration of library
instruction into the curriculum.
A short history of library instruction in included, as is a
discussion on the implications
faculty resistance has for instructional programs within the library.
Houdyshell, Mara L.. “Bring Out the Best in Your BI or Converting Confusion
into Confidence.” College and Undergraduate Libraries 5.1 (1998)
: 95 – 101.
The author describes the
attitude and methods of a good BI librarian and gives suggestions for
developing appropriate class
presentations. Included are lecture tips, and eight points to
consider.
Hubbard, Taylor E. “Bibliographic Instruction and Postmodern Pedagogy.”
Library Trends 44.2 (1995) : 439 - 52.
The author states that in
contrast to past bibliographic instruction practices, a postmodernist
approach will provide opportunities
for integrating library instruction into the curriculum. The
article discusses postmodern
philosophy and encourages librarians to consider multiple
perspectives when designing
bibliographic instruction.
I
Isbell, Dennis. “Teaching Writing and Research as Inseparable : A Faculty-Librarian
Teaching Team.” Reference Services Review 23.4 (1995) : 51 – 62.
Describes a teaching partnership
between a librarian and composition professor at Arizona
State University West. The
program uses a critical thinking approach and uses information
literacy competencies.
Includes sample guidelines and assignments.
J
Jacobson, Trudi E.and Beth L. Mark. “Teaching in the Information Age
: Active Learning Techniques to Empower Students.” The Reference
Librarian 51 /52 (1995) : 105 – 120.
The authors believe that
new formats for information retrieval have created a need for new
teaching methods.
A variety of active learning exercises are used to deal with four main
questions : “where
am I, how do I do it, what am I trying to do, and what do I do with
it.” A
brief overview of active
learning philosophy is presented, as is learning styles.
Jacobson, Trudi E. and Janice G. Newkirk. “The Effect of CD-ROM Instruction
on Search Operator Use.” College and Research Libraries
57.1 (1996) : 68 – 76.
This article reports the
results of a study of 675 CD-ROM users to determine the effect of
prior instruction or assistance
in developing search strategies. The development of the survey is
detailed, and tables are
included with pertinent facts. The authors believe that there is
not a
strong enough association
between what is being taught and how searchers are using the
databases.
Johnson, Doug. “ Student Access to the Internet : Librarians and Teachers
Working Together to Teach Higher Level Survival Skills.” Emergency Librarian
22.3 (1995) : 8 -12.
Defines the concepts of
physical access and intellectual access. The author believes that one
cannot function without
the other, and as the Internet becomes a greater tool for information
gathering, it will be necessary
to form collaborative partnerships. Includes the Mankato
Internet Skill rubrics which
details four levels of mastery of Internet skills. While aimed at
a
K-12 audience, skill sets
and hypothesis are easily transferable to higher education.
Johnston, Wanda, Theresa S. Byrd, M. Ann Miller, Cary Sowell,
Lynette Anderson, Marcia Suter, and Julie Beth Todaro. “The “Best” in Bibliographic
Instruction.” Community & Junior College Libraries 8.1 (1995)
: 103 – 112.
The ACRL Community &
Junior College Libraries Section Bibliographic Instruction
Committee surveyed 100 leaders
in the CJCLS and ACRL BI section. Of these, 26
responded, resulting in
a 26% return rate. The respondees rated institutions with outstanding
programs, the best monographs,
best journals, and best journal articles.
Judd, Vaughan and Betty J. Tims. “Integrating Bibliographic Instruction
into a Marketing
Curriculum : A Hands-On Approach Using Interactive Team Teaching.”
Reference Services
Review 24.1 (1996) : 21 - 25.
Describes a collaborative
effort at developing a workshop aimed at promoting the use of
secondary data in a marketing
curriculum. The workshops are team taught. Included is a
profile of the workshops,
sample problems, and an analysis of workshop evaluations.
K
Kaczor, Sue. A. and Trudi E. Jacobson. “Bibliographic Instruction for
the Internet : Implications of an End-User Survey.” Research Strategies
14.4 (1996) : 214 - 223.
The authors believe that
there has been little effort to survey Internet users about their search
behavior or sources of instruction
for Internet use. This study uses survey data collected at the
University of Albany, SUNY
in 1995. 94 usable surveys were interpreted. The article
provides information about
how patrons learn to use the Internet and the awareness of the
availability of instruction.
Kaplowitz, Joan and Janice Contini. “Computer Assisted Instruction
: Is it an Option for Bibliographic Instruction in Large Undergraduate
Survey Classes.” College & Research Libraries 59.1(1998) : 19
– 27.
The authors describe a computer-assisted
instruction program for an undergraduate
introductory level biology
course. Included is an evaluation of the pre and post tests,
as well as an evaluation
of the follow-up survey.
Kautzman, Amy M. “Teaching Critical Thinking : the Alliance of Composition
Studies and Research Instruction.” Reference Services Review (1996)
: 61 - 65.
Discusses a model for the
integration of critical thinking skills and research skills into a
single one-hour session
for students. Successful writing skills and the necessary research
skills can be successfully
integrated through an evaluation of both the processes of research
and writing. The author
borrows from Deborah Fink to build ten questions that provide
students with a framework
for exploration. The limitations of such a program are explored.
Kennedy, Lynn, Charles Cole, and Susan Carter. “Connecting Online
Search Strategies and Information Needs : A User-Centered, Focus-Labeling
Approach.” RQ 36.4 (1997) : 562 - 568.
The aim of the strategy
proposed in this article is to address the needs of the user in the least
amount of time. Using
this concept, the librarian assesses and labels the undergraduate’s
information need using a
tool based upon Kulthau’s theory of the Information Search Process.
Strategies are given which
enable the librarian to quickly assess the correct level of need.
Klavano, Ann M. and Eleanor R. Kulleseid. “Bibliographic Instruction
: Renewal and Transformation in One Academic Library.” The Reference
Librarian 51 /52 (1995) : 359 – 383.
As a result of a self study
done in preparation for an accreditation review, Mercy College
formed a plan to implement
three initiatives : increase course integrated information literacy,
develop a plan for assessment,
and recruit and train information literacy peers to assist
librarians. Mercy
College is a multicultural institution that serves users at a variety of
off-site
locations as well as at
a main library. Current research, assessment activities, and
goals
for the program are included.
Kohl, David F. “As Time Goes by…: Revisiting Fundamentals.” Library
Trends 44.2 (1995) : 423 – 429.
The author reviews the past
visions of library instruction. Four areas are discussed.
Examples of programs are
used to illustrate the following points: the reference / instruction
relationship, a vision of
creating a self-sufficient user, the importance of replacing courses
with curriculum, and the
need for significant outcomes. The author believes that library
instruction must develop
in a more systematic manner and that the central focus of any
program should be independent
learners.
Kohut, Dave and Joel Sternberg. “Using the Internet to Study the
Internet : An Active Learning Component.” Research Strategies 13.2
(1995) : 176 – 180.
The authors describe a component
of an undergraduate course in which students use the
Internet to research an
emerging technology at St. Xavier University. Using an active
learning approach, students
completed several exercises designed to help them develop
skill using keyword searching.
Specific assignments are included.
Konrad, Lee and James Stemper. “Same Game, Different Name
: Demystifying Internet Instruction.” Research Strategies 14.1
(1996) : 4 – 21.
Describes the development
of a series of Internet training workshops for faculty and
students at the University
of Wisconsin – Madison. The authors believe that the
similarities between traditional
BI and Internet instruction are more numerous than
the differences. They
offer practical advice in developing an Internet training program,
including sections on choosing
client software, team teaching strategies, scheduling,
evaluation, and handouts.
Sample workshop outlines are included.
Kunkel, Lilith, Susan M.Weaver, and Kim N.Cook. “What Do They Know?
: An Assessment of Undergraduate Library Skills.” Journal of Academic
Librarianship, 22.6 (1996) : 430 – 434.
After developing and administering
a 15 item questionnaire, the authors believe that the
frequency of library assignments
has a direct impact on student skills. The test was
administered to 245 students
in a second course freshman English course. Included in
the article is a data analysis
and evaluation of results.
L
LaGuardia, Cheryl, Michael Blake, Lawrence Dowler,
Laura Farwell, Caroline M. Kent and Ed Tallent. Teaching the New
Library : a How-To-Do-It Manual. New York : Neal-Schuman, 1996.
This book is a practical
discussion on techniques for teaching in the electronic era. Part one
opens with a discussion
on what the authors see as the “new library”, and part two is a step
by step guide to developing
a teaching program. Practical advice is given, and examples
of course outlines, schedules,
how to choose a particular approach for delivery of instruction,
and design of ideal teaching
spaces are included.
Lecke, Gloria J. “Desperately Seeking Citations : Uncovering Faculty
Assumptions About the Undergraduate Research Process.” Journal of
Academic Librarianship 22.3 (1996) : 201 – 208.
The author discusses the
research problems associated with the typical research assignment.
Discussed are : faculty
responsibility for teaching research skills, typical student limitations,
faculty assumptions, and
class experience.
Lee, Catherine A.. “Teaching Generation X.” Research Strategies
14 (1996) : 56-59.
Based upon current research
in higher education, the author identifies four characteristics
that distinguish people
born between 1961 and 1964 and discusses implications for
effective library instruction.
The four factors are: a craving for stimulation, need for
personal contact, preference
for concrete information, and a desire for leading edge
technology. Six guidelines
are given to develop appropriate instructional programs.
Lewis, Clementine. “Promoting Library Research : The Research Review
Competition.” Research Strategies 15.2 (1997) : 112 – 116.
The library at LaGuardia
Community College of the City University of New York
developed and implemented
a competition aimed at promoting research and writing
skills for students.
Since 1980, the program has achieved its goal of highlighting the
library’s role in the academic
process as well as promoting mastery of research and
writing skills. Included
are the guidelines, requirements, rating criteria, and marketing
of the program.
Levy, Philippa, Sue Fowell, and Emma Worsford. “Networked Learner Support”
The Library Association Record 98 .1 (1996) : 34 - 35.
The article states that
librarians should take a leading role in developing and delivering
instruction to online users.
Contains practical strategies for coping with remote user
questions and instruction.
The program at the University of Sheffield (England)
includes collaborative initiatives
with instructors of distance courses to provide
bibliographic training.
Lipman, Cynthia and Marcia King-Blandford. “Innovation and Collaboration
Brings Forth a New Approach to Bibliographic Instruction – Teach the Teachers.”
Journal of Interlibrary Loan, Document Delivery & Information Supply
8.2 (1997) : 21 – 31.
The librarians at the University
of Toledo developed a collaborative program that
emphasizes the concept of
teaching the instructor. The program centers on
empowering the instructors
to teach basic information skills. Practical suggestions
are given to design a course
that emphasizes the instructor’s role in developing
student research skills.
List, Carla. “Branching Out : a Required Research Course Targets Disciplines
and Programs.” The Reference Librarian 51/52 (1995) : 385 - 398.
Describes a required one
-credit course and the areas of focus for the course.
Shortened versions of syllabi
for different subject specific sections are given.
Sections are taught to be
discipline specific, and the problems and successes of
such a program are noted.
M
Mabry, Celia Hales. “Using Cooperative Learning Principles in BI.”
Research Strategies 13.3 (1995) : 182 – 185.
This article begins with
a survey of the work of David W. Johnson and Roger T.
Johnson, who developed a
method of cooperative learning used in college classrooms
nationwide. Included
is a brief description of the principles of cooperative learning
and a description of a fifty
minute bibliographic instruction class using cooperative
learning.
Mabry, Celia Hales. “Teaching Electronic Sources – With a Difference.”
Research Strategies 15.1 (1997) : 52 - 55.
By focusing bibliographic
instruction classes on student’s research topics, cooperative
learning processes can foster
point of need instruction. Included is a sample search strategy.
MacAdam, Barbara. “Sustaining the Culture of the Book : The Role of
Enrichment Reading and Critical Thinking in the Undergraduate Curriculum.”
Library Trends 44.2 (1995) : 237 – 263.
This article examines responses
to the call for a reassessment of higher education
following the publication
of A Nation at Risk (1983) and College : The Undergraduate
Experience In America (1987).
The concept of critical thinking emerged as an important
aspect of new programs,
and their inclusion in the education process. The author includes
a concise discussion of
the elements of critical thinking, the role of language and reasoning
and the role of bibliographic
instruction in the educational process of undergraduate students.
MacAdam, Barbara. “Creating Knowledge Facilities for Knowledge Work
in the Academic Library.” Library HiTech 61.16:1 (1998) : 91 – 99.
A Knowledge Navigation Center
was opened in the library at the University of Michigan.
The center was intended
to provide resources and bibliographic instruction for
undergraduates. The development
and implementation of the center are discussed.
Mader, Sharon. “Instruction Librarians : Leadership in the New Organization.”
RQ 36 (1996) : 192 – 197.
Describes the qualities
of leadership and offers a definition of leadership as it pertains
to instruction librarians.
Included are considerations of collaborative leadership, virtual
organizations, and the role
of instruction librarians.
Martin, Lynne M., ed.. Library Instruction Comes of Age. Binghampton,
NY: Haworth Press, 1995.
The volume contains a review
of bibliographic instruction methods and programs of the
last decade. Chapters
include four case studies, collaboration with faculty, teaching
pedagogy, learning theory,
technology, and a summary. Also published as the
Reference Librarian, No.
51 / 52, 1995.
McKinzie, Steve. “Research Across the Curriculum.” College and
Research Libraries News 56.6 (1995) : 414 – 417.
The author sets forth arguments
for teaching research in the same manner as writing.
He believes that the current
state of research instruction is at worst uneven, and at
best haphazard. Recommendations
include a research dimension in a variety of
courses and a standardized
commitment to meaningful inclusion of information literacy
skills in the curriculum.
Moeckel, Nancy and Jenny Presnell. “A Companion Bibliography
to : Recognizing, Understanding, and Responding : A Program Model of Library
Instruction Services for International Students.” The Reference
Librarian 51 / 52 (1995) : 327 – 352.
An annotated bibliography
including materials to assist in designing and implementing
library services for specific
international student populations. The bibliography is
divided into three sections
: library programs/instruction, cultural attributes, and general
education/interpersonal
communication. Each main section is then divided into sub sections.
Morrison, Heather. “Information Literacy Skills: an Exploratory
Focus Group Study of Student Perceptions.” Research Strategies 15.1 (1997)
: 4 - 17.
Morrison reports the results
of focus group methodology in information literacy research.
Included in the article
are methodology, limitations, and results. Questions included
ranking skills needed to
retrieve information, value of information literacy, and the role of
the library in this process.
This study encompassed one session of seven students that
lasted for 1½ hours.
Murdock, Jeanne. “Re-engineering Bibliographic Instruction : The Real
Task of Information Literacy.” Bulletin of the American Society for Information
Science 21.3 (1995) : 26 – 27.
Reviews the definition of
Bibliographic Instruction and the need to re-engineer the process
to reflect new advances
in information delivery. The author sees Bibliographic Instruction
as the vehicle to create
a user friendly library.
N
Nesbitt, Renee. “Faculty-Librarian Partnerships.” Education Libraries
21.1/2 (1998) : 5 – 10.
Describes a collaborative
partnership between faculty and librarians aimed at addressing
and teaching new technological
advances in research. Includes instrumentation charts.
O
Oberman, Cerise. “Library Instruction : Concepts & Pedagogy
in the Electronic Environment.” RQ 59.5 (1996) : 315 - 323.
The author reflects upon
the philosophical and pedagogical concepts of library instruction
as it relates to current
library instruction practices. She discusses the need to see
technology’s limits as well
as its strengths before moving headlong into its use. The three
historical phases in the
development of technology as developed by Neil Postman are
used to demonstrate the
transformation of libraries as a physical entity to libraries without
physical constraints.
Oberman, Cerise, Bonnie Gratch Lindauer and Betsy Wilson. “Integrating
Information Literacy into the Curriculum : How is your Library Measuring
Up?” College and Research Library News 59.5 (1998) : 347 – 352.
This article presents the
reasoning behind the Information Literacy IQ (institutional quotient)
test that is available in
the web at http://www.ala.org/acrl/nili/nilihp/html. The test is
divided
into stages, and each includes
a set of strategies designed to move institutions to the next level.
Oblinger, Diana G. and Sean C. Rush, eds. The Learning Revolution :
the Challenge of Information Technology in the Academy. Boston : Anker,
1997.
A collection of fifteen
essays which give accounts of innovations, experiments, and
predictions about the impact
of technology in higher education. Included are sections on
collaborative learning,
asychronous learning networks, the library of the future, and learning
institutions. Of particular
interest are the sections dealing with learning styles and changing
paradigms.
P
Parks, Joan and David Hendrix. “Integrating Library Instruction
into the Curriculum Through Freshman Symposium.” Reference Services
Review 24.1 (1996) : 65 – 71.
This anecdotal article describes
the efforts of librarians at Southwestern University
who developed an integrated
library instruction program in conjunction with Freshman
Symposium. Students
focus on current topics, and library assignments are geared to
develop research skills.
Pastine, Maureen D.. “Reflections on Growing Up : “Introduction” to
The Reference Librarian No. 24, 1989, “Integrating Library Use Skills into
the General Education Curriculum” with Additional Commentary.” The
Reference Librarian 51 / 52 (1995) : 15 – 24.
The 1989 introduction is
revisited by its author, with a look at what has happened in the
field of academic library
instruction.
Perkins, Michael. “Bibliographic Instruction? More Than Ever!”
Journal of Academic Librarianship 22 (1996) : 212 – 213.
This article is a philosophical
discussion of the need for information competency. The
author argues that information
competency consists of more than computer literacy.
Knowledge should include
comprehension of what information is available, how it is to
be used, and when to use
it. While the author believes that BI is needed more than ever,
he feels that more responsibility
will inevitably be placed on end users.
Piette, Mary I. “Library Instruction : Principles, Theories, Connections,
and Challenges.” The Reference Librarian 51/52 (1995) : 77 - 88.
Instructional theories and
learning principles are related to the challenges of library
instruction. A suggested
model of library instruction is outlined and recommendations
are made that librarians
become more aggressive in promoting the library’s role in the
education of users.
Pitkin, Gary M., ed. . The Impact of Emerging Technologies on
Reference Service and Bibliographic Instruction Westport, Ct.: Greenwood
Press, 1995.
This book contains nine
essays that attempt to answer two main questions – what
are the emerging technologies
that affect libraries, and how should reference service
and bibliographic instruction
respond to them? The essays are theoretical in nature.
R
Rader, Hannelore B.. “Information Literacy and the Undergraduate Curriculum.”
Library Trends 44.2 (1995) : 270 – 78.
Opening with a survey of
the last forty years of library instruction efforts, the author
considers the impact that
emerging technologies is having on library instruction. The
advent of technology is
seen as an opportunity for BI librarians to have a greater impact
upon the education of students.
Rader, Hannelore B. “Library Instruction and Information Literacy
– 1995.” Reference Services Review 24.4 (1995)
: 77 – 96.
The author prepared an annotated
bibliography of library instruction and information
literacy aimed at all levels
of use. Included is an analysis of the number of items published.
The annotations are arranged
by type of library and are arranged in alphabetical order.
Ragains, Patrick.. “Four Variations on Drueke’s Active Learning Paradigm.”
Research Strategies 13.1 (1995) : 40 – 50.
Describes a lesson plan
based upon an active learning technique called the “jigsaw method.”
Included is the nature of
active learning, a description of the structure of the jigsaw lesson,
evaluation methods, and
considerations for librarians wishing to incorporate active learning
techniques in bibliographic
instruction.
Ragains, Patrick. “Evaluation of Academic Librarians’ Instructional
Performance : Report of a National Survey.” Research Strategies 15.3
(1997) : 159 – 175.
The author believes that
subjective evaluations are inadequate to measure student learning,
direct program improvements,
or performance appraisals of librarians. Instead, he
advocates that librarians
need to implement teaching strategies that allow student learning
to be assessed as a measure
of success of a library instruction program.
Ramey, Mary Ann. “Student Choice : A Modular Approach to Library Instruction.”
Research Strategies 14.3 (1996) : 246 - 251.
This article argues that
the modular approach places responsibility for library instruction
on the librarians and is
particularly useful in providing general information about the library.
This program is based upon
a series of one hour modules that can be given at any point
in the student’s career.
Such an approach makes use of a wide range of teaching methods,
does away with overlapping
content, and is flexible.
Reilley, Loretta J. and Garry A. Browning. “Point of Use Instruction
: The Evolving Role of Stacks Support Staff and Student Assistants in an
Academic Library.” The Reference Librarian 51 / 52 (1995)
: 195 – 208.
Concerns about the inability
of students to find materials in the stacks of Oregon State
University’s Kerr Library
prompted a program which uses stack maintenance support
staff and student assistants
to provide point-of-use assistance to patrons. The program
began with the administration
of a stacks user survey, and the development of a training
program in which all staff
are trained in assistance for users. Included in the article is
the actual survey and recommendations
that arose from an analysis of the survey.
Rettig, James. “The Convergence of the Twain or Titanic Collision?
BI and Reference in the 1990’s Sea of Change.” Reference Services Review
23.1 (1995) : 7 – 20.
The author uses the example
of Samuel Green’s 1876 article, “Personal Relations Between
Librarians and Readers”
which discusses issues such as the value of proactive service and
information vs. instruction.
Using the Green article as a springboard, Rettig considers the
current status of instruction
and reference. Included is the impact of social trends and a list
of shared tasks for reference
and BI of the future.
Rosselle, Ann. “Using the ALA’s Evaluating Library Instruction
(1996).” Journal of Academic Librarianship 23 (1997) : 390 - 397.
This study carried out a
summative evaluation of the information literacy skills program
that is integrated into
the three year bachelor’s level nursing program at the University of
Botswana. The author
believes that important information about the impact of library
instruction can be discovered
through the use of open-ended questions, rather than more
traditional methods of
evaluation. Both students and faculty were queried, and the
final
method used for evaluation
was to compare the bibliographies from senior research projects
before the implementation
of the course and after. The author recommends that librarians
move away from the use of
traditional methods of evaluation, such as surveys with
categorical answers.
S
Saia, David. “Advocacy for Bibliographic Instruction : A Challenge
for the Future.” The Katherine Sharp Review 1(1995) [Online] http://edfu.lis.uiuc.edu/review/summer1995/saia.html
[1998, September 9].
The role of the bibliographic
instruction advocate is considered in this article. A review
of current literature is
included, as is essential elements of a successful BI program.
The author believes that
a commitment to BI by the library staff is essential, and strategies
to counter any resistance
are given.
Salony, Mary F. “The History of Bibliographic Instruction : Changing
Trends from Books to the Electronic World.” The Reference Librarian 51/52
(1995) : 31 - 51.
The history of bibliographic
instruction in the 18th and 19th century is explored, and
its increasing role in academic
libraries is noted. Arrangement of the text is by time
period, and similarities
in concerns and structure are noted. Implications for the future
direction of instruction
are given.
Scholz, Ann Margaret, Richard Kerry Kerr and Samuel Keith Brown.
“PLUTO : Interactive Instruction on the Web.” College &Research
Library News 57.6 (1996) : 346 - 349.
Describes Purdue Univiersity’s
online orientation program, which is the main tool for
introducing new students
to the library. PLUTO stands for Purdue Libraries
Undergraduate Tutorial Online,
and is an interactive, learner centered module available
on the Web.
The planning, development, and implementation stages are described and
examples of pages are given.
Schronock, Donna, ed.. Evaluating Library Instruction: Sample Questions,
Forms, and Strategies for Practical Use. Chicago: ALA, 1995.
This book was prepared by
the Library Instruction Roundtable to be a practical guide to
the planning process and
evaluation of library instruction. Chapters include pre-survey
planning, strategies and
practical suggestions for actual questions organized by topic,
sample attitude and measurement
scales, a glossary, and bibliography.
Sheridan, Jean, ed.. Writing across the Curriculum and the Academic
Library : a Guide for Librarians, Instructors, and Writing Program Instructors.
Westport Ct. : Greenwood Press, 1995.
Provides information about
the writing across the curriculum movement and focuses on
collaboration between faculty
and librarians to provide effective library instruction to
augment intensive composition
programs.
Shirato, Linda, ed. The Impact of Technology on Library Instruction
Ann Arbor, Mi. : Perian Press, 1995.
Contains the papers and
sessions of the twenty first National LOEX Library Instruction
Conference. Included
are sections on the impact of electronic resources, guidelines for
creating user centered instruction,
and cooperative learning.
Small, Ruth V. “Designing Motivation into Library and Information Skills
Instruction.” SLMQ Online 26 (1998) [Online] http://www.ala..org/aasl/SLMQ/small.html
[1998, September 22].
This article contains theories
of motivation and useful models. Contains ideas for
further research.
Snavely, Loanne and Natasha Cooper. “Competing Agendas in Higher
Education : Finding a Place for Information Literacy.” Reference &
User Services Quarterly 37.1 (1997) : 53 – 62.
The authors believe that
a cross curriculum, course integrated method is the correct
model for a comprehensive
Information Literacy program. They explore the issues
and impediments to such
a program, and offer suggestions.
Snavely, Loanne & Cooper, Natasha. “The Information Literacy Debate.”
Journal of Academic Librarianship 23.1 (1997) : 9 – 14.
The article is a bibliographic
essay of current beliefs and questions surrounding information
literacy. ALA’s definition
of information literacy is used as a basis of the article, and
discussion centers on different
viewpoints of information literacy as it pertains to higher
education. The authors’
opinion is that the term must be defined and used to promote
learning and make a contribution
to the total process of learning that takes place in other
parts of the academic institution.
Snyder, Ilana, ed.. Page to Screen : Taking Literacy into the
Electronic Era. New York : Routledge, 1998.
Composed of a series of
articles dealing with the impact of technology on literacy. The
four main sections of the
book deal with : a twenty year history of the field of literacy
and technology studies,
emerging literacies, the problems of hypertext, and the
changing cultures of
learning. Of particular interest to librarians are the sections about
how users deal with the
web and the critical skills needed to effectively utilize this resource.
Souchek, Russell and Marjorie Meier. “Teaching Information Literacy
and Scientific Process Skills.” College Teaching 45.4 (1997) 128 – 131.
The authors describe a program
implemented collaboratively as part of a one semester
first year zoology course.
The program covered an entire semester, and was cumulative
in nature. The final
product was a mini research project, and evaluation was done through
student evaluations and
anecdotal information from other professors. Included in the article
are specific lessons and
goals to be met throughout the term.
Stamatoplos, Anthony and Robert Mackoy. “Effects of Library Instruction
on University Students’ Satisfaction with the Library : A Longitudinal
Study.” College and Research Libraries 59.4 (1998) : 323 – 334.
The authors argue that satisfaction
should be an important part of the evaluation of library
services. Includes
a discussion of methodology and findings.
Stelling, Prue. “Student to Student : Training Peer Advisors to Provide
BI.” Research Strategies 14.1 (1996) : 50 - 55.
Peer advisors at Binghamton
University are trained to help other students to use the library.
The advisors help students
enrolled in a required course that has a research component. A
peer advisor training evaluation
form and explanation for its use are included, as well as a
general outline.
T
Thompson, Jane. “Teaching Research to Faculty : Accomodating Cultural
and Learning Style Differences.” Law Library Journal 88.2 (1996)
: 280 – 287.
At the University of Colorado
Law Library, bibliographic instruction efforts include
teaching faculty new research
strategies. Differences in learning styles, and cultural mores
required a flexible program
that could address the needs of a group of people with a
lifelong need to do research
at the academic level. The article includes learning styles,
teaching pedagogy, and methods
to handle the time constraints. Practical suggestions
are given to help start
a program for faculty.
Tompkins, Phillip. “Quality in Community College Libraries.” Library
Trends 44.3 (1996) : 506 - 525.
Tompkins states that his
article was written to re-evaluate and offer alternatives to the
traditional method used
to judge college libraries. Although written for community colleges,
the article discusses issues
applicable to all colleges. It describes the use of quality methods
as described and developed
by the TQM movement in college settings. The article details
the necessity for the library’s
teaching mission to undergo fundamental changes aimed at
serving students with different
learning styles, and the need to integrate the library’s mission
into the curriculum.
Tompkins argues that a fundamental change in the paradigms currently
in place in most college
libraries should include the best of the traditional library with
a new
role of the library as a
pivotal player in the educational process of the students.
Turner, Diane J. and Marilyn Grotzky. “They Teach Too :
A Role for Paraprofessionals in Library Instruction.” The Reference
Librarian 51 / 52 (1995) : 181 – 193.
In response to a shortage
of teaching librarians, Auraria Library (which serves the University
of Colorado at Denver, Metropolitan
State College, and the Community College of Denver)
began using volunteers from
the paraprofessional staff to teach in lower division and orientation
bibliographic classes.
The ratio of librarians to students in the library is 1.13 to 1,000, which
combined with a teaching
load of 500 classes per year created the need for s systematic
program aimed at developing
paraprofessional staff to help with the teaching load. They
provide class delivery,
help design modules, and deliver demonstration classes in the use of
resources found in the library.
Turner, Diane J.. “Incorporating the WWW into Instruction : Some Considerations.”
Colorado Libraries 22.1 (1996) : 42 – 43.
Discusses the problems and
concerns of incorporating the Internet into library instruction.
U
Ury, Connie J. and Terry L. King. “Reinforcement of Library Instruction
for Freshman Seminar Students.” Research Strategies 13.3 (1995) :
153 – 164.
The freshman seminar library
instruction program at Northwest University is planned
by librarians, but implemented
by faculty. To determine how effective such a program
is, a study was conducted
and the results are reviewed.
Ury, Connie Jo, Carolyn V. Johnson and Joyce A. Meldren. “ Teaching
a Heuristic Approach to Information Retrieval.” Research Strategies 15.1
(1997) : 39 - 47.
Students must become acquire
information retrieval skills for future as well as present
needs. The library
instruction program at Northwest Missouri State University uses a
heuristic model to teach
information strategies throughout the curriculum. This is
accomplished by collaborating
with faculty and developing opportunities for reinforcement
and refinement. Assessment
methods are discussed, and the need for continuous
improvement noted.
V
Varner, Carroll H., Vanette M. Schwartz and Jessica George.
“Library Instruction and Technology in a General Education ‘Gateway’ Course
: the Student’s View.” Journal of Academic Librarianship (1996) :
355 - 359.
Small group discussions
were held with user panels made up of freshman students enrolled
in a general education gateway
course. Reactions to library instruction and technology
training were discussed,
and conclusions were drawn. The authors suggest that the library’s
teaching role should be
well defined and integrated into a core academic program.
W
Warmkessel, Marjorie M. and Joseph M. McCade.. “Integrating Information
Literacy into the Curriculum.” Research Strategies 15.2 (1997) : 80 –
88.
The authors describe a two-week
graduate level course designed for elementary and
secondary educators.
The course used an active learning, student centered learning to
help students develop information
literacy skills. Included is an evaluation rubric and
topics for performance evaluation.
Whitehead, Anita & Long, Maxine M.. “Providing Off-Campus Bibliographic
Instruction When Off-Campus Means Someone Else’s Campus.” The
Reference Librarian 51/52 (1995) : 171 - 180.
Increasing numbers of students
are utilizing satellite sites for regular course instruction.
Genesee Community College
students also receive their bibliographic instruction through
a cooperative arrangement
with State University of New York at Genesco. A short
history of the process of
developing a cooperative agreement between the two schools
is discussed. This program
emphasizes collaboration with the faculty and attention to the
needs of students.
Effectiveness was measured with surveys.
Whitmore, Ethelene. “Development of Critical Thinking Skills : An Analysis
of Academic Library Experiences and Other Methods.” College &
Research Libraries 59.3 (1998) : 266 – 273.
This study interprets data
from the College Student Experiences Questionaire complete
by students during 1992-1993.
Areas studied include: student backgrounds, library
experiences, critical thinking
development. Conclusions are drawn about the impact on
library design.
Willis, Elizabeth & Turner, Diane J.. “Streamlining Library Instruction
: The Auraria Experience.” Research Strategies 13 (1995) : 107 –
115.
The authors believe that
course integrated instruction at the introductory level is inefficient.
Discussed are the
factors leading to the development of a self directed program consisting
of several options.
The options included an audio tour, library handbook, and online
demonstrations conducted
by paraprofessionals. Included in the article are handouts,
descriptions of the evaluation
of the program, and concerns.
Author page number
Anderson, Lynette 17
Blake, Michael 21
Brown, Samuel Keith 32
Browning, Garry A. 30
Bruce, Robert 13
Byrd, Theresa S. 17
Carter, Susan 19
Clark, Susan E. 13
Cole, Charles 19
Contini, Janice 18
Cook, Kim N. 21
Cooper, Natasha 34
Dempsey, Paula 14
Dowler, Lawrence 21
Farwell, Laura 21
Fast, Margaret L. 6
Fowell, Sue 22
Garrett, Marie 11
George, Jessica 37
Gilchrist, Debra 5
Grotzky, Marilyn 36
Hendrix, David 28
Jacobson, Trudi E. 18
Jayne, Elaine Anderson 2
Jenkins, Martin 3
Johnson, Carolyn V. 38
Kent, Caroline M. 21
Kerr, Riichard Kerry 32
King, Terry L. 37
King-Blandford, Marcia 23
Kulleseid, Eleanor R. 19
Lindauer, Bonnie Gratch 27
Lombardo, Nancy 15
Long, Maxine M. 38
Lubach, Dan 11
Mackoy, Robert 35
Mark, Beth L. 16
Martorana, Janet 11
McCade, Joseph M. 38
McGee, Joan Espy 10
Meier, Marjorie 35
Meldren, Joyce A. 37
Miller, M. Ann 17
Newkirk, Janice G. 17
Pease, Barbara G. 12
Poulin, Sonia 4
Presnell, Jenny 25
Rush, Sean C. 27
Scepanski, Jordan M. 9
Schad, Maralyn H. 6
Schwartz, Vanette M. 37
Smith, Rita 11
Snavely, Loanne 14
Sowell, Cary 17
Stemper, James 18
Sternberg, Joel 20
Stevens, Gwendolyn 9
Streckfuss, Richard 11
Suter, Marcia 17
Tallent, Ed 21
Tims, Betty J. 18
Todaro, Julie Beth 17
Turner, Diane J. 39
Vileno, Liugina 4
Wallace, Alan 11
Weaver, Susan M. 21
Whitson, Donna 2
Wilson, Betsy 27
Worsford, Emma 22
Subject Index – Arranged by Author
Page number
Active Learning
Allen, Eileen 2
Brewer, Janet 5
Dabbour, Katherine 8
Gradowski, Gail 13
Jacobson, Trudi 17
Kohut, Dave 20
Ragains, Patrick 30
Bibliographic Instruction Evaluation
Bober, Christopher 4
Diaz, Karen R. 10
Geffert, Bryan 13
Jacobson, Trudi 17
Kaczor, Sue R. 18
Kunkel, Lilith 21
Morrison, Heather 26
Ragains, Patrick 30
Roselle, Ann 31
Schronock, Donna 33
Stamatoplos, Anthony 35
Varner, Caroll H. 37
Cooperative Learning
Cook, Kim 8
Hanson, Michelle 15
Mabry, Celia Hayes 23
Course Integrated Programs
Daragon, Patricia 9
Oberman, Cerise 27
Parks, Joan 28
Pastine, Maureen 28
Warmkessel, Marjorie 38
Critical Thinking
Bodi, Sonia 4
Diamond, Tom 10
Gibson, Craig 13
Kautzman, Amy M. 19
MacAdam, Barbara 24
Whitmore, Ethelene 38
Electronic Instruction
Burke, John 6
Diaz, Karen 10
Diller, Karen 10
Dyckman, Lise 12
Kaplowitz, Joan 18
Levy, Phillipa 22
Mabry, Celia 23
Faculty Partnerships
Amstutz, Donna 2
Cohen, Charlotte 7
D’Amicantonio, John 9
DeHart, Brian 10
Diller, Karen R. 10
Hansen, Carol 15
Isbell, Dennis 16
Johnson, Doug 17
Judd, Vaughan 18
Lippman, Cynthia 23
Sheridan, Jean 33
Souchek, Russell 35
Thompson, Jane 35
Ury, Connie 37
Instruction Program Examples
Bailey, Lynette 3
Barclay, Donald 3
Ercegovac, Zorana 12
Fenske, Rachel 13
Gilson, Tom 14
Glogoff, Stuart 14
LaGuardia, Cheryl 21
List, Carla 23
Ramey, Mary Ann 30
Small, Ruth 33
Internet
Arnold, Judith 2
Chiu, Cathy 7
Cox, Andrew 8
Doyle, Carol 11
Johnson, Doug 17
Kaczor, Sue 18
Kohut, Dave 20
Konrad, Lee 20
Scholz, Ann Margaret 32
Turner, Diane 36
Library Instruction Marketing
Lewis, Clementine 22
MacAdam, Barbara 24
Oberman, Cerise 27
Shirato, Linda 33
Snyder, Ilana 34
Position Papers / Histories
Blandy, Susan 3
Blank, Peter 4
Branch, Katherine 5
Brown, Janet 6
Byron, Suzanne 7
Cooper, Tasha 8
Dusenbury, Carolyn 12
Farber, Evan Ira 12
Hardesty, Larry 15
Hubbard, Taylor 16
Johnston, Wanda 17
Klavano, Ann 19
Kohl, David 20
Lee, Catherine 22
Mader, Sharon 25
McKenzie, Steve 25
Murdock, Jeanne 26
Oblinger, Dana 27
Perkins, Michael 28
Piette, Mary 28
Pitkin, Gary 29
Rader, Hannelore 29
Rettig, James 31
Saia, David 32
Salony, Mary F. 32
Snavely, Loanne 34
Tompkins, Phillip 36
Willis, Elizabeth 39
Resource Based Learning
Breivik, Patricia 5
Seminar / Workshop Programs
Brown, Janet 6
Burke, John 6
Paraprofessionals who Teach
Stelling, Prue 35
Turner, Diane 36
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E
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G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X Y Z,
Index of Additional Authors
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