The Changing Instructional Paradigm and Emerging Technologies: New Opportunities for Reference Librarians and Educators

As the next millennium approaches, libraries must change and evolve in the very near future in order to survive. Reference services can no longer stay behind a desk or wihtin a building's walls. Instead, reference librarians must examine their clientele, determine their unique information needs, and develop and market appropriate collections and services. The changing instructional paradigm in America's classrooms provides an opportunity for reference librarians to modify and expand their efforts to encourage information use and literacy for education faculty, student teachers, classroom teachers and administrators. This paper briefly discusses present day information seeking and library use by educators and then suggests new overtures to this library patron community.     

Academic Subject Specialist and Special Librarians: Exploring a Shared Interest in Developing Information Literacy Skills

Academic librarians who work as subject specialists within a discipline and special librarians have a shared interest in information literacy instruction, despite differences in their library settings and culture. Collaboration between these parties would decrease the gap between information literacy skills developed in the classroom and in the workplace. Practical issues relating to collaboration, as well as a reviewed case study engage the dialogue surrounding this kind of partnership.     

浅谈网络联合参考咨询工作

"联合参考咨询网"是全国 40余家省市地方公共图书馆合作建立的公益性网上咨询的信息服务平台.咨询人员以多种网上数据库资源和各个馆的馆藏资源为依托,解答和满足全球网上读者的各种咨询问题和文献传递的要求,真正意义上达到了资源共享的图书馆公益性服务的目的.文章就做好该工作提出了进一步深化和改进的建议.     

Information and Research Support Services:

Organizing reference services to use paraprofessionals as information providers can help academic libraries adapt to new technology, provide staff support for resource sharing, and assist reference librarians in developing new and enhanced roles on campus. It is a staffing alternative that can facilitate the integration and use of electronic reference resources, such as Online Catalogs, CD-ROM databases and end user searching by providing more assistance to users. Placing responsibility for teaching library clients how to use document delivery with the same staff who help users identify needed materials makes access easier for requestors, and resource sharing more readily accepted by students and faculty. And by separating Information and Research Support activities and sharing the workload between staff at different levels, reference librarians can provide an advanced level of research assistance, spend more time on support for faculty research collection development, classroom instruction, and the development and improvement of programs. Training of the paraprofessional staff and practice of the referral process are essential to the librarian-paraprofessional partnership this model requires. This article describes how paraprofessionals have been used in reference at a new academic library, and how the role of the reference librarian has been redefined as a result.     

Reference Services and Collection Development Faculty Outreach Through the Campus Network

Abstract

Effective reference services and collection development in a small academic library depend upon collaborative planning and performance by the entire library staff. Coordination of library activities and understanding of the library and college mission are the foundations of a program responsive to the needs of the college community. Partnerships between the library and classroom faculty ensure that curricular needs are satisfied through activities as diverse as bibliographic instruction and materials acquisition. Traditional interactions have been greatly enhanced through rapid advances in telecommunications, offering librarians additional tools for faculty outreach.     

Making the Right Assumptions

Summary

Reference librarians often make incorrect assumptions about the library knowledge of their users. These assumptions can impede the reference interview and influence the outcome of the reference transaction. This article examines seven misconceptions about users and discusses how librarians can correct them to better understand their public and improve reference service. The misconceptions discussed involve users: stating their actual information needs, knowing what sources to use, understanding library arrangement and jargon, communicating with librarians, and caring about competency.     

Teaching Computer Literacy

Teaching computer literacy to library patrons is an entirely appropriate activity for librarians in their role as liaisons between information and those who are seeking it. At the Norris Medical Library of the University of Southern California there are four main computer activities: information management workshops, provision of a microcomputer laboratory and classroom, formation of user groups, and installation of a campus-wide electronic bulletin board. Benefits to the library include: increased computer knowledge for librarians, better understanding of the information needs of the campus community, mutual respect and friendshid between librarians and partons, and introduction to the library of patrons who may otherwise never have come.     

Providing Reference Services for Young Adults

Summary

With more resource-based learning, libraries have become central in adolescent academic lives. School and public librarians play unique and overlapping roles in providing students with informational needs. School librarians, as educators, work with classroom teachers to design meaningful lessons that draw upon available resources. However, school librarians cannot work independently of public librarians, especially reference specialists. While school libraries focus on tools that support the curriculum, public libraries offer references for broad public use. Ideally, public and school libraries coalesce for collection development and service coordination. This article discusses issues and opportunities for school-public library partnerships and coalitions to benefit teens.     

Teaching computer literacy: helping patrons to help themselves.

Teaching computer literacy to library patrons is an entirely appropriate activity for librarians in their role as liaisons between information and those who are seeking it. At the Norris Medical Library of the University of Southern California there are four main computer activities: information management workshops, provision of a microcomputer laboratory and classroom, formation of user groups, and installation of a campus-wide electronic bulletin board. Benefits to the library include: increased computer knowledge for librarians, better understanding of the information needs of the campus community, mutual respect and friendship between librarians and patrons, and introduction to the library of patrons who may otherwise never have come.     

海峡两岸图书馆学情报学教育的比较分析

对海峡两岸图书馆学情报学教育的历史现状、学位类型与层次结构、课程设置与师资筝问题进行分析比较，认为加强两岸图书馆界的交流，有利于两岸图书馆学情报学的相互促进、共同发展。     

Library-Led Faculty Workshops: Helping Distance Educators Meet Information Literacy Goals in the Online Classroom

ABSTRACT

At University of Maryland University College (UMUC), librarians have designed and led a number of multiday, asynchronous online workshops for faculty. The workshops teach faculty how to meet information literacy goals in the virtual classroom. Through hands-on activities and discussion among their colleagues, participants in the faculty workshops learn about the university's information literacy standards, library resources and services, free Web tools, and how best to design class assignments involving library research. Library-led faculty workshops at UMUC have increased library visibility and furthered collaboration between faculty and librarians. This article discusses 5 workshops, detailing workshop content and logistics and demonstrating how librarians can help distance faculty further information literacy goals for students.     

What's Theory Got to Do with It? Applying Educational Theory and Research to Revamp Freshman Library Workshops

Although librarians’ increasingly important role as teachers is among the most significant shifts and trends that have been reshaping academic libraries over the past few decades, most academic librarians have not received formal training in pedagogy and teaching. The authors describe how becoming familiar with educational theory and research enabled them to revamp freshmen library workshops. They provide a theoretical overview and present practical classroom applications of learning styles theory, active learning techniques, learning by analogies, collaborative learning, and group work. Learning theories and educational research findings, the authors suggest, can be readily translated into practice and inform the teaching of information literacy to freshmen.     

Improving Reference:

While reference librarianship is an exciting profession, some librarians become disillusioned and acquire negative attitudes toward the profession, library education, the professional literature, and their cleints. One way for practicing librarians to overcome these feelings of burnout is to teach their specialty in formal courses. The benefits of reexamining one's specialty in the broader perspective needed to teach it, as well as reviewing the professional literature in preparation for the classroom, will have positive benefits for the students in the classroom, the clients in the library and the individual reference practitioner/teacher.     

A Community of Practice: Librarians in a Biomedical Research Network

Providing library and reference services within a biomedical research community presents special challenges for librarians, especially those in historically lower-funded states. These challenges can include understanding needs, defining and communicating the library's role, building relationships, and developing and maintaining general and subject specific knowledge. This article describes a biomedical research network and the work of health sciences librarians at the lead intensive research institution with librarians from primarily undergraduate institutions and tribal colleges. Applying the concept of a community of practice to a collaborative effort suggests how librarians can work together to provide effective reference services to researchers in biomedicine.     

Assessment for library instruction: The Cross/Angelo Model

Classroom assessment, a major component of classroom research in higher education, is a quick and easy way for instruction librarians to monitor what is being learned by their students and to adjust their teaching accordingly The process of adapting classroom assessment techniques to the discipline of library instruction has begun and is documented in this article Examples of classroom research from higher education are given in an attempt to lead librarians to the next logical step of integrating the process into their everyday teaching (one-time, course-related, or credit course) and publishing the results of their findings Whether classroom assessment remains in relatively isolated divisions such as the library or becomes a pan of a total campus improvement endeavor is a question for each institution to answer     

Critical Information Literacy Beyond the University: Lessons From Service in a Women's Health Interest Group

Library instruction methods most frequently focus on teaching students searching skills to navigate the maze of library databases to locate appropriate research materials. The current theory of critical information literacy instruction calls on librarians to spend more of their time in the classroom focused on understanding the social, political, and cultural construction of knowledge. In this article, the author provides a case study of the information environment in the National Women's Health Network, a women's health interest group, to help librarians facilitate nuanced discussions with students on the applicability of interest group literature inside and outside of the university classroom.     

Application of Cognitive Apprenticeship model (CA) to library instruction

The cognitive apprenticeship model, which links apprenticeship learning techniques and classroom practices, offers a flexible framework for planning and implementing library sessions. Originally developed by educators Collins, Brown, and Newman, cognitive apprenticeship illuminates the thought process of teachers and other experts while they deliver instruction in problem solving, close reading, critical thinking, or other higher-order reasoning. This article discusses how librarians can employ the cognitive apprenticeship model to collapse the thought process associated with library research into components that are comprehensible to all levels of students.     

以读者为中心的智慧图书馆研究

[目的/意义]智慧图书馆是智能技术驱动下的一种新型图书馆模式。当前智慧图书馆的理论研究进入了纵深阶段。因此有必要对过去智慧图书馆的研究进行总结，思考智慧图书馆未来研究的方向。[方法/过程]总结近5年来国内外智慧图书馆研究的主题内容，包括智慧图书馆的基本问题、技术应用、实践案例、智慧服务以及智慧图书馆馆员。[结果/结论]认为智慧图书馆以大数据、人工智能等技术为支撑，建设的重点应当从馆员、资源和读者3要素入手，建立图书馆馆藏、图书馆馆员、图书馆读者的多维交互模式，为读者提供智慧服务。未来智慧图书馆的建设应以读者需求的精准识别为起点，重视读者体验，构建更加以读者为中心的图书馆。     

Connecting Faculty Researchers to Librarians via Departmental Associates

Librarians have provided reference and research support for faculty to varying degrees for many years, and librarian support is needed more than ever today with the rapidly evolving nature of library resources and online information. Learning about faculty research needs and determining ways to support their research is an ongoing challenge facing librarians. This article describes a library program that uses academic department administrative personnel to connect with faculty researchers and helps clarify the roles that librarians, faculty, and administrative personnel play in the research process.     

Reference Ready Beyond the M.L.S.

Entry level reference librarians must make a rapid transition from the reference classroom to the scheduled service hours at the reference desk. A questionnaire was sent to academic and public librarians to ask them to list the most important items of information or abilities they find they need to teach the entry level librarian. This is a brief discussion of relevant literature and a report of the 72 per cent return on the questionnaire. Five "needs" surfaced as ranking high for each type of library with three listed in common. Some suggestions are given for developing in-service education programs for reference librarians.