Bibliographic Instruction:

In April, 1994 Mercy College completed an extended self-study in preparation for a team visit from The Commission on Higher Education, Middle States Association of Colleges and Schools. This article examines the impact of institutional evaluation on the library's bibliographic instruction program, and its evolution into an information literacy program responsive to changes in student demographics, curriculum content, assessment methods, and communication technologies. Three initiatives are described: (1) an effort to increase course-integrated information literacy instruction in the general education requirement; (2) development of an information literacy assessment plan; and (3) recruitment and training of information literacy peer tutors to assist public services librarians. Although still in a formative stage, eight future directions are recommended for successful implementation.     

Bibliographic Instruction:

The intent of this paper is to reinforce and demonstrate the necessity for: (1) integrating instruction into the research process; (2) achieving a balance between faculty, students, and the library to meet that goal. This goal can only be met by addressing a number of issues that have traditionally been associated with the instrinsic value of BI integration into a curriculum, the institution's support for this move, and the attitudes of faculty and librarians toward BI, and the strengths which each can bring to the research process to benefit students.     

The Public and Bibliographic Instruction:

Since Bibliographic Instruction seems to be offered to many people using libraries, one could expect that a more knowledgeable public with a positive view of the information environment is being developed among its recipients. Who is the public for Bibliographic Instruction and what are they learning? Who is not being served and what are the implications of that failure? Can we define something called "Library Appreciation," and should it be taught to all clients before other library curricula?     

Bibliographic Instruction

Initiating a bibliographic instruction program, maintaining interest, and sustaining that interest over an extended period of time requires careful planning and thorough organization. A wellrun public relations effort can mean the difference between success and failure. This paper explores the public relations demands placed on health science librarians seeking to initiate, improve or expand a bibliographic instruction program. The initial step will be to define public relations. Secondly, the role of communications in the public relations process will be analyzed. Finally, a variety of promotional techniques will be presented. Each is designed to facilitate long-term user support for bibliographic instruction.     

Providing Off-Campus Bibliographic Instruction:

Increasing numbers of students seeking a college education choose to study close to home, utilizing satellite sites of distant educational institutions. They may never travel to the parent campus and never use the parent campus library. However, they require library services and need instruction in library use. The problem is: who will provide these services and where? This article focuses on the experiences of Genesee Community College (New York) students who receive their bibliographic instruction in the library of a near-by four-year college, the State University of New York (SUNY) College at Geneseo. Cooperation between librarians at both institutions ensures that the off-campus bibliographic instruction (BI) is consistent with the BI offered on the main campus. Communication between involved faculty and librarians assures BI sessions directly related to course work. The end result is more confident students with better library skills.     

Staffing for Bibliographic Instruction:

In planning for new or expanding bibliographic programs, library administrators and instruction librarians must work together to develop strategies for using limited staff resources effectively. Issues related to who should teach, how to develop needed skills, and which instructional methodologies to adopt must be addressed. Organizations in which assumptions and priorities can be examined, and where risk-taking is encouraged, often achieve goals which otherwise might be unobtainable.     

Structures of Bibliographic Instruction Programs:

Five structures of bibliographic instruction programs have emerged over the past twenty years: orientation; course-related instruction; course-integrated instruction; team teaching; and, separate courses. Defined by the level of cooperation between and among librarians, departmental faculty, and university administrators, the structures can be viewed on a continuum of cooperation when planning and selecting a structure for bibliographic instruction programs. This paper presents the five structures, details the requirements for cooperation, and discusses how the structures can be used to guide the development of bibliographic instruction programs.     

Bibliographic Instruction in ALA

No abstract available for this article.     

Microcomputers and Bibliographic Instruction

In recent years, bibliographic instruction librarians have begun to explore appropriate applications of microcomputers in user education activities. This paper highlights three microcomputer instructional projects which provide a glimpse of the possibilities ahead for enhancing user education services through microcomputer technology. Implications of these activities for library users, librarians, and libraries are discussed.     

Bibliographic Instruction for Pharmacy Students

No abstract available for this article.     

Bibliographic Instruction in Medical Libraries

The purpose of this paper is to share information about the library instmction effozis of medical school and hospital librarians. The information to be discussed is based on a formal survey of 139 medical school libraries and 84 hospital libraries in the United States and Canada. The survey, in the form of a questionnaire, was distributed in the 1981/82 school year. The main emphasis of the questionnaire centered on the types of instmctional activities being offered in each library and the user groups participtating in these instructional activities. Organizational status within the Medical Library Association (MLA) is also explored. The paper provides a detailed examination of the responses received.     

Improving and Integrating Bibliographic Instruction

Instructional librarians at the University of Washington Undergraduate Library and The Evergreen State College Library have received seed grant funding from the Washington State Center for the Improvement of Quality of Undergraduate Education to sponsor two seminars and a small conference on linking library instruction to undergraduate teaching. The focus of the project is on critical thinking, evaluation of sources, and integration of library instruction into the curriculum. Emphasis will be placed on "critical thinking" and the larger context of the particular discipline. A major purpose is to develop a model program for use in other academic libraries.     

The A,B, Z's of Bibliographic Instruction

Abstract

Actively seeking connections between real life and information retrieval concepts will not only keep students' interest but will also improve their ability to recall key principles when faced with the next research assignment. This article defines analogies and highlights their role as a practical bibliographic instructional strategy. It further presents the use of analogies in the larger context of instructional design, followed by survey results consisting of actual analogies currently used in libraries across the United States and Canada.     

Bibliographic Instruction and the Reference Desk

No abstract available for this article.     

Bibliographic Instruction in the Academic Library

No abstract available for this article.     

Help Your Administration Support Bibliographic Instruction

No abstract available for this article.     

Bibliographic Instruction in the Health Sciences

In the 1980s, biomedical indexing and bibliography are at a level unmatched in history. In spite of a monumental effort by librarians, information specialists, and indexers, a large number of students and professionals in the health sciences are unable to capably use the biomedical indexing and abstracting tools that have been so laboriously produced. The authors attempt to trace the origins of bibliographic instruction to the health profession, examine the successes and failures of librarians who tried to teach the medical profession to do library research, and suggest why this type of instruction has not become more widely accepted as a compulsory part of medical education.     

The Administrative Climate for Bibliographic Instruction in Large Academic Libraries

No abstract available for this article.     

Accessing the Right Brain with Bibliographic Instruction

Contemporary society and our educational institutions over-emphasize left-brained, analytical skills. This pervasive influence extends even into the library instruction classroom. This article calls for an adjustment of this left-brained paradigm, with a more holistic, right-brained, or “global” instructional approach. Background information is offered on split-brain theory, hemispheric function, and the importance of right-brain teaching techniques. The specific strategies of metaphor, visual thinking, direct experience, and fantasy are discussed with specific examples cited. A mind map, cluster diagram, and literature searching exercise are included.     

Bibliographic Instruction for the Upward Bound Residential Students

Abstract

The Upward Bound Program has existed in the United States to offer support to underprivileged high school students. The University of Toledo Libraries participated in an Upward Bound Collaborative with community members and faculty to provide support for Upward Bound students during the academic year. Carlson Library made a commitment to offer bibliographic instruction and additional follow-up contact with the summer residential Upward Bound students. A survey of library participation in Ohio Upward Bound programs shows levels of library and Upward Bound program partnerships. Libraries should play an active role in providing library instruction to Upward Bound students to uphold the ultimate goal of access and success in higher education.