An Assessment of Education and Training Needs for Bibliographic Instruction Librarians

A study was conducted in 1986 by the Education and Library Use Committee of the Wisconsin Association of Academic Librarians to determine the educational backgrounds and characteristics of bibliographic instruction (BI) librarians in Wisconsin. The results of the survey indicated that the education for BI has been insufficient and that there is a very real need for additional and/or supplemental education in this area. The methods most preferred for educational enhancement are self-study and workshops. A recommendation was made for one approach to resolving the dilemma: offering a series of courses, in the form of one- to three-day seminars, through the University of Wisconsin Certificate of Professional Development Program. This organized program of study now offers a bibliographic instruction track, consisting of four core courses, which is to be supplemented with additional electives. Until such time as library instruction is standard fare and fully integrated into our library school offerings, it is the hope that this approach may serve as a model for one method of accommodating the educational needs of instruction librarians

Introducing Electronic Information Services to First-Year Composition Students: Pedagogical and Practical Concerns

More and more of the college and university library\u27s resources are becoming computerized. As first year students enter the library, they are often confronted with an overwhelming array of computer terminals and workstations. While some students are avid computer users, others are fearful or intimidated. Regardless of one\u27s proclivity towards electronic resources and services, the first year student must learn how to evaluate the relevancy of each of the various systems to their own research needs and make a selection that is best suited to their particular tasks. This presentation will review general considerations and guidelines for including electronic library resources into the research component of first year composition classes. Introducing computerized databases into the research process presents numerous challenges to the composition instructor. Parting from the traditional research strategies often presented in the published research guides may lead the instructor into uncharted territories. Yet, the availability of electronic sources has become so prolific that ignoring them or minimizing their use would be an extreme disservice to the students. CD-ROM technology and locally mounted databases have brought sophisticated searching capabilities into the hands of the entire university community, including first year undergraduates. A strong research component in the first year writing course can provide a firm foundation on which advanced thinking and writing skills can develop. While the vast array of electronic resources may present exciting or intriguing possibilities, instructors must be careful not to overwhelm the students with too much or to present online systems as the best answer for every research need. Putting these electronic resources into an appropriate context for the beginning researcher is paramount to teaching their effective utilization. A thorough presentation of the research process, with its conceptual underpinnings and strategies, provides the broad framework within which these resources may be most effectively utilized. In this presentation I will discuss selecting databases and using electronic resources in the introductory level composition course. A close working relationship with the instruction librarian will help to ensure adequate coverage of electronic services for the novice researcher and maintain an appropriate balance with print sources as well. While taking advantage of the improved access to information through electronic means, educators must integrate critical thinking and evaluative skills throughout the students\u27 research and writing processes. The many options available in our information-rich society force us to make choices, and we must help the first year students realize that computer, though it may provide opportunity, does not always mean best

Do You See What I See: Comparing Student and Librarian Perceptions of Learning Outcomes

In 2009 the Research and Instructional Services Department at Raynor Memorial Libraries at Marquette University, began using the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education to track and assess the information literacy competencies of instructional sessions. Instructional sessions were entered into a locally developed database and mapped to the ACRL information literacy standard(s) addressed in each session, as perceived by the librarian. Students who participated in a research consultation session were surveyed on their perception of the information literacy standards addressed in the session and overall effectiveness of the session. Responses from the students and librarians were collected and correlated for an in-depth look at information literacy standards in research consultations conducted in 2010

Evolution of Scholarly Communication: How Small and Medium-Sized Libraries are Adapting

For the transformation of scholarly publishing to succeed, it is imperative that small and medium-sized institutions are actively engaged in scholarly communication initiatives. This paper presents the results of a survey of scholarly communication initiatives at selected U.S institutions and discusses the influence of institutional variables on the approaches that are employed. The survey was designed to gather information comparable to a 2007 ARL (Association of Research Libraries) survey

Partnering for Student Success: Promoting Integrative Learning in Information Literacy Instruction

In the face of the many developments that have been taking place in recent years in how people create, find and use information, and subsequently, in how they learn, it’s increasingly important for libraries to continuously adapt to the new social, technological and scholarly terrain and to position themselves in the forefront of reshaping the learning enterprise