Search results

The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from 1981. A few items from 1980 have been included because information about them was not available in time for the 1980 listing. A few items have not been annotated because the compiler was unable to secure copies of these items.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills that are related to retrieving and using information. This is the fourteenth review to be published in Reference Services Review and lists items in English published in 1987. A few items are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twentieth to be published in Reference Services Review, includes items in English published in 1993. A few are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving and using information. The thirteenth annual such review in Reference Services Review, the article covers items in English published in 1986. A few items are without annotations because the compiler was unable to secure copies of them for this review.

Only recently has the library literature included several publications concerned with a conceptual foundation for bibliographic instruction, thus demonstrating the beginnings of applying learning theory concepts to the bibliographic instruction process. Yet in order to help library users understand the research process under which librarians and scholars operate, bibliographic instruction should utilize the cognitive learning approach. This approach would indeed assure transferability of library research techniques from school situations to life‐long learning, from one discipline to another, and from one type of library to another. To teach students the nature of the research process involves teaching them the individual components of a research problem and appropriate search strategies.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the fifteenth to be published in Reference Services Review, includes items in English published in 1988. A few are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

I am waiting to hear from anyone reading this column to share his/her reactions or comments on bibliographic instruction. Meanwhile, I would like to share my thoughts and observations on the role bibliographic instruction can play to ensure that the academic library becomes and remains a vital part of the academic community.

Kirk discusses the history and development of the library instruction movement and of the Association of College and Research Libraries’ Instruction section, especially in relation to course‐related instruction as practiced at Earlham College. He reflects on the context, content, methods and terminology of course‐related instruction over the past 25 years.