Library instruction: Difference between revisions

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'''Library instruction''', also called '''bibliographic instruction''', '''user education,''' and '''library orientation and''' [[Information literacy]]<ref>{{Cite journal|last=Ahenkorah-Marfo & Teye|first=Micheal & Victor|date=2011|title=From User education to Information literacy|url=https://www.researchgate.net/publication/265320635_From_user_education_to_information_literacy_The_Kwame_Nkrumah_University_of_Science_Technology_librarys_experience|journal=Ghana library journal|volume=Vol 21 (1& 2)|pages=21|via=Research gate}}</ref>, consists of "instructional programs designed to teach library users how to locate the information they need quickly and effectively. [It] usually covers the library's system of organizing materials, the structure of the literature of the field, research methodologies appropriate to the [[discipline|academic discipline]], and specific resources and finding tools ([[library catalog]], indexes and abstracting services, [[bibliographic database]]s, etc.)"<ref>{{cite book| chapter=bibliographic instruction (BI) | page=71 | title=Dictionary for Library and Information Science |last=Reitz |first= Joan M. |publisher= Libraries Unlimited | ___location= Westport, Connecticut | year= 2004| isbn=1-59158-075-7 }}</ref> It prepares individuals to make immediate and lifelong use of information effectively by teaching the concepts and logic of information access and evaluation, and by fostering information independence and critical thinking. Above all they are aimed at equipping library users with skills to locate library sources and use them effectively to satisfy their information needs.

==History==

Library instruction "began in the nineteenth century, with instruction in library use offered by a number of libraries in the United States between 1876 and 1910, and then ramped up in the early twentieth century".<ref>{{cite book|chapter= Information Literacy Instruction |page=2429 |last=Grassian |first=Esther S. |last2= Kaplowitz | first2= Joan R. | title = Encyclopedia of Library and Information Sciences, Third Edition |doi= 10.1081/E-ELIS3-120043277 |publisher= Taylor & Francis | ___location= Boca Raton, Florida| volume = 3| editor= Marcia J. Bates| year=2010 | isbn= 978-0-8493-9712-7}}</ref> In 1880, Justin Winsor, president of the American Library Association (ALA), redefined the role of the librarian as also a teacher<ref>{{Cite book|url=https://catalog.hathitrust.org/Record/000962181|title=College libraries as aids to instruction|last=Robinson|first=Otis H.|last2=Winsor|first2=Justin|publisher=Govt. Print. Off.|year=1880|isbn=|___location=|pages=|quote=The librarian becomes a teacher (...) to make the library the grand rendezvous of the college for teacher and pupil alike.}}</ref>. In a 1912 ALA survey, 57% of respondents offered required or elective library instruction courses.<ref>{{cite journal| title=User education in academic libraries: A century in retrospect| last=Tucker |first=John Mark |journal= Library Trends |year=1980 |volume=28 |pages=9–27 | url= http://www.ideals.illinois.edu/bitstream/handle/2142/7115/librarytrendsv29i1c_opt.pdf?sequence=1}}</ref>

"Academic library instruction was for the most part dormant in the library profession from the late 1930s until the early 1960s. Some librarians were still participating in classroom instruction but the literature shows little activity on the topic.... Academic library instruction mushroomed during the 1960s and early 1970s. This resulted in the founding of the Library Orientation Exchange (LOEX), a non-profit, self-supporting educational clearing houseclearinghouse, in the early 1970s. The first conference was held at Eastern Michigan in 1973 and has been held annually around the United States ever since. The LOEX borrowing collection consists of print materials such as one page handouts, bibliographies, and subject guides; instructional videos and audio tapes; and CD-ROMS. By 1999, LOEX had over 650 members in the United States, Canada, the Caribbean, Europe, Australia, Israel, Lebanon, and South Africa."<ref>{{cite journal | last=Lorenzen |first= Michael |year= 2001 |title= A Brief History of Library Instruction in the United States of America| journal= Illinois Libraries |volume=83 |issue=2 |pages=8–18 |url=http://www.libraryinstruction.com/lihistory.html}}</ref>

"During the 1970s and 1980s, prior to widespread public use of computers, [library instruction] went far beyond teaching the mechanics of identifying and locating materials in the physical library. It also included critical thinking, active (participatory) learning, and the teaching of concepts, such as controlled vocabularies. It focused on the physical library, as for the most part, that was all that users could try out during instruction. However, the goal was always teaching so that users would transfer what they learned to new situations, reference tools, and environments new to them—that is, they would learn how to learn."<ref>{{cite book|chapter= Information Literacy Instruction |pages=2429–2430 |last=Grassian |first=Esther S. |last2= Kaplowitz | first2= Joan R. | title = Encyclopedia of Library and Information Sciences, Third Edition |doi= 10.1081/E-ELIS3-120043277 |publisher= Taylor & Francis | ___location= Boca Raton, Florida| volume = 3| editor= Marcia J. Bates| year=2010 | isbn= 978-0-8493-9712-7}}</ref> In research libraries, the bibliographicbibliogaphic instruction started to be a mainstream and standard library service<ref>{{Cite journal|last=ChadÏey|first=Otis|last2=Gavryck|first2=JacqueÏyn|date=1989|title=Bibliographic Instruction Trends in Research Libraries|url=|journal=Research Strategies|volume=7|issue=3|pages=106–113|quote=Bibliographic instruction in research libraries has moved status as a flush-time luxury to that of a mainstream library service (...) BI has moved to center stage as standard service.|via=}}</ref>. Library instruction pioneer Miriam Sue Dudley's library instruction materials, originally produced in 1970 for a [[Chicano]] student group at [[UCLA]], are an example of such materials now available online.<ref>{{cite web|url=https://archive.org/details/dudleylibraryworkbooks|title=Miriam Sue Dudley's Library Workbooks|accessdate=11 December 2012}}</ref>

Library instruction is evolving to adapt to the changing concepts of information use and understanding. Model programs, in order to be meaningful and effective, should respond to the changing information environment. New methods of library instruction, such as the [[Cephalonian method]], reflect changes in [[instructional technology]] and [[education theory]]. Information and communication technology literacy (ICT) and [[Information literacy|information Literacy]] is an example of a modern approach to library instruction.<ref>Kenney, A.J. (2006). The final hurdle. ''School Library Journal,52''(3),63-64.</ref>

ICT extends [[information literacy]] to the use of computer technology in a variety of forms to manipulate, deliver, and receive information and ideas. A model library instruction program utilizes complementary tools and resources to deliver memorable, interactive instruction. These resources are necessary to engage the attention of contemporary patrons immersed in a media environment.

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==Formats==

stateLibrary university,instruction Owerri,"occurs Nigeria|url=https://www.ajol.info/index.php/iijikm/article/view/144902|journal=Informationin impact:various journalforms ofsuch Informationas andformal Knowledgeclass Management|volume=Vol 7settings, (1)|pages=70small -group 85|via=AJOL}}</ref>sessions, one-on-one encounters, written guides and brochures, audiovisual presentations, and computer-assisted instruction (CAI)".<ref>{{cite journal|title=The history of bibliographic instruction: Changing trends from books to the electronic world |last=Salony |first=Mary F |journal=The Reference Librarian |volume=24 |issue=51/52 |date=July 1995 |pages=31–51 |doi=10.1300/J120v24n51_06 |url=http://libsnap.dom.edu/Reserves/Removed%20Reserves/LIS764Cason/LIS764Cason_History.pdf |issn=1541-1117 |url-status=dead |archiveurl=https://web.archive.org/web/20110719184050/http://libsnap.dom.edu/Reserves/Removed%20Reserves/LIS764Cason/LIS764Cason_History.pdf |archivedate=2011-07-19 }}</ref>

Library instruction "occurs in various forms such as formal class settings, small group sessions, seminars, library tours<ref>{{Cite journal|last=Uwakwe, Onyeneke & Njoku|first=Blessing, Cajetan & Immaculatta|date=2016|title=Effect of user education on law students’ use of the

library: A case of the faculty of law library, Imo

state university, Owerri, Nigeria|url=https://www.ajol.info/index.php/iijikm/article/view/144902|journal=Information impact: journal of Information and Knowledge Management|volume=Vol 7 (1)|pages=70 - 85|via=AJOL}}</ref>, one-on-one encounters, written guides and brochures, audiovisual presentations, and computer-assisted instruction (CAI)".<ref>{{cite journal|title=The history of bibliographic instruction: Changing trends from books to the electronic world |last=Salony |first=Mary F |journal=The Reference Librarian |volume=24 |issue=51/52 |date=July 1995 |pages=31–51 |doi=10.1300/J120v24n51_06 |url=http://libsnap.dom.edu/Reserves/Removed%20Reserves/LIS764Cason/LIS764Cason_History.pdf |issn=1541-1117 |url-status=dead |archiveurl=https://web.archive.org/web/20110719184050/http://libsnap.dom.edu/Reserves/Removed%20Reserves/LIS764Cason/LIS764Cason_History.pdf |archivedate=2011-07-19 }}</ref>

"Course-related instruction has long been viewed as one of the most effective user education methods. A complication of course-related instruction, however, is the requirement for faculty cooperation and the faculty member's authority to decide when instruction is given and who receives it. In short, librarians have limited control over course-related instruction. These forms of instruction are also very staff-intensive, and this is exacerbated by the high ratio of students to librarians that exists in most institutions".<ref>{{cite journal| last=Teifel |first=Virginia M |date=Fall 1995 |title= Library user education: Examining its past, projecting its future |journal= Library Trends |volume= 44 |issue=2 |pages= 318–338 |url=http://www.ideals.illinois.edu/bitstream/handle/2142/8026/librarytrendsv44i2h_opt.pdf?sequence=1 }}</ref>