Library instruction: Difference between revisions

Revision as of 04:34, 29 April 2013

Revision as of 01:27, 19 December 2013

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"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 clearinghouse, 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> 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=http://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. AModel model program in patron educationprograms, in order to be meaningful and effective, should respond to the changing information environment. LibrariansNew aremethods nowof adaptinglibrary toinstruction, such as the concept[[Cephalonian ofmethod]], informationreflect changes in [[instructional technology]] and [[education theory]]. Information and communication technology literacy (ICT) 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>

==Relationship to information literacy==

ICT extends [[information literacy]] to the use of computer technology in a variety of forms to manipulate, deliver, and receive information and ideas. This new definition is so vital to current educational practice that the Educational Testing Service has designed an instrument to measure and evaluate student aptitude for ICT.<ref>Tyler, L. (2005). ICT literacy: Equipping students to succeed in an information-rich, technology-based society. Retrieved from http:www.ets.org/Media/Tests/ICT_Literacy/pdf/ICT_Equipping_Students_to_Succeed.pdf</ref> A model library instruction program utilizes complementary tools and resources to deliver memorable, interactive instruction. These resources are necessary to engage the attention of youngcontemporary patrons, immersed in a media environment.

A related term, [[information literacy]], "is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques".<ref>{{cite web| title= Information Literacy - Home | publisher= University of Idaho | url=http://www.webs.uidaho.edu/info_literacy/ |accessdate=May 12, 2010}}</ref>

==Relationship to information literacy==

Some debate exists within the library community about whether instruction on how to use library systems is necessary, or if efforts are better spent making systems easier to use such that they require no instruction.

An information literate person is "able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information".<ref>{{cite web| title= Presidential Committee on Information Literacy: Final Report| publisher= Association of College and Research Libraries (ARCL) | url=http://www.ala.org/acrl/publications/whitepapers/presidential |accessdate=December 18, 2013}}</ref> Currently there are debates about whether instruction on how to use library systems is necessary, or if efforts are better spent making systems easier to use so that they require no instruction.

==Formats==

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==See also==

* [[Information literacy]]

Library instruction is evolving to adapt to the changing concepts of information use and understanding. A model program in patron education, in order to be meaningful and effective, should respond to the changing information environment. Librarians are now adapting to the concept of information and communication technology literacy (ICT).<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. This new definition is so vital to current educational practice that the Educational Testing Service has designed an instrument to measure and evaluate student aptitude for ICT.<ref>Tyler, L. (2005). ICT literacy: Equipping students to succeed in an information-rich, technology-based society. Retrieved from http:www.ets.org/Media/Tests/ICT_Literacy/pdf/ICT_Equipping_Students_to_Succeed.pdf</ref> A model library instruction program utilizes complementary tools and resources to deliver memorable, interactive instruction. These resources are necessary to engage the attention of young patrons, immersed in a media environment.

==Notes==