Volume 16, Number 1 (1997)

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https://hdl.handle.net/1805/114

Guest Editors of this issue: Emily M. Okada and the Steering Committee of the Bibliographic Instruction/User Education Section, Indiana Library Federation.

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Now showing 1 - 10 of 19

Introduction to This Issue
(H.W. Wilson Company, 1997) Okada, Emily M.
Bibliographic lnstruction - Credit Courses
(H.W. Wilson Company, 1997) Pask, Judith M.; Cordell, Rosanne M.
Barbara Wittkopf, in a summary of her survey of ARL Libraries ["A Look at the State of BI Credit Courses in ARL-Member Libraries." Research Strategies 9 (Fall 199 1): 162- 1631 states that "there has been a positive shift away from library orientation tours and tool-specific instruction toward the development of research skills and strategies." Some academic libraries have offered a credit course in library research skills for years, while others have recently added a course to cope with the need for information literacy education. In addition to decisions about what and how to teach, the procedures for offering such a credit course vary greatly from institution to institution.
Purdue University's Management and Economics Library Educates All Undergraduate Students
(H.W. Wilson Company, 1997) Mai, Brent Alan, 1964-; Nixon, Judith M.
Until recently, the user instruction program of Purdue University's Management and Economics (M&E) Library was concentrated almost completely in two areas: (1) first week student orientation sessions, and (2) occasional lectures to subject-specific courses. This approach was not completely unsuccessful, the library reached a total of more than 2,400 students campus-wide during the 1996-97 academic year. The orientation sessions, however, often presented problems. The students were given too much information before they were ready to use it, and the research strategies that were taught appeared to be forgotten by the time they were needed. Also, the subject-specific lectures during courses reached only a fraction of the entire student population that needed instruction. The spring 1997 semester brought about a significant change in this approach to teaching information research skills and familiarity with library resources to undergraduate students in Purdue's School of Management.
Hands Off My Hands On!: The Trials and Tribulations of Adding an Electronic Classroom to Your Library Instruction Program
(H.W. Wilson, 1997) Miller, Marsha
In spring of 1995, Indiana State University's (ISU) Library Instruction and Orientation Program was enhanced by the opening of an electronic classroom/lab. This article shares some of the more interesting, significant, fun, and sometimes painful things that we have observed in our own lab situation, or heard from others.
Computing for Seniors at the Brownsburg Public Library
(H.W. Wilson Company, 1997) Daily-Brothers, Kristina
Think of how often an interaction between an older library patron and a computer results in the comment "I hate these things," or "I wish I knew how to use computers." At the Brownsburg Public Library, we are providing computer literacy classes for this particular segment of our clientele, and we're hearing more positive comments!
Controlling the Internet
(H.W. Wilson Company, 1997) Abell, Carol; Hobgood, Jill
How can libraries provide Internet access and still maintain the control necessary to prevent abuse? Nearly all libraries that offer Internet access have some kind of Internet use policy, but their policies may differ greatly. Some are highly regulated, some lenient, and some change from day to day to cover situations as they occur. A few academic libraries have use policies that are set by their computing facilities.
Overcoming Resistance: Motivating Students to Join the Information Age
(H.W. Wilson Company, 1997) MacKay, Gail; Kanzler, Joni
The suggestions gathered from the Talk Table can assist both the public library patron and the academic library student in gaining confidence in using the library. In the discussion, patron resistance was generally seen as anxiety created by inexperience withusing libraries. The experience of the participants reflected that when students and patrons become oriented to the library, resistance and hesitation greatly diminish. Ideas offered by the group fell mainly into the categories of library resources and library instruction.
Tippecanoe County Public Library Small Business Breakfast Series: Introducing Library Resources and Services to the Business Community
(H.W. Wilson Company, 1997) Krushen, Mindy
The Tippecanoe County Public Library (TCPL) has been conducting business breakfasts since 1995. The purposes are two-fold: (1) to publicize and promote the use of TCPL's business collection and pertinent business databases, and (2) to support the library's mission to be "a leader in information resources in "Tippecanoe County" by providing free guidance for those interested in starting or developing a small business.
Moving Through the lnternet: Teaching Mechanics and Evaluation
(H.W. Wilson Company, 1997) Milne, Sally Jo; Stevens, Arena
The Talk Table group (divided about equally between academic and public librarians) spent a lively time discussing how we might "teach" searching on the Internet. It was noted that especially in the academic setting, no one seems to take the responsibility for teaching students how to use the Internet. Most of the sessions taught in both academic and public library settings have been drop-in classes; however, one member suggested that it was like "teaching Italian in five nlinutes." Patrons dropping in for such classes have a range in expertise from needing a basic tutorial on how to use a mouse, to needing more expert help on advanced searching techniques. With the variety of search engines available, emphasis is put on learning to use the "help" screens for each engine. Some public libraries are beginning to use volunteers from the community to help teach, thus relieving pressure on the librarians. A few libraries offer printed help sources for what is covered in class. The use of "bogus" Websites was recommended for helping patrons evaluate information found on the Net. The following bibliography was given to Talk Table participants.
Team Teaching a Credit Class
(H.W. Wilson Company, 1997) Russo, Michele C.
The library instruction program at Indiana University-South Bend (IUSB) is much like programs at most other universities. The freshman study skills class and the freshman writing class have required library components in which the librarians introduce the basics of academic library research. Upper level and graduate classes have instruction only upon the request of the individual instructors. While we occasionally have the luxury of seeing a class two times in a semester, the majority of instruction is "one-shot." We also offer occasional workshops open to any student, and our reference-byappointment allows more in-depth instruction for an individual. While assessment of our instruction program shows that students do benefit from our efforts, students often ask how they could learn more. For quite some time we had considered offering a credit course, but we had not been able to free up one individual's time to develop and teach it, and none of the librarians wanted to take on all of the additional work alone. After much discussion, we eventually decided to team teach the course using all of the instruction librarians (who are also most of our reference librarians). In the spring of 1996, we began teaching a one credit-hour course called "Library Resources and Skills" offered through the School of Library and Information Science (SLIS). This article describes the process we used in planning, teaching, and revising the course since its inception.

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