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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Browsing Volume 16, Number 1 (1997) by Title

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    The Bibliographic Instruction/User Education Section of the Indiana Library Federation
    (H.W. Wilson Company, 1997) Stevens, Arena
    The past, present, and future of the Bibliographic Instruction/User Education Section of the Indiana Library Federation.
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    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.
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    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!
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    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.
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    Database Dependency
    (H.W. Wilson Company, 1997) Hogan-Vidal, Patricia; Kreps, Dennis
    We defined the phenomenon of database dependency as the behavior of a library user to immediately select computerized information resources without considering (1) the appropriateness of the electronic gesource to the immediate information need, (2) the quality and accuracy of the information found, and (3) the amount of time it may take to find the information in a database compared to finding a print resource in that library. The librarians at the Talk Table agreed that patrons seem to accept whatever information they find in an electronic resource even if it takes longer to get the answer, the answer is incomplete, or if the information would have been more easily found in a print reference source. The academic librarians said that they have been seeing this behavior in their libraries for the last several years. The public librarians agreed that this behavior is increasing in their libraries as people are becoming more comfortable with computers.
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    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.
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    Highway Guide: Teaching lnternet Skills
    (H.W. Wilson Company, 1997) Zick, Laura
    No doubt about it, library users are feeling the weight and stress of information overload. In addition to the sheer enormity of the amount of information "out there," the tools used to archive, categorize, and access . information are becoming increasingly complex. No group understands this overload better than those of us who work in libraries. Like our users, we struggle daily to keep up with our reading, wade through all our e-mail, and identify and learn to use new sources of information, and new access tools. Unlike our users, however, we are obligated by dejinition, to provide what I call "information guidance" - the best access to quality information. Library staff members must proactively rise to the challenge and must provide guidance through the infomation glut. I watch the users in our library. What do they state that they need? What do they need that they do not know they need? How can we use new technologies to improve their access to information? How can we best point them toward the most accurate, timely, and useful information? As the complexity of the tools increases, the need for training in the use of the tools increases. If we are to guide, we must educate. In the case of the library where I work, the Clarian Health Partners Medical Library, we are part of the Educational Services Department, and so, specifically charged with educating users.
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    Information Literacy: The Search for Practices and Policies
    (H.W. Wilson Company, 1997) Kreps, Dennis
    With the ever-increasing amount of information now available in a variety of formats, librarians and library organizations have become more compelled to develop guidelines or standards which define skills essential for consumers of information to efficiently and effectively utilize this information.
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    Instructional Materials in Print: On Paper or the World Wide Web
    (H.W. Wilson Company, 1997) Popp, Mary Pagliero; Barsun, Rita
    Instructional materials in print, whether on paper or on the World Wide Web, are important tools that assist users of library resources in finding the information they need. As library resources are increasingly becoming available in electronic forms and many people are using them from home or office, the need for instructional material is burgeoning. Users need guidance in selecting appropriate resources, designing effective search strategies, and analyzing and improving search results. Remote users face the additional challenge of connecting to electronic resources via disparate hardware and networks.
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    Instructional Partnerships:TeamTeaching Global Politics and the Web
    (H.W. Wilson Company, 1997) Ramus, Francesca Lane; Larson, Christine M.
    Since its beginnings in the 1960s, the bibliographic instruction program at Earlham College has facilitated strong instructional partnerships between teaching faculty and librarians. Given the growth in information sources available via the Internet, these partnerships now extend beyond the realm of traditional library instruction. One example of how this has evolved at Earlham is the two-year partnership of these authors, who have been part of a team that teaches political science students to create World Wide Web (WWW) pages reflecting topical research and analysis. Successful instructional partnerships are critical to the success of this endeavor. This article describes and evaluates how an assignment that uses the WWW to research and present a global problem was team-taught during the spring 1997 semester, paying particular attention to the instructional partnerships, and their advantages and problems. Reasons for the success of the team teaching methods are discussed.