This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of…

In this article, the author proposes to present a superficial view of what is being taught in the 32 American Library Association accredited graduate library schools. She briefly discusses and answers the following three questions: (1) Who is teaching reference?; (2) What is being taught?; and (3) How is it being taught? [For the commentary on…

Cheney's paper was the first major article on the subject of teaching reference in American library schools. In the article, she addressed three questions: (1) Who is teaching reference?; (2) What is being taught?; and (3) How is it being taught? In this article, Linda Smith discusses how the teaching of reference has changed in the more than 50…

Reference librarians are exposed to the literature of different disciplines in a number of ways including advanced degrees, on the job training, and intellectual inquisitiveness. As students, many reference librarians were also exposed to library science programs offering coursework specializing in information sources and research within other…

The subject-interest method requires more time than the lecture-discussion method but adds variety to the learning situation. (AB)

Discusses the pros and cons of four methods of teaching reference skills in library schools: the specific title approach, types of reference sources, case studies, and the scientific inquiry approach. A case is made for the problem approach to teaching reference. (Author/FM)

Library schools must produce new generations of librarians and information specialists with a clear vision of the characteristics and potential of full information delivery systems. (Author/PF)

An overview is provided of a computer based reference course at the State University of New York at Albany which uses the ERIC file on BRS to teach online searching techniques. Course highlights include question negotiation, Venn diagramming, explanation of STAIRS file structure and Boolean logic, and management of services. (J PF)

A new course at the University of California School of Library Service, Los Angeles, which involves actual library reference desk experience is described. (2 references) (NH)

Library Schools can devise improved techniques in reference librarianship and can encourage a research orientation by better understanding the structure of the literature and the way librarians operate within that structure. (8 references) (MM)

A survey of teachers of the basic reference course at American Library Association-accredited library schools examined: (1) course titles; (2) topics covered; (3) revision and updating of content; (4) faculty characteristics; and (5) faculty research and publishing. Tables present data on course topics and faculty experience. (MES)

Describes an experimental "reference desk" on the American pattern in the Mulla Sadra Library of Pahlavi University. Results showed that the role of the reference librarian in the traditional societies needs to be more concerned with education of the library user and public relations than in the Western nations. (VT)

Discusses the relationship between online searching and reference librarianship and the need to examine the educational theories of both together. The need to discover success factors of online searchers and apply that knowledge to the selection and training of reference librarians is also explored. Twenty-one references are provided. (EJS)