Discusses changes in library instruction programs to focus on information literacy and describes the process at Emerson College that was designed to help librarians who teach library instruction. Explains goals and activities that culminated in a retreat for teaching librarians that addressed faculty relationships, successes and failures in…

Proposes a discipline-based approach to teaching information literacy and argues that the responsibility should be shared throughout the academic institution, rather than limited to the library. Discusses content versus process as the focus of teaching and presents an outline of the complementary responsibilities of librarians and classroom…

Describes a way to help basic writers--including English-as-a-Second-Language (ESL) students--learn and enjoy the fundamentals of bibliographic instruction. Outlines the pretest for readiness, the in-library practicum, and the posttest to measure progress. (MM)

Describes the use of slides for bibliographic instruction at the University of North Carolina at Greensboro. The advantages of a slide/lecture format and the cost of slides are discussed, and tips for producing and using slides are offered. (nine references) (MES)

Discusses the necessity of incorporating bibliographic instruction courses into the curriculum of teacher preparation programs and reviews the literature in this area. A unit which introduces elementary education majors to school library services as a part of a required children's literature course at Western State College of Colorado is…

Discussion of the effects of CD-ROM journal indexes on interlibrary loan departments focuses on a study conducted at Moravian College that analyzed interlibrary loan requests for journal articles indexed in PsycLIT. Results indicate that appropriate bibliographic instruction can prevent an increase in interlibrary loan requests. (11 references)…

Discusses design principles and procedures that can help librarians use desktop publishing systems to create more effective handouts for bibliographic instruction. Topics addressed include a history of book production; design decisions, including layout, typeface, and color; and suggested readings on designing printed materials. (four references)…

Describes a strategy to aid upper elementary students in learning about reference materials, specifically the dictionary, encyclopedia, thesaurus, atlas, almanac, and card catalog. (SR)

Uses Patricia Lawler's "Keys to Facilitating Adult Learning" to help librarians understand the best ways to teach computerized resources to adult students. Topics include reducing student anxiety; being aware of student expectations; utilizing student experience; encouraging active participation; making lessons relevant to student needs;…

Describes the use of wireless technology for library bibliographic instruction at the Milwaukee Area Technical College. Highlights include a wireless mobile cart that holds laptop computers; faculty support; future plans; and recommendations, including investigating technology infrastructure and marketing. (LRW)

Discusses courses that archives are developing to help students understand and use archival materials, stresses the importance of critical thinking skills, provides an introduction to critical thinking instruction, and describes how the university archivist successfully implemented critical thinking skills into a historical research methods course…

Discusses benefits of peer evaluation as applied to library instruction and outlines the planning, implementation, and outcomes of a formal process for peer evaluation of instruction at Oregon State University Libraries that was used to improve library instruction and to satisfy promotion and tenure requirements. The checklist used for class…

Describes a survey that was conducted to ascertain how instruction librarians and other library professionals learn, assimilate, and utilize learning style theory. Results show that the majority of librarians are aware of learning style theory but are unsure of its validity or proper application in library settings. (Author/LRW)

Presents examples that librarians can use with any age group to explain the differences between patents, trademarks, and copyrights. Defines three basic types of intellectual property--patent, trademark, and copyright, followed by three sample dialogues to explain all three. Highlights further activities and practical applications. (AEF)

Surveys the past 25-30 years in library instruction, particularly cooperation and collaboration between librarians and faculty. Discusses Louis Shore's Library College Movement which envisioned all courses being taught in the library by subject matter experts; the Monteith College experiment; course-related instruction; experiences at Earlham…