TOC 396 College & Research Libraries September 2000 Guest Editorial Bibliographic Instruction: Not Just for Students? I recently had the opportunity to facili­ tate a group of students, teaching faculty, and library faculty discussing the role of computers in the Kansas State University library. Some faculty members believed that too many computers were inappro­ priate for the library. Reasons stated ranged from too much reliance on elec­ tronic resources to ugliness of the machin­ ery. Some students did not realize that much important information is still avail­ able only in print and that most high- quality electronic information is quite expensive. We librarians were dismayed at our exposed inadequacies in commu­ nicating with our patrons. It became increasingly clear that mis­ understanding abounded among these three groups. The purpose of our contin­ ued discussion over several weeks’ time was to address these incorrect assump­ tions and to learn one another’s varying perspectives for the role of technology in the library. 1. Not all electronic information is to be distrusted. Both librarians and teaching faculty are constantly imprinting upon students the potential unreliability of some Web sites, especially sites posted by individuals of various interests. This does not mean, however, that all Internet information is automatically bad. Evaluation of sites to determine reliability is something that must be learned by everyone. Another related issue is the acceptance of full-text subscription services or sub­ scriptions to online journals. Libraries pay large sums of money to subscribe to these services, which provide electronic repro­ ductions of journal, magazine, and news­ paper articles. Some faculty members are prohibiting their students from using these resources, insisting that the students show them the actual photo­ copies from the print journals or papers and eliminating useful resources for no reason other than the format. Librarians must convey to faculty as well as stu­ dents that content is what must be consid­ ered. It is true that some information is lost in the electronic format; some services do not include charts, tables, or illustrations. Articles missing these may be incomplete. However, faculty members must realize that these electronic equivalents are usu­ ally acceptable alternatives to print; most libraries will not allow students to interli­ brary loan articles that are available elec­ tronically, unless the purpose is to fill in crucial missing parts. These policies com­ bined (electronic is unacceptable, yet no interlibrary loan is available) serve only to shut students out of much-needed and useful information. 2. Not all information can be retrieved electronically. Many standard reference resources in all academic disciplines are available in print only. Although electronic availability is increasing, print publishing shows little sign of abating. Students who try to find everything online must realize they prob­ ably are missing important pieces; their research is incomplete without consult­ ing these sources. 3. Librarians and teaching faculty must communicate more regarding re­ quirements and acceptable resources. Faculty members may have good reasons for assigning students print-only or elec­ tronic-only assignments. Perhaps the class is studying a variety of research methods and the instructor has simply 396 chosen a particular sequence for types of sources. Perhaps the faculty mem­ ber is unaware that alternatives exist. The network that librarians build should allow for the means to communicate with faculty if a question arises. Open dialog will help everyone function more effectively. 4. Convenience is not a bad thing! A couple of faculty members said at one point in our discussion that students now have things “way too easy.” Referring to the painstaking searching necessary with print indexes and catalog cards, these people grumbled: “I had to do it the old- fashioned way.” I am sure they would not have been pleased to be told they could not use catalog cards because at some point that, also, was a new invention! To sum it up, the job of a librarian is indeed to make things more convenient for the user, whether faculty or student. Classi­ fication schemes, access points in cata­ logs, keyword searching—all were cre­ ated for the convenience of the patron. Our lives revolve around arranging things for the convenience of our patrons. This points to a potential conflict be­ tween teaching faculty and librarians. Much of a teacher’s job is, in a way, to “inconvenience” the students so they will learn. However, a balance must be achieved between giving students effi­ cient tools to learn and creating discour­ aging obstacles. The calculator, once seen as an instrument enabling students to cheat, now is a necessary tool that allows students to go beyond what was previ­ ously possible. 5. There are alternatives to the Ugly Computer. Technology today enables computers to have flat or tabletop screens that have a much more streamlined appearance than traditional monitors. Surprisingly, many people object to more computers in the library because they are seen as unattrac­ tive. 6. Not all faculty members, not to mention students, have access to capable computers. Many people in technologically rich de- Editorial 397 partments may forget that some of their colleagues are not similarly blessed. Having decent technology available in the library will assist and convenience many faculty members as well as stu­ dents. 7. The “one-size-fits-all” laptop re­ quirement does not always work. Many schools, colleges, or departments are requiring students to have laptops, desktop computers, or other equipment. Laptops have been popular because students can carry them around. Many faculty see spending money on com­ puters within the library as a waste when students have their own machines. If a university has a policy where all stu­ dents must own laptops, this might be true; otherwise, there is still a need for at least one more generation of library- provided computers. If a university en­ acts a policy for student laptops, by the time this policy is phased in the library computers will need replacement any­ way. How to solve the problem? 1. Talk to faculty individually about electronic resources and what types of formats they prefer and why. If there are questions about reliability, show them some samples. Explain the cost savings and help them see the convenience for their own uses. Convenience for students may not be a viable argument. 2. Try to arrange bibliographic ses­ sions with classes so that the faculty mem­ ber can or will attend. Explain why it is important to present a “united front” on what is acceptable. Discuss evaluation of resources, especially electronic, and ex­ plain the difference between reliable and questionable sources. Hearing this point brought home to the students may ease the faculty member’s mind. 3. Never make assumptions. This li­ brary school maxim ought to be the first thing we say to ourselves every time we arrive at the office. Before switching for­ mats, visit with all faculty involved. If possible, enlist the help of proactive fel­ low faculty members to help persuade 398 College & Research Libraries those who are reluctant. One well-spo­ ken advocate in a department can make a positive difference. 4. Finally, be a good listener. Letting students and faculty talk about their frus­ trations without interruption or immedi­ ate correction will put them in a frame of mind to give your point of view equal consideration. Be a positive advocate for change, not for change’s sake but because it is better. If it is not better, it may be the wrong decision. Agreement must be reached about what constitutes “better.” If we push for a resource the rest of the institution will not use, we are wasting time and money. After weeks of continued discussions with this group, something remarkable began to happen. Disagreement and con­ troversy dissolved into understanding. With small compromises and minor ad­ justments to address the concerns of each group, everyone began to understand how more and better computers in the library September 2000 could be beneficial—not only for using electronic products, but also for accessing valuable print resources. By housing the computers within the library, near print resources and reference librarians, it be­ came clear how this technology could pro­ vide a uniquely integrated environment, creating a positive impact on the quality of the students’ work and providing fac­ ulty members with more opportunities for research and development. Faculty saw how librarians could encourage students to use the best resources, regardless of for­ mat. Librarians developed a better under­ standing of the difficulties electronic “shortcuts” have caused for teaching fac­ ulty. Students learned more about the im­ portance of academic integrity and the value of proper research methods. Under­ standing on all sides created a firm resolve to help everyone become better learners through the best tools possible. 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