ACRL-STS General Discussion Group

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	Issues in Science and Technology   Librarianship
	Summer 2000

	DOI:10.5062/F4BP00RZ



      

    Conference Reports
    Science and Technology Section's General Discussion Group
  Highlights from Annual 2000
  Bibliographic Instruction in Sci-Tech Libraries: Best Practices
      Kimberly Lyons-Mitchell
  University of the Pacific
klyons@uop.edu

    

  Julia Zimmerman
  Dean of Libraries
  Ohio University
julia.zimmerman@ohio.edu  
    


     Kim Lyons-Mitchell and Julia Zimmerman, co-chairs of the Science and Technology   Section's General Discussion Group, welcomed about 60 participants, along with   four facilitators, to a dynamic discussion on "Bibliographic Instruction in   Sci-Tech Libraries: Best Practices." The session began with each of the four   facilitators describing unique programs at their institutions, which prompted   additional discussion with audience members.

    The four facilitators offered extensive experience and innovation to inspire the  group. Julie Wood began the program by talking about Georgia Tech's instruction  program, which emphasizes teaching and leaning in its approach to bibliographic  instruction. Georgia Tech's Center for Excellence in Teaching and Learning has  done several studies on the learning styles of Tech students, and the library's  instructional program incorporates this information into library instruction. She  suggested that the best way to convince students to attend instruction sessions is  to integrate them into a course.

    Laura Smart of the University of California at San Diego stated that the best thing  that you can bring to library instruction is enthusiasm. She talked about how she  reached many groups including students, teaching assistants and faculty by  effective marketing, which increased the visibility of the instruction program.   She explained that funding for the library instruction program at U.C. San Diego  comes from an endowment earmarked for literacy, and that library staff had to  promote the concept of information literacy to be included in the endowment. She  also talked about the importance of assessing your program. 

    Joan Reuelle of the University of Virginia highlighted marketing of instructional  programs and building personal contacts in order to be effective in learning about  users' instructional needs. Joan also pointed out that if the faculty trust the  librarians as teachers, they can be your best referrals. 

    The final facilitator was Randall Halverson of Indiana University-Purdue  University, Indianapolis. Randall is part of an instruction program which involves  active learning in the classroom in an effort to incorporate information literacy.  

    With all of these interesting viewpoints, the facilitators generated much  conversation from the audience. Information literacy is a concept that seems to be  everyone's minds. Each of the facilitators was asked to give a brief definition,  in their own words, of information literacy. Among their many explanations,  information literacy was described as including lifelong learning as well as  specific learning objectives. The definition of the term was read from the ACRL  standard. Another point raised is that it is very difficult to integrate  information competencies into actual course work. 

    Participants at the meeting also discussed for-credit information literacy courses.   A few of the audience members talked about their programs, although it seemed that  the consensus was that not many institutions had such a course, but most were very  interested in developing one. Online tutorials are also of considerable interest  to librarians involved in instruction. Some institutions have programs that  integrate information competencies into online instruction, and the course is  required for graduation or is offered for one or two credits.

    Due to the interdisciplinary nature of science, team teaching should be considered.   Participants agreed that it is indeed a luxury, and if instruction programs are  short-staffed, tapping the teaching faculty is often effective. The facilitators  were asked to respond to the issue of faculty resistance to integrating  bibliographic instruction into their courses. One helpful comment was for the  librarian to prepare a handout for a particular assignment, which may lead to a  library portion within the course the following year.

    Many useful and innovative ideas were presented during the session. The audience  raised interesting points about bibliographic instruction that proved to be common  concerns. Bibliographic instruction is gaining popularity in sci-tech libraries.   With the keen interest among sci-tech librarians and innovations emerging in STM  libraries, the momentum will clearly continue.

  	  

  

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