Looks at criticisms of bibliographic instruction in academic libraries in light of an organizational model called reflection-in-action. Following a description of counterproductive modes of interaction, the collaborative learning method is recommended. Theory and use of this teaching method are described, and applications specific to bibliographic…

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)

Describes how principles of learning theory can be applied to bibliographic instruction to increase its efficacy and broaden its scope. The discussion covers conditions of learning, including motivation, active responding, and reinforcement; learning of information seeking behaviors, including the power of reinforcement and librarian-initiated…

Outlines a lesson plan used by an academic library to evaluate the quality of World Wide Web information. Discusses the traditional evaluation criteria of accuracy, authority, objectivity, currency, and coverage as it applies to the unique characteristics of Web pages: their marketing orientation, variety of information, and instability. The…

This description of the experiences of a graduate student intern in reference services who served as instructor for freshman English classes at the University of Kentucky includes suggestions for teaching techniques and relationships with students and comments on the effects of this experience on his professional growth. (RAA)

Describes a process-oriented approach to teaching searching skills for computer-based resources that was developed at the New York University library. A syllabus based on DIALOG's Classmate Program is explained, and the use of active learning theory to help restrict results is described. (LRW)

This collection of five papers provides guidance and background reading for librarians in the use of films, educational television, audiolearning, programmed learning, and visual learning in the presentation of library instruction programs. The instructional media discussed in each guide are intended to complement and supplement oral classroom and…

Describes a library instruction program developed at the library of the University of Nevada, Las Vegas, for graduate assistants, consisting of handouts and training modules; the program was later expanded to include undergraduates and faculty. Highlights include goals and objectives of user education; the use of CD-ROMs; search strategies; and…

Compares characteristics of propaganda and scholarship, and lists indicators that can enable librarians to help students tell the difference between what is genuine scholarship and what passes for scholarship. Describes how this evaluation method was used in an undergraduate bibliographic instruction class to help students critically assess…