Considerable duplication of effort exists in library use instructional development. Much duplication could be eliminated and universality increased, if instruction were formulated under basic instructional psychology principles. (7 references) (Author)

One of the major findings of this study is that the use of the library, especially in the eyes of the nonuser, is strictly course-related, and unless he is "guided" in this manner, the inspiration or the inclination, or the time to extend himself are not there. (6 references) (Author/NH)

Services currently offered at the University of California, Berkeley, Library are evaluated in terms of their special or potential relevance to graduate students, especially as they meet students' needs in the various stages of their graduate careers--course work, dissertation proposal, dissertation research, and dissertation writing. (Author)

A recent questionnaire on instruction of graduate students in the use of the university library brings up to date a similar survey reported in 1958. (4 references) (Author)

Some librarians doubt if the undergraduate student can best be served by university library facilities. Thus many have adopted the concept of separately housed undergraduate libraries tailored to the needs of undergraduates. This paper examines this question and offers an alternative solution. (Author/NH)

This article presents analysis and survey results of a program designed for bibliographic instruction at Wabash College. The project employed trained student assistants as the primary agents for information transfer. The student assistants worked in closely structured courses that demanded regular library use. (Author/AP)

Discusses the incorporation of CD-ROM technology into Georgia State University's William Russell Pullen Library, and considers its impact on reference services and bibliographic instruction. Concludes that technology increases the need for critical thinking skills, faculty-librarian interaction, and human resources for reference and technical…

Discusses the unique problems and special needs of graduate students and how one library, dedicated to serving graduate students, attempts to provide specialized programs to meet their needs. The setting of goals, the establishment of priorities, and staff involvement in the planning and development of new programs are reviewed. (Author)

Results of a study of college freshmen using a bibliographic instruction model that considers interaction of library tools, styles of instruction, and Robert M. Gagne's Learning Hierarchy indicate a superiority of programed instruction at factual and problem-solving levels, and also a need for further experimentation. Eight references are…

The report of a questionnaire study given to 168 students on their knowledge and opinion about periodical mutilation in the Kent State University Library. (Author/PF)

The subject specialist librarian can perform a number of important services: establishing contact with user groups; selection of materials and collection development; instruction in library use; provision of current awareness, reference, and bibliographic services; serving as a library "ombudsman" for users; and bringing user…

An extensive questionnarie survey and program of site visits reveals norms of practice in five areas of junior college library operation: instruction in library use; community relations; collection development; staffing, hours and circulation practices; and automation. Notable trends include strong audiovisual services, liberal circulation…

Summarizes a study of the use of reference service at Sterling Memorial Library, the central research library of Yale University. (PF)

Concludes that videotape library instruction significantly increases library skills of college students for computer database searching and research paper writing. (RAA)

Concludes that evaluations of library instruction based on library use present a useful picture of the impact of instruction within the context of program objectives. Yet to be found, however, is a methodology that will express the role student motivation and maturation play in the development of effective library skills. (RAA)