Establishes the connection between the learning theories of Robert M. Gagne and systematic patterns in scientific literature and discusses implications of this connection for instruction in library use. Twenty-four references are listed. (Author/EJS)

Results of separate national surveys sponsored by the College English Association and the University of Nebraska indicate that the English department is the primary focus of research paper-related instruction (also termed course-related library use instruction). Librarians, therefore, are advised to create a special librarian-English teacher…

This longitudinal study of a one-semester credit course of bibliographic instruction for undergraduates reveals lasting student appreciation that frequently increases following course completion. (RAA)

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

Describes important techniques by which library users avoid information overload, clarifies the terminology in the information overload literature, and reviews the major findings of this literature in the context of library applications. Implications for users and librarians are discussed. (CDD)

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)