History
Library instruction "began in the nineteenth century, with instruction in library use offered by a number of libraries in the United States between 1876 and 1910, and then ramped up in the early twentieth century". In 1880, Justin Winsor, president of the American Library Association (ALA), redefined the role of the librarian as also a teacher. In a 1912 ALA survey, 57% of respondents offered required or elective library instruction courses. "Academic library instruction was for the most part dormant in the library profession from the late 1930s until the early 1960s. Some librarians were still participating in classroom instruction but the literature shows little activity on the topic.... Academic library instruction mushroomed during the 1960s and early 1970s. This resulted in the founding of the Library Orientation Exchange (LOEX), a non-profit, self-supporting educational clearinghouse, in the early 1970s. The first conference was held at Eastern Michigan in 1973 and has been held annually around the United States ever since. The LOEX borrowing collection consists of print materials such as one page handouts, bibliographies, and subject guides; instructional videos and audio tapes; and CD-ROMS. By 1999, LOEX had over 650 members in the United States, Canada, the Caribbean, Europe, Australia, Israel, Lebanon, and South Africa." "During the 1970s and 1980s, prior to widespread public use of computers, ibrary instructionwent far beyond teaching the mechanics of identifying and locating materials in the physical library. It also included critical thinking, active (participatory) learning, and the teaching of concepts, such as controlled vocabularies. It focused on the physical library, as for the most part, that was all that users could try out during instruction. However, the goal was always teaching so that users would transfer what they learned to new situations, reference tools, and environments new to them—that is, they would learn how to learn." In research libraries, the bibliographic instruction started to be a mainstream and standard library service. Library instruction pioneer Miriam Sue Dudley's library instruction materials, originally produced in 1970 for aRelationship to information literacy
According to the Presidential Committee on Information Literacy,Formats
Library instruction "occurs in various forms such as formal class settings, small group sessions, one-on-one encounters, written guides and brochures, audiovisual presentations, and computer-assisted instruction (CAI)". "Course-related instruction has long been viewed as one of the most effective user education methods. A complication of course-related instruction, however, is the requirement for faculty cooperation and the faculty member's authority to decide when instruction is given and who receives it. In short, librarians have limited control over course-related instruction. These forms of instruction are also very staff-intensive, and this is exacerbated by the high ratio of students to librarians that exists in most institutions". Some university libraries offer specialized instructional sessions. At these sessions the librarian works one-on-one with a user to assist him or her with specific research goals. These sessions are sometimes referred to as a "term paper clinic" or a "research consultation." Another option for library instruction consists of ''one-shot'' instruction sessions. This slang term refers to "formal instruction given in a single session, as opposed to instruction extended over two or more sessions". These class meetings are often held just before a term paper is assigned, and the goal of the librarian is to orient the class to the best library sources for use in a term paper. After 2015, webinars began to be part of the library instruction programs. During the 2020-2021 COVID-19 pandemic, this form of teaching became the norm for university libraries around the world. Library instruction can also benefit from the utilization of video games and gaming designed for information literacy. When incorporating design principles from gaming into information literacy instruction, instructional librarians can teach students how to succeed through long, complex, and difficult tasks while still keeping the learning experience engaging. Library instruction and active learning information literacy workshops can also be facilitated by theater techniques, by the rules of hospitality or by humor.Critical library instruction
Critical library instruction is rooted in the idea that knowledge is culturally situated, and thus, instruction must be as well. Characterized by a praxis-based approach that is deeply connected to the context and information needs of the learner, critical library instruction always begins with an assessment of the learner's context and their information needs. Critical library instruction problematizes traditional methods of teaching information literacy skills as privileging particular ways of knowing in academic contexts, and instead advocates a method of teaching that emphasizes the learner's frame of reference and information needs. Influenced by critical pedagogy, an educational philosophy that address problems and questions of particular relevance to the lives of students, critical library instruction aims to provide the same approach to students’ information needs and practices. FromSee also
* CRAAP test * Information cycle *Notes
References
* Bishop, W. W. (1912). Training in the use of books. ''Sewanee review'', 20 (July), pp. 265–81. * Davis, R. C. (1886). Teaching bibliography in colleges. ''Library journal'', 11 (September), pp. 289–94. * Hopkins, F. L. (1982). A century of bibliographic instruction: The historic claim to professional and academic legitimacy. ''College and research libraries'', 43 (May), pp. 192–98. * Lorenzen, M. (2003). Encouraging community in library instruction: A jigsaw experiment in a university library skills classroom. ''Illinois Libraries'' 85(1): 5–14.External links