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Process Not Product in Course-Integrated Instruction: A Generic Model of Library Research.
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Mellon, Constance A. – College and Research Libraries, 1984
In order to blend writing process with introduction to library, the University of Tennessee at Chattanooga developed generic model of library research having three stages (pre-library, library awareness, library competence) that parallel stages in writing process. Library use is presented as series of activities including searching, retrieving,…
Descriptors: Courses, Higher Education, Instructional Design, Library Instruction
Learning the Library: Taxonomy of Skills and Errors.
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Jakobovits, Leon A.; Nahl-Jakobovits, Diane – College and Research Libraries, 1987
A theoretical scheme classifies user behavior into three domains of library activity--affective, cognitive, and psychomotor--and three levels of learning--orientation, interaction, and internalization. Examples of library skills and errors in each of the nine major classes are given, and applications to library instruction are suggested.…
Descriptors: Affective Behavior, Classification, Cognitive Processes, Learning Activities
Librarians and Teaching Faculty: Partners in Bibliographic Instruction.
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Carlson, David; Miller, Ruth H. – College and Research Libraries, 1984
This paper focuses on critical factors regarding the effectiveness of the course-related or course-integrated mode of bibliographic instruction: administrative problems (cost in time and personnel, coordination and scheduling materials development); critical role of faculty; consistency of instruction; transference of library knowledge from one…
Descriptors: Administrative Problems, College Faculty, Higher Education, Instructional Design