Librarians at Onondaga Community College (New York) view their function in the education process as librarian-teachers who instruct students in the access routes to information, and who enrich and augment the course curriculum while encouraging life-long habits of inquiry. (JG)

Discussion of the accountability of university libraries and assessment methods to show library effectiveness focuses on two assessment tools developed at Bowling Green State University: one program-level assessment which involved a student library skills assessment survey; and one class-level assessment which involved one-shot library instruction…

Describes the method used and results of evaluations of the impact of library instruction on student learning and attitudes in the Ohio State University freshman program. The discussion covers common student misperceptions about librarians, the importance of planning reliable and valid evaluations, and recommendations for implementing an…

A direct instruction model is applied to the teaching of library skills to students with mild/moderate handicaps. The model involves determining students' skill levels, setting objectives, providing instruction, and monitoring student progress. A team approach is recommended, involving the library media specialist and the special education…

Discusses the library skills preparation of students entering college and reports on a study of students' attitudes about doing research in an academic library which revealed feelings of anxiety. Implications of this anxiety for the design of bibliographic instruction programs, as well as specific instructional techniques, are described. (5…

Discusses North Central Technical College (Ohio) library's approach to bibliographic instruction through a self-instructional workbook. Topics include development of the workbook; a walking tour orientation to the library; student-faculty reactions; and advantages and disadvantages of the approach. An annotated bibliography, workbook ordering…

Presents and compares results from two surveys of basic library skills administered to first-year and upperclass students at Johns Hopkins University (Maryland). The relationship of test scores to library visits and to self-ratings for library skills are discussed, and copies of the surveys are included. (Contains 12 references.) (LRW)

Describes a survey instrument developed at the University of Northern Colorado library that compared students' self-assessed library skills with a test component. Findings are reported that indicated no dramatic trend of higher proficiency with increasing academic status, although self-assessed skills showed such a trend. (seven references) (LRW)

Describes a study that was conducted to determine whether bibliographic instruction methods used in an academic library's computer classroom were effective. Teacher-education students were tested using pretests and posttests designed to determine their knowledge and skill in using library technology to obtain research information. The tests are…

Presents a template for teaching traditional library research and one for incorporating the Web. Highlights include the differences between directories and search engines; devising search strategies; creating search terms; how to choose search engines; evaluating online resources; helpful Web sites; and how to read URLs to evaluate a Web site's…

Reviews the literature on library and information literacy and describes the development of an undergraduate core course on library and information skills at the University of Alaska, Fairbanks. The bibliographic instruction component is explained, and assessment of the course after the first year is discussed. (Contains 12 references.) (LRW)

Explores sketch maps as an easy-to-use and easy-to-understand tool for assessing library skills, knowledge, and interest among individuals and groups. The underlying principles are found in research done with maps and surveys collected for environmental psychology, urban planning, and human geography. Includes nine figures of map examples and an…

Describes a one-credit, theme-based library instruction course for freshmen and sophomores at Fort Lewis College (Durango, Colorado). Discusses benefits of theme-based instruction; assigned work; skills students should acquire during the course; course assessment and development; and future changes in the course. (AEF)

Discussion of the need for information literacy skills in higher education focuses on the development of a Web-based tutorial by the University of Texas at Austin library that can be integrated into first-year courses. Describes TILT (Texas Information Literacy Tutorial) and explains how other libraries can adapt it for their own use. (LRW)

This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to…