Volume 10, Nwnber 2 (1991) /61

The Evolution Of Bibliographic Instruction In College Libraries

Gail Glynn MLS Graduate Indiana University

In the beginning, there was the University of Rochester, wrote chaos. And the students moved that, "The time is passing also when aimlessly upon the face of the the chief duty of a librarian was to library. And the reference librar­ collect books and preserve them. ians said, "Let there be instruc­ How to get them used most exten­ tion." And there was instruction. sively, most intelligently, and at the The reference librarians brought same time carefully, is becoming his forth the workbook, and the fifty­ chief concern." 1 minute lecture; and the students Librarians of the late nineteenth no longer moved aimlessly about, and early twentieth centuries faced but searched purposefully through the same problems and barriers in the card catalog and the journal pursuit of their goal to educate the indexes and the serials catalog. library user as librarians in academic And the reference librarians institutions today. The constantly looked upon what they had changing technology developed to wrought and they found it good. handle the information explosion has lent an added dimension to the In spite of the fact that the number complexity of the library instruction. of academic libraries and the size of Terminology has changed from their collections and staff have library use instruction to biblio­ grown many fold and the student graphic instruction to information body has changed from a predomi­ literacy (the ability to effectively nantly homogeneous 'group to a access and evaluate information for a heterogeneous one, the philosophy of given need - Tessmer, 1985).2 Yet librarians who are proponents of the ultimate goal of all library in­ library instruction has not changed. struction has remained the same and In 1880, Otis Hall Robinson, Profes­ it is " ... to enable all recipients of the sor of Mathematics and Librarian at instruction to use any library ... ,,3 62/ Indiana Libraries Throughout the library instruction College from 1836 to 1872, typified movement in the United States, the the educational philosophy of the era conviction has been that the ability to whei:i he said, "I don't read .books, in find and evaluate information is as fact I never did read any books." important as the information itself. President James Garfield stated that The following survey of the history the 'ideal college was Mark Hopkins of bibliographic instruction will be on one end of a log and a student on divided into time frames much as the other. "6 Hardesty, Schmitt, and Tucker Following the Civil War the old­ organized their User Instruction in time college philosophy of reconcil­ Academic Libraries. Emphasis will ing reason and natural law with be placed upon the writings of Christian theology was replaced by leaders in field of bibliographic the adoption of original research, the instruction, how professional organi­ introduction of the seminar method zations have reflected the increased of instruction, and the new curricula awareness of bibliographic instruc­ in the social sciences and in profes­ tion, and the importance of the sional and technical education.7 faculty in the successful pursuit of "All these trends resulted in unprec­ library instruction. In almost all edented growth in the production of instances the focus will be on under­ knowledge as well as faculty and graduate or college libraries as student demands for library re­ opposed to graduate, research, or sources and services. "8 Between university libraries. 1870 and 1890, the number of Pre 1880 academic institutions grew from 563 "Although reports on instruction to 998."9 Library collections grew about the library's 'most rare and dramatically - Pennsylvania's and valuable works' date from the Columbia's quadrupled while 1820' s, substantial, continuous Cornell's grew tenfold. Library course offerings and course-related hours were extended as librarians lectures came about only as a result became aware of the need to make of major developments in the their collections more accessible. I 0 library's academic environment in 1880-1900 the latter part of the nineteenth "Significant growth in library use century. ,,4 instructions during the 1880s and "Despite repeated calls for reform, 1890s followed naturally from the higher learning in 1865 remained dramatic changes occurring in higher much as it had been decades earlier. education in the same period." 11 Through the traditional methods of The optional credit course usually memorization and recitation, the taught by the college librarian not colleges fulfilled their purpose of only stressed bibliography, the training young men to meet their history of books and printing, or professional and civic obligations."5 even history of libraries but also Mark Hopkins, president of Williams contained a solid library-use compo- Volume 10, Nwnber 2 (1991) /63 nent. Book talks, bibliographical The proposition then is to lectures, and orientation tours were make the library the grand also given by librarians, but no rendezvous of the college for established structure or accepted teacher and pupil alike, and method for effective instruction was to do in it as much of the created. However, they did call for teaching as is convenient and " ... clearly stated objectives for their practicable ... As he (the instructional programs, they sought librarian) needs the coopera­ conceptual models for the tion of his colleagues of the library, ... and they caught a vision of faculty, his first aim is to the educational potential of the make everything agreeable to library in the academic commu- them and himself indispens­ m.'ty "12 able, if possible ... In this way Amongst the leaders of this move­ suavity and sacrifice will ment, Justin Winsor, the first presi­ compel the condition of dent of the American Library Asso­ brotherhood which is neces­ ciation, ( 187 6 to 18 85) and head of sary and is worth the the Harvard University Library effort.15 (1877-1897) stands out. Ernest Cushing Richardson of Princeton Otis Hall Robinson, credited by described " ... Winsor's appointment Holley in the Dictionary of American as 'professor of books' and his work Library Biography as having done at Harvard as watershed events in the "as much as anyone in the American history of bibliographic instruc­ library profession to push the idea of tion.13 While at Harvard, Winsor · the educational role of the college " ... enlarged the reserve book collec­ library"16 wrote in 1880 tion, authorized stack privileges for "that next to the acquisition students, brought a number of small of knowledge itself is the libraries into the main building, learning where and how it encouraged interlibrary loan, may be acquired. The range and .. .installed electric lights, new of knowledge is rapidly furniture and better ventilation."14 increasing. We believe, In an article written in 1880 therefore, that the demand Winsor expresses his ideas on the can be met best, not by role of the college library and librar­ making the curriculum cover ians when he writes: everything, but by giving To ·fulfill its ri.ghtful des­ special attention to the where tiny, the library should and the how of acquisition.17 become the central agency of our college methods ... the He also believed that professors Ii brarian becomes a working with students on a volun­ teacher... not with a text book, tary, personal basis in the library but with a world of books. would do more " ... to encourage 64/ Indiana Libraries broad scholarship and to make men purpose of a college education was independent in their investigations to provide tools for further study, than any amount of class lectur­ "the rp.ost essential (tool) of all being ing." 18 the ability to use libraries effec­ Raymond C. Davis, librarian at the tively. "22 Thus by 1900 the modern University of Michigan from 1877 to day philosophy of and justification 1905, is credited by Arthur Q. for bibliographic instruction had Hamlin in The University Librarv in been written about, spoken of, and United~ as teaching the first put into practice in several academic course in bibliography in an Ameri­ libraries. It is interesting that these can university in 1879.19 The Board early instructional librarians wrote of of Regents of the University of the same problems in dealing with Michigan approved the course for faculty, limited budgets, changing credit in 1881. Davis justified his student bodies, and increased and request for the course by stating, more complex resources that plague "The book is the student's chief tool, instruction librarians today. - his sine qua mon. Has he mas­ 1901-1917 tered the Literae humaniores.,. if on The changes which began in higher the day of his graduation he knows education during the last decades of little or nothing about this tool with the nineteenth century stabilized which he wrought - either its during this period. "The libraries history or its workmanship?"20 themselves emerged at once both Davis's course does remind one more bureaucratic and more service more of a course for librarians that oriented."23 In spite of the fact that one designed for library use instruc­ these years marked the integration of tion. reference services into the permanent In addition to creating the Dewey administrative staff of academic Decimal Classification and founding libraries, "library use instruction the first library school in America, failed to in its efforts at full integra­ Melville Dewey was also a great tion in to the personnel, service, and advocate for bibliographic instruc­ bureaucratic structures of academic tion. In the inaugural issue of Ameri­ libraries, perhaps because of its can Library Journal (1876), inadequately developed conceptual Melville Dewey wrote "The time is and theoretical foundations."24 "As when a library is a school, and the if to quell their uncertainties, librar­ librarian is in the highest sense a ians conducted a number of surveys teacher."21 In 1891 Dewey spoke in in their att~mpts to verify the sup­ Philadelphia to the College Associa­ posed popularity of user instruction." tion of the Middle States and Mary­ 25 An ALA survey conducted in land. He expounded upon the impor­ 1912 found that 57 percent of 149 tance of the college library calling it institutions surveyed offered re­ the "laboratory library" and the quired or elective courses in library "college well". He stated that the instruction. 26 Volume 10, Number 2 (1991) /65 Several academic librarians, at the education was plagued by an era of time, continued to emphasize the social discontent, academic libraries importance of library instruction. entered a positive phase which "In 1905, William Harper observed, benefitted from private philanthropy. 'The equipment of the library will "The educational climate of this never be finished until it has upon its period proved most hospitable to staff men and women whose sole user instruction, which advanced work shall be, not the care of books, both conceptually and programmati­ not the cataloging of books, but the cally."31 As curriculum innovations giving of instruction in their use. rn27 were developed and defined by Joseph Schneider, library director at educators such as John Dewey and Catholic University, philosophically Robert Hutchins, so too were think­ followed Davis in his belief in " ... the ers in the field of library instruction necessity of making the study of defining, rethinking and clarifying bibliography a part of the curriculum library instruction programs. Charles in our colleges and universities. "29 B. Shaw, creator of the "Shaw list" William Warner Bishop recom­ developed three proposals to allevi­ mended the training in the use of ate the "haphazard, unscientific" books to help students and professors teaching which characterized biblio­ deal intelligently with the deluge of graphic instruction. He proposed: 1) new materials published each year. eliminating library lecture and Successful bibliographic training replacing them with a required will enable the student to " ... use course t~ught by professors of easily bibliographic tools of all sorts bibliography, 2) that colleges should from the simple check list to the establish a department of bibliogra­ erudite works of Fabricuis and phy, and 3) colleges "evolve and Poggendorf. "29 train" a group of bibliographic Lucy M. Salmon, a history profes­ instructors who would have the sor· at Vassar College from 1887 to librarian's knowledge of books with 1927, felt that bibliographic instruc­ the teacher's ability to teach. 32 tion should be " ... definitely planned, Lamar Johnson, who was dean of systematically carried out, (with a) instruction and librarian at Stephens definite progression from year to College, was able to establish a year in the kind of bibliographic library use instruction program work required, and directly related to throughout the curriculum. His the specific and individual work of program had three objectives: "1) to every student."30 Interestingly, teach students how to use reference Salmon feels that professors and not sources effectively, 2) to teach them librarians should be responsible for good study habits, and 3) to make the their students' library instruction as library function as the center o the their course work requires. instructional programs. 33,, 1918-1940 This era also witnessed the creation In spite of the fact that higher of the concept of Louis Shores' 66/ Indiana Libraries "Library Arts College." "Patricia during the freshman year to deter­ Breivik sees the 'library college' as mine which students need extra offering the only clear-cut philo­ library instruction. 37 sophical statement of service with 1941-1968 accompanying objectives of how Activity without progress academic libraries can support the characterized library use educational trends of this cen- instruction during this period. tury. "34 The Library Arts College Numerous programs existed differs from the conventional college at the freshman orientation in five ess{mtials. 1) Regular class and basic instruction levels, attendance is supplemented by but the increasing number of voluntary and irregular library students overwhelmed many reading. 2) All instructional quarters of even the well-established are in the library. 3) Upper-class advanced efforts. As early as students will tutor lower-class 1949, Erickson reported students. 4) Faculty members will insufficient numbers of be library-trained, subject-matter library personnel as the most specialists. 5) The curriculum will serious deterrent to success­ represent a carefully planned reading ful library instruction pro­ program intended to acquaint the grams. student with man's accomplishments of the past and problems of the In 1956 Patricia Knapp outlined present.35 her proposals for a user instruction In 1940 Harvie Branscomb took a program which provided the founda­ more pragmatic approach than tion for many programs which Shores to the study of the college followed including the Monteith library's educational effectiveness · Library Project at Wayne State and its integration into the institution University and the Earlham College as a whole in his book Teaching instruction program. She summa­ With Books: A Study of College rizes her thoughts as follows: Libraries. In summary, Branscomb Competence in the use of sees " ... the primary task of the the library is one of the college library is to provide certain liberal arts. It deserves facilities for and to aid in carrying recognition and acceptance as out the instructional program of the such in the college curricu­ faculty."36 Branscomb emphasizes lum. It is, furthermore, a the relationship between the librarian complex of know ledge, and the instructor as one of coopera­ skills, and attitudes not to be tion with. the reference librarian acquired in any one course attending classes and the instructor but functionally related to the entering the library to assist the content of many. It should, librarian. He afao suggests the use of therefore, be integrated until a test (Miss Lulu Ruth Reed's test) the faculty as a whole is Volume 10, Nwnber 2 (1991) /67 ready to recognize the valid­ leaving the library clientele unsure of ity of its claim and to imple­ just what kind of service is being ment this recognition through offered. ,,40 "The real future of regularly established proce­ library reference service lies in the dures of curriculum develop­ direct provision of comprehensive ment. and accurate information to satisfy For these reasons, the user demands; instructing the user in librarian should accept the the technique of information-search­ responsibility of initiating the ing is an important, but secondary, program, remaining con­ goal and is not necessarily a refer­ stantly aware, at the same ence function. ,,41 time, that ultimate implemen­ Library use instruction programs tation must come through the during the 1940s and 1950s were teaching faculty. In other analyzed by Tom Kirk, and he words, the librarian must reached the following conclusions. convince the faculty that 1. Those involved failed library instruction is neces­ to distinguish orienta­ sary; he must educate the tion from instruction faculty on the poten~al role and, therefore, pro­ of the library and assist it in vided only the former; planning instruction. 38 2. The instruction or Louis Shores's Library-College orientation was not movement reached its height of given in a context of popularity during the 1960's, but few the student's need to of the examples cited by Shores were know how to use the extensive implementation of his library; ideas. "Patricia Breivik concludes 3. The instruction when that the enthusiasm that served as the ·it went beyond orien­ strength of the Library-College also tation tended to take blinded its followers to the obstacles its scope and content they needed to overcome and alien­ from the reference ated many librarians and teaching training which librar­ faculty." 3 9 ians had received; All librarians were not then nor are 4. Librarians were not they now convinced that biblio­ sensitive to educa­ graphic instruction should be a tional changes that function of the librarian. Anita R. were occuning. 42 Schiller thinks that user instruction impedes the " ... effectiveness of 1968-1970s information service to the extent that For one unfamiliar with the history it serves as a substitute for it, offer­ of library use instruction, one might ing less service instead of more, and assume that the 1960s marked the beginning of library use instruction. 68/ Indiana Libraries "The number of articles on library Association formed the Committee use instruction indexed in Library on Instruction in the Use of Librar­ Literature doubled from 35 in 1958 ies."45 "In 1971, the First Annual to 70 in 1971 "43 The instruction Conference on Library Orientation renaissance of the 1970s was facili­ was held at Eastern Michigan Uni­ tated by: versity. "46 Out of this conference 1) the changing nature of evolved in 1972, Project LOEX higher education, along with (Library Orientation Exchange) a rapid growth of library which was formed to collect, orga­ collections and the construc­ nize, and disseminate library-instruc­ tion of newer library build­ tion materials to interested librarians. ings that gave emphasis to a In 1971 the Bibliographic Instruction book-centered educational Task Force was formed by the philosophy; 2) technological Association of College and Research developments and their Libraries (ACRL). The task force effects on libraries, especially issued guidelines for library use in the area of computer instruction in academic libraries. applications; 3) changes in The task force also recommended the the nature of reference establishment of a bibliographic service: 4) grants from instruction section with the ACRI governmental agencies and and the section was approved in foundations; 5) the prolifera­ 1977. Interestingly, the Biblio­ tion of published articles and graphic Instruction Section became books on the topic of biblio­ the most active section within the graphic instruction; 6) the ACRL. At the 1977 midwinter support and activities of meeting, the ALA Council voted to professional library associa­ establish the Library Instruction tions; 7) numerous confer­ Round Table to provide a means of ences, workshops, and simi­ communication among divisions and lar meetings dealing with the committees of ALA and state clear­ topic; 8) the establishment of inghouses.47 clearinghouses, along with "The dominant influences of the their bibliographic instruc­ 1970s were the instruction programs tion-related newsletters and at Earlham College, the University of directories; and 9) standards Wisconsin-Parkside, Sangamon State established by various profes­ University, the University of Michi­ sional groups and accrediting gan, SUNY College of Environmen­ agencies. 44 tal Science and Forestry, the Univer­ sity of Texas-Austin, and UCLA.48 Professional organizations began to The writings and presentations of formally recognize library instruc­ Tom Kirk, Hannelore Rader, Evan tion as a part of the librarians' s job. Farber, John Lubans, Miriam "In 1967, the American Library Dudley, Patricia Breivik, Jacquelyn Volume 10, Number 2 (1991) /69 Morris, Sharon Hogan, Anne Rob­ the recognition of bibliographic erts, Nancy Fjallbrant, Carla Stoffle, instruction by the AlA and the and Richard Werking forged the ACRL, fewer than ten library shape and direction of library in­ schools were offering courses on struction for the decade.49 bibliographic instruction in 1979 For the most part, instruc­ according to a survey conducted by tion librarians in the 1970s the ACRL.51 were concerned with the A review of the research presented mechanics of developing in Lubans' Educating the Library local instructional programs User does not support the idea of a and materials and all the positive correlation between library issues attendant with that, instruction and academic success. including how to gain faculty "Research on the relationship be­ interest and support, organize tween library use and class level, and administer programs, academic achievement, and scholas­ market or sell programs, and tic aptitude has failed to identify any plan and evaluate activities. causal connection."52 Nor was any Other major concerns cen­ "evidence found that the level of tered on developing defini­ library service was positively corre­ tions and trying to appropri­ lated with college grade-point aver­ ately label the activity; ages."53 Research does substantiate justifying the need for pro­ the dominate role of the instructor in grams and "proving" that the influencing library use. 54 instruction was effective, that Four years later in 1978, Lubans is, demonstrating that instruc ~ edited another collection of essays tion improves the academic entitled Progress in Educating the performance of students; Library User:. Salient points from creating an underlying phi­ some of these authors will indicate losophy or foundation; the way library instruction was developing idealized models, heading in the 1970s and into the such as the Model Statement 1980s. In the forward Lubans of Objectives; creating a characterizes the change in libraries history or sense of tradition and librarianship as moving" ... away for those engaged in instruc­ from an almost exclusively materi­ tional activities; and gaining als-centered orientation and toward a recognition and acceptance client-centered mode of for instruction as a basic operation ... The overriding objective library service. 50 of the client-centered library is to make the uni verse of recorded Yet in spite of the library instruc­ information effectively accessible to tion activity taking place across the its clientele ... Thus, to inform or United States, the writings of well­ educate the library user becomes a respected librarians in the field and matter of critical importance to 70/ Indiana Libraries librarians."56 should it be) of the user's atten- Lubans is critical of librarians' tion. 59 In summary, Lindgren "missionary-like zeal" in "convinc­ believes that at "the-heart of the user ing the converted" of the need for instruction matter is the belief that library instruction and failing to the ability to use libraries effectively convince those in power - most ought to be viewed as one of the importantly teachers -f the crucial classic resources of the educated need for library instruction. He feels person, that it has hitherto been that unless teachers change their much neglected in formal education, · existing curriculum to include and that a corrective is badly information use and unless informa­ needed. "60 tion use skills are seen as being as On a more positive note, Allan J. important as literacy, then the Dyson, in a 1978 study of the 25 progress of library instruction has largest undergraduate libraries in the reached an impasse. 57 United States and Canada, found: John Talley explored library " ... an almost radical expan­ instruction in junior and community sion of library instruction colleges and found that the majority progress in undergraduate of instructional programs fell into the libraries during the last five category of library orientation. years. Several elements have However, he also found that research contributed to the expansion - shows these students to be desper­ a sense of professional duty, ately lacking in entrance-level library a need to cope with an enor­ use skills - 7 4 percent did not under­ mous user population, (in stand the use of call numbers, 98 197 6-1977 there were an percent could not identify a book average of 5,416 undergradu­ review source, 67 percent did not ate students per undergradu­ understand the basic author, title, and ate librarian) a move toward subject entries in the library cata­ a more visible teaching role, log.58 and a sense of self-preserva­ John Lindgren in 1978 sent out a tion.61 questionnaire to 220 college libraries to determine the perceptions of the An area of library instruction instruction librarians on their own which had been neglected in the past eff~ctiveness, problems arid needs. and which proponents and critics had Lindgren found that the myth that been urging library instructors to "libraries are easy to use" persists for address was evaluation of their several reasons, two of which are: 1) programs. brewer and Hill observed users seldom ponder what resources in 1976 that until very recently they may have missed in the library references to evaluation in the and 2) library research is always literature of library instruction had auxiliary to other enterprises, and is, been virtually non-existent.62 One therefore, never the final object (nor of the reasons for a lack of evalua- Volume 10, Number 2 (1991) /71 tion is the scarcity of adequate, valid personal characteristics of tests. Som.e institutions were still successful instruction librar­ using the Feagley Test developed in ians; the high burnout rate 1955. The survey is the most widely among instruction libraries; used method of determining system­ how to develop tests to atically the effects of bibliographic measure skills; and the lack instruction on the student. The real of sustained growth of most problem lies in the fact that "without instruction programs, which standardized measuring tools and was partly attributed to the agreement on objectives, instruction growing realization that librarians lack norms, whether for programs were being based assessing a student's bibliography, on the talent of individuals answers on an objective test, or rather than on educational ratings tabulated from a question­ principles. Also about this naire. "63 All librarians are not in same time, a number of total agreement with the need for instruction librarians began to statistical data to provide proof of the feel that the movement had legitimacy and effectiveness of reached a plateau and was in library use instruction. Miller, in danger of becoming stagnant. citing the Earlham College's pro­ To itj.entify new directions, gram, says that it has demonstrated it challenge what had now worth but not in a quantitative become dogma, stimulate manner.64 discussion and perhaps a little 1980s controversy, raise conscious­ By 1980, after a decade of ness, and in general, create a ferment and development, "new" agenda and focus for instruction became an ac­ the 1980s, a Think Tank was cepted basic public service proposed and then held. 65 activity in most libraries; it overcame most of the prob­ The Think Tank, which was spon­ lems of splintering; and it sored by the ACRL/BIS, was held in gained recognition from the 1981. From this meeting six sections profession at large as evi­ of focus were identified and elabo­ denced by its inclusion in the rated upon with an " .. .introduction, various guidelines and stan­ recommendations, and a few state­ dards· issued by ALA units ments or concepts which the partici­ and by the adoption of the pants agreed should be accepted as "Policy Statement: Instruc­ fact and no longer debated. "66 The tion in the Use of Libraries" six sections were: by the ALA Council. Atten­ 1. Integration of biblio­ tion now shifted to issues graphic instruction such as the "personality" or and library profes­ sion. 72/ Indiana Libraries

2. Integration of biblio­ suggest that ~I concepts can be graphic instruction integrated into the existing library and the whole of school'curriculum successfully if: 1) academic the faculty is aware of the competen­ librarianship into cies needed by BI librarians, 2) BI higher education. concepts are included in course 3. Integrating library use content where feasible, and 3) skills, bibliographic faculty are alert to the potential for concepts, and avail­ students to use the various course able technology. options to develop B_I 4. Relationships with proficiencies. 72 schools of library Even though bibliographic instruc­ science. tion courses are not common in 5. Importance of re­ library schools, in the Chadley and search. Gavryck survey of 72 ARL libraries 6. Importance of publi­ from 1983 to 1988, BI has become cation. 67 part of the mainstream library ser­ vice. "Provision of instruction in "The creation of a high-quality these libraries increased in scope and journal was stressed by the Think reached a larger percentage of the Tank report. Within eighteen student body with more types of months of the Think Tank meeting, instructional programs in 1988 than the first issue of Research Strategies: in 1983."73 .In an often sited survey A Journal of Library Concepts and by LOEX in 1987 of academic Instruction was published."68 libraries to determine which types of Library schools should play a instructional methods and materials critical role in the training of instruc­ were used in bibliographic instruc­ tion librarians yet the "deans of tion, it was found that fewer credit library schools are, at best, lukewarm courses, term paper clinics, and to the idea of separate BI courses."69 audiotape programs were offered in In 1980, 11 out of 67 ALA - accred­ 1987 as compared to 1979. "In ited library schools offered a sepa­ general, the amount of publicity, rate course and four years later the evaluation, and use of print and number remained the same.70 nonprint material has increased. Of ~ibrary schools argue that in a one particular interest is the increase in year program it is difficult to add the number of libraries in which new courses and maintain the neces­ required BI sessions (primarily sary focus of the curriculum. An­ required by the faculty) and/or tours other problem is the lack of staff are offered."7 4 qualified to teach a BI course be­ Future cause much of the course must deal "The disparity between library with learning and instructional services, including user education, design theory.71 Aluri and Engle on the one hand, and the information · Volume 16, Nwnber 2 (1991) /73 _seeking patterns and ~problems of develop a better the academic community on the understanding of the other represents the single most faculty. important and difficult challenge 5. Developing research facing libraries and librarians to­ skills to facilitate day. "75 Stoffle and Bemero have program evaluation broken down this broad challenge and identify more into several more specific areas effective learning when presenting the challenges of environments for the future to the "Second Genera­ users should be of tion" of instruction librarians. Some prime importance. of the challenges they see for future 6. Instruction librarians instruction librarians are as follows: must not let activities 1. To be able to clearly become "ends in label and articulate themselves, but must the characteristics of remain committed to the successful product broad goals and of instruction pro­ objectives based on grams - identify the the environmental characteristics of the context, user needs, independent user. · and available re­ 2. Performance stan­ sources, if the educa­ dards for instruction tional role of the librarians themselves library is to be suc­ must be created, cessfully imple­ certified, and dissemi­ mented.76 nated - criteria for Clyde Hendrick, dean of the assessing the suitabil­ graduate schqol of Texas Tech ity of librarians for University, spoke in 1985 about the the instruction role role of the librarian in the twenty­ need to be identified. first century. 3. Librarians should take The growth of know ledge the lead in initiating a will lead to ever greater more thorough review complexity of knowledge. of the role and philo­ Therefore, organization of sophical base of the that knowledge is likely to academic library - become more complex, and librarians should lead the physical media for storing the colleges and and, sorting information will universities through become more di verse. The the technological user's task, therefore, will changes ahead. become more difficult in two 4. Librarians need to ways: a) mastery of the 74/ Indiana Libraries physical means of getting at follows that the library · the information and b) mas­ profession should move as tery of the conceptual sys­ rapidly as possible toward the tems for the organization of Ph.D. as the terminal de­ the library's store of knowl­ gree. 77 edge. Once the physical and conceptual systems of organi­ Conclusion zation are mastered, utiliza­ "The concept of library instruction tion will be enormously more in academic libraries is not new. efficient than it is today. College and University librarians Thus "entry difficulties" into have long accepted the notion that in the library will increase, addition to assisting users with the while "utilization difficulties" identification of specific needed will decrease. Solution of the information, they also have an entry difficulties will require obligation to teach searching skills teaching by the librarian, and which could enable their users to this teaching will need to be function more independently."78 systematic and sustained. An examination of the From the user's point of records of the past century view, solutions to the entry reveals that library use problems of the machines and instruction has had an uneven the abstract organization of and uncertain history. Dur­ knowledge will be high-level ing the past hundred years, technical skills that must be library use instruction clearly mastered in order for students has been influenced by it to succeed in college. As a surrounding environment of matter of fact, in the next higher education. At time century, I expect that one or instruction programs have more courses on library flourished because preemi­ instruction will be required nent and farsighted individu­ for every college student, als, such as Justin Winsor, much like freshman English have recognized changing is required of all students currents in higher education today. Faculty will also need and employed library use comparable systematic instruction to propel the tutoring. academic Iibrary in to a more This development implies intellectually useful direction. that one major role change At other times, these pro­ for the professional librarian grams have waned because of will be uniform movement to the inability of individuals to faculty status. Such faculty capitalize on the advances of status, probably with tenure, their predecessors or because will be of a special nature. It of the willingness of librar- Volume 10, Number 2 (1991) /75 ians during a given period ENDNOTES merely to acquiesce to condi­ tions rather than to anticipate 1. Otis Hall Robinson, "College and lead. Libraries as Aids to Instruction: Given the history of its Rochester University Library­ growth and development, Administration and Use," User library use instruction could Instruction in Academic Libraries: A be entering a "golden pe­ Century ofReadings;,. ed. Larry L. riod." Advocates may have Hardesty, John.P. Schmitt, and John anticipated the renewed Mark Tucker (Metuchen, N .J.: interest in under-graduate Scarecrow Press, 1986) 19. education of the 1980s, as 2. Patricia Senn Breivik, "Putting evidence by the recent publi­ Libraries Back in the Information cation of numerous books Society," American Libraries No­ and reports on the subject. vember 1985; 723. Moreover, proponents of 3. James rice Jr., Teaching Library instruction currently occupy Use: A Guide for Library Instruction many of the leadership (Westport, Conn.: Greenwood, 1981 positions in academic librar­ 4. ies and professional library 4. Larry L. Hardesty, John P. associations. In addition, the Schmitt, and John Mark Tucker, ed., continuing adverse economic User Instruction in Academic Librar­ conditions of higher educa­ ies: A Century of Readings tion may discourage the (Metuchen, N.J.: Scarecrow Press, complacency of the more 1986) 3. prosperous periods and 5. Larry Hardesty and John Mark encourage the innovation and Tucker, "An Uncertain Crusade: The creativity characteristic of History of Library Use Instruction In user programs in the 1930s a Changing Environment," Academic and 1970s.79 Librarianship Past, Present, and Future: A Festchrift in Honor of "It seems that librarians shall David Kaser, ed. John Richardson, always be in pursuit, because library Jr., and Jinnie Y. Davis (Englewood, instruction must be dynamic to be Co.: Libraries Unlimited, 1989) 98. relevant and must always strive to 6. Hardesty and Tucker 98. meet the current needs of stu­ 7. Hardesty, Schmitt, and dents."80 Tucker 3. 8. Hardesty and Tucker 99. "How index-learning turns no 9. Hardesty and Tucker 99. student pale yet holds the eel of 10. Hardesty anq Tucker 99. Science by the tail" 11. Hardesty, Schmitt, and Pope, Dunciad~ I, 279 Tucker 3. 76/ Indiana Libra:Hes 12. Hardesty, Schmitt, and Instruction in Academic Libraries: A Tucker 4. Century of Selected Readings, ed. 13. Hardesty and Tucker 99. Larry L. Hardesty, John P. Schmitt, 14. Hardesty and Tucker 99. and John Mark Tucker (Metuchen, 15. Justin Winso, "College Librar N.J.: Scarecrow Press, 1986) 63. ies as Aids to Instruction: The 29. William Warner Bishop, College Library," User Instruction in "Training in the use of Books," User Academic Libraries: A Century of Instruction in Academic Libraries: A Selected Readings, ed. Larry L. Century of Selected Readings:i. ed. Hardesty, John P. Schmitt, and John Larry L. Hardesty, John P. Schmitt, Mark Tucker (Metuchen, N.J.: and John Mark Tucker (Metuchen, Scarecrow Press, 1986) 6-8. N.J.: Scarecrow Press, 1986) 83. 16. Hardesty, Schmitt, and 30. Lucy M. Salmon, "Introduc­ Tucker 17. tion in the Use of a College Library," 17. Otis Robinson 25. User Instruction in Academic Librar­ 18. Otis Robinson 27. ies: A Century of Selected Readings, 19. Hardesty, Schmitt, and ed. Larry L. Hardesty, John P. Tucker 35. Schmitt, and John Mark Tucker 20. Raymond Davis, "Teaching (Metuchen, N.J.: Scarecrow Press, Bibliography in Colleges," 1986) 93. User Instruction in Academic Librar­ 31. Hardesty and Tucker 101. ies: A Century of Selected Readings, 32. Charles B. Shaw, "Biblio­ ed. Larry L. Hardesty, John P. graphical Instructions for Students," Schmitt, and John Mark Tucker User Instruction in Academic Librar­ (Metuchen, N.J.: Scarecrow Press, ies: A Century of Selected Readings, 1986) 43. ed. Larry L. Hardesty, John P. 21. Hardesty, Schmitt, and Schmitt, and John Mark Tucker Tucker46. (Metuchen, N.J.: Scarecrow Press, 22. Mel vii Dewey, "The Relation 1986) 107. of the Colleges to the Modern Li­ 33. B. Lamar Johnson, "Stephens brary Movement," User Instruction College Library Exp~riment," User in Academic Libraries: A Century of Instruction In Academic Libraries: A Selected Readings:J. ed. Larry L. Century of Selected Readings:J. ed. Hardesty, John P. Schmitt, and John Larry L. Hardesty, John P. Schmitt, Mark Tucker (Metuchen, N.J.: and John Mark Tucker (Metuchen, Scarecrow Press, 1986) 50. N.J.: Scarecrow Press, 1986) 110. 23. Hardesty and Tucker 100. 34. Louis Shores, "The Library 24. Hardesty and Tucker 101. Arts College, A Possibility in 1954? 25. Hardesty and Tucker 101. User Instruction in Academic Librar­ 26. Hardesty and Tucker 101. ies: A Century of Selected Readings, 27. Rice 8. ed. Larry L. Hardesty, John P. · 28. Joseph Schneider, "A College Schmitt, and John Mark Tucker Course in Bibliography,," User (Metuchen, N.J.: Scarecrow Press, Volume 10, Number 2 (1991) /77 1986) 121. Unlimited, 1987) 12. 35. Louis Shores 127-29. 45. Rice 9. 36. Harvie Branscomb, "Bridging 46. Rice 10. the Gap" User Instruction in Aca­ 47. Arthur P. Young and Exir B. demic Libraries: A Century of Brennan, "Bibliographic Instruction: Selected Readings, ed. Larry L. A Review of Research and Applica­ Hardesty, John P. Schmitt, and John tions," Progress in Educating the Mark Tucker (Metuchen N.J.: Scare­ Library User, ed. John Lubans, Jr. crow Press, 1986) 131. (New York: R.R. Bowker, 1978) 17- 37. Harvie Bransc:omb 136, 139. 18 38. Patricia B. Knapp, "A Sug­ 48. Stoffle and Bemero 12. gested Program of College Instruc­ 49. Stoffle and Bernero 12. tion in the Use of the Library," User 50. Stoffle and Bernero 13. Instruction in Academic Libraries: A 51. Jacquelyn M. Morris, Biblio­ Century of Selected Readings, ed. graphic Instruction In Academic Larry L. Hardesty, John P. Schmitt, Libraries: A Review of the Literature and John Mark Tucker (Metuchen, and Selected Bibliography (Syracuse N.J.: Scarecrow Press, 1986) 163-64. University: ERIC, 1979) 8. 39. Louis Shores, "The College 52. Arthur P. Young, "Research on Becomes the Library," User Instruc­ Library-User Education: A Review tion in Academic Libraries: A Cen­ Essay," Educating the Library User:I. tury of Selected Readings:I. ed. Larry ed. L. Hardesty, John P. Schmitt, and 53. Young 5. John Mark Tucker (Metuchen, N.J.: · 54. Young 5. Scarecrow Press, 1986) 205. 55. Thomas J. Galvin, "Forward" 40. Anita R. Schiller, "Reference Progress in Educating the Library Service: Instruction of Information," User, ed. John Lubans, Jr. (New User Instruction in Academic Librar­ York: R.R. Bowker, 1978) VIL ies: A Century of Selected Readings, 56. Thomas J. Galvin VII. ed. Larry L. Hardesty, John P. 57. John Lu bans, Jr., "Introduction: Schmitt, and John Mark Tucker Seeking A Partnership between the (Metuchen, N.J.: Scarecrow Press Teacher and the Librarian," Progress 1986) 193. in Educating the Library User, ed. 41. Anita R. Schiller 201-02. John Lubans, Jr. (New York: R.R. 42. Hardesty and Tucker 103-04. Bowker, 1978) 2-4. 43. Hardesty and Tucker 105. 58. John Lolley, "Instruction in 44. Carla J. Stoffle and Cheryl A. Junior and community Colleges," Bemero, "Bibliographic Instruction Progress in Educating the Library Thin Tank I: Looking Back and the User:I. ed. John Lubans, Jr. (New Challenge for Think Tank II," York: R.R. Bowker, 1978) 59, 63. Bibliographic Instruction: The 59. John Lindgren, "Seeking a Second Generation:1. ed. Constance Useful Tradition for Library User A. Mellon (Littleton, Co.: Libraries Instruction in the College Library," 78/ Indiana Libraries Progress in Educating the Library in Bibliographic Instruction in the User:i. ed. John Lubans, Jr. (New 1980s: A Comparison of Data from York: R.R. Bowker, 1978) 74. Two Surveys," Research Strategies 60. John Lindgren 77. Winter i989: 10. 61. Allan J. Dyson, "Library 75. Allan J. Dyson, "Library Instruction in University Under­ Instruction in University Under­ graduate Libraries," Progress in graduate Libraries," Bibliographic Educating the Library User:i. ed. John Instruction: The Second Generation:i. Lubans, Jr. (New York:P R. R. ed. Constance A. Mellon (Littleton, Bowker, 1978) 101. Co.: Libraries Unlimited, 1987) 101. 62. Richard Werking, "Evaluating 76. Stoffle and Bernero 14-17. Bibliographic Education: A Review 77. Clyde Hendrick. "The Univer­ and Critique, " Library Trends sity Library in the Twenty-first Summer 1980: 153. Century," College and Research 63. Werking 165. Libraries March 1986: 128. 64. Werking 167. 78. Sandy Ready and others, 65. Stoffle and Bernero 13. "Library Instruction in Academic 66. Stoffle and Bernero 6. Libraries Including Graduate, Four­ 67. Stoffle and Bernero 6. Y ear, and Two-Year Institutions," 68. Stoffle and Bernero 11. from the Library Instruction Planner 69. Rao Aluri and June Lester Handbook 1985: 56. Engle, "Bibliographic Instruction 79. Hardesty and Tucker 106. and Library Education," Biblio­ 80. Sonia Bodi, "Relevance in graphic Instruction: The Second Library Instruction: The Pursuit," Generation, ed. Constrance A. College and Research Libraries . Mellon (Littleton, Co.: Libraries January 1984: 65. Unlimited, 1987) 112. 70. Kay F. Jones, "The Role of Library Schools in Educating Biblio­ graphic Instructors," Teaching Libraries to Teach: On-the-Job Training for Bibliographic Instruc­ tion Librarians:i. ed. Alice S. Clark and Kay F. Jones (Metuchen N. J.: Scarecrow Press, 1986) 4. 71. Aluri and Engle 112-13. 72. Aluri and Engle 120. 73. Otis Chadley and Jacquelyn Gavryck, "Bibliographic Instruction Trends in Research Libraries," Research Strategies Summer 1989: 112. 7 4. Teresa B. Mensching, "Trends