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A Comparison of the Profiles of Freshman Library Use Instruction Programs in Four Types of Academic Institu­ Tions in the United States to the Acrl Guidelines

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A Comparison of the Profiles of Freshman Library Use Instruction Programs in Four Types of Academic Institu­ Tions in the United States to the Acrl Guidelines A COMPARISON OF THE PROFILES OF FRESHMAN LIBRARY USE INSTRUCTION PROGRAMS IN FOUR TYPES OF ACADEMIC INSTITU­ TIONS IN THE UNITED STATES TO THE ACRL GUIDELINES By CAROL FULTON AHMAD '1 Bachelor of Arts University of Texas, Austin Austin, Texas 1965 Master of Librarianship University of Washington Seattle, Washington 1967 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION ~1ay, 1983 -n,<Ls ··s I'1~?:Jb ¥4. ~'l(p (..,' Oup.-.:l.. A COMPARISON OF THE PROFILES OF FRESHMAN LIBRARY USE INSTRUCTION PROGRAMS IN FOUR TYPES OF ACADEMIC INSTITU­ TIONS IN THE UNITED STATES TO THE ACRL GUIDELINES Thesis Approved: ~~- Q ~ ~~hesis Adviser //m,.,((i~ c:- . (/ . {)~h!lra~ege - i i 1727~ PREFACE Using data from a random sample of 400 academic libraries, this study constructs profiles of freshman library use instruction programs in four types of academic institutions--two-year, four-year, five-year, and doctoral degree-granting institutions. The profiles are compared to the Association of College and Research Libraries "Guidelines for Bibliographic Instruction in Academic Libraries}' I would like to express my appreciation to my adviser, Dr. William Adrian, for his guidance and assistance throughout the study. Appreciation is also expressed to the other committee members--Or. Thomas Karman, Dr. Robert Kamm, and Dr. Helga Harriman--for their assistance in the preparation of this study. My thanks also go to the librarians who pre-tested the survey and gave me invaluable suggestions for improving the data collection instrument, especially Susan Gray Byrd, Sheila Dowd, Anita Evans, Kathy Fulton, Claudette Hagle, Jill Holmes, Beverly Joyce, Mildred Kirsner, Yvonne Kozlowski, Maria Soule, June Stillman, Judy Young, and Kay Womack. My thanks also to Dr. Victor Pestien for his advice on the selection of the random sample of libraries for the study. To the many busy instruction librarians who took the time to respond to the survey, I owe a debt of gratitude. A very special appreciation goes to my husband, Shair Ahmad, and children, Amy Sayle and Schaud Ahmad, who gave me a great deal of iii encouragement and assistance. My daughter Amy, in particular, gave me invaluable help in copying and collating the surveys and preparing the envelopes for mailing. This thesis is lovingly dedicated to my parents, Karin Dodd Fulton and Joseph Donald Fulton, who are devoted to their children and whose lives stand as a testament to all that is worthwhile. I shall always be indebted to them for their immeasurable and unfailing love and support. iv TABLE OF CONTENTS Chapter Page I. PURPOSE AND ORGANIZATION OF THE STUDY Introduction • • • • • • . • • • • . l Purpose of Study . • . 4 Definitions of Terms .••.•..•..• 6 Summary of the Organization of the Study . ll II. LITERATURE REVIEW . 12 Introduction . • . • . • . • 12 Bibliographies and Bibliographic Essays . 13 History and Rationale of Library Use Instruction . 19 Philosophy and Practice of Library Use Instruction . 30 College Freshmen and Library Use Instruction . • . 3 Surveys of Library Use Instruction. • . 39 Justification for Present Study in Light of Litera- ture Review . • 48 III. METHODOLOGY . • . 51 Introduction ..... 51 Sampling Procedures ...•.. 51 Data Collection Instrument •.•. 53 Pre-Testing of the Data Collection Instrument 54 Data Collection •..••.... 54 Data Analysis Procedures .•..• 55 Limitations of Study ...... 56 IV. LIBRARY ADMINISTRATIVE SUPPORT FOR FRESHMAN LIBRARY USE INSTRUCTION PROGRAMS . • • . 57 Introduction . 57 Goal Setting • 59 Funding 62 Personnel • . 64 Evaluation .• 71 V. PROGRAM ELEMENTS IN A FRESHMAN LIBRARY USE INSTRUCTION PROGRAM . • . • . 74 Introduction .•... 74 v Chapter Page Needs Assessment . • • • • • • • . • . • • 75 Objectives . • . 76 Types of Programs and Activities . • • . • 78 Discipline in Which Instruction is Offered • . 78 Instructional Materials . • • • . 83 Content of· Instruction . • • . 83 Public Relations and Publicity. 83 Statistics • . 85 Evaluation Methods . • . 87 VI. PROFILES OF FRESHMAN LIBRARY USE INSTRUCTION PROGRAMS IN FOUR TYPES OF ACADEMIC INSTITUTIONS • • . • . 94 Introduction . • . 94 Profile of Freshman Library Use Instruction Programs in Two-Year Academic Institutions . • 99 Profile of Freshman Library Use Instruction Programs in Four-Year Academic Institutions . • . 110 Profile of Freshman Library Use Instruction Programs in Five-Year Institutions . • . • . • . 120 Profile of Freshman Library Use Instruction Programs in Doctoral Institutions . • • . • . • . • . 130 VI I. COMPARISON OF PROFILES OF FRESHMAN LIBRARY USE INSTRUC­ TION PROGRAMS IN FOUR TYPES OF INSTITUTIONS TO THE ACRL GUIDELINES . 141 Introduction . • 141 Comparison of Profiles . 141 Analysis of Findings • . 147 VIII. SUMMARY AND CONCLUSIONS . 148 Introduction ....• . 148 Summary of Findings 150 Conclusions ..... 154 Recommendations for Further Research 160 Concluding Statement 162 BIBLIOGRAPHY 163 APPENDIXES . 182 APPENDIX A - ACRL GUIDELINES FOR BIBLIOGRAPHIC INSTRUC- TION IN ACADEMIC LIBRARIES . 183 APPENDIX B - COVER LETTER AND SURVEY INSTRUMENT . 185 vi LIST OF TABLES Table Page I. Number of Institutions in Each Category of the Typology •..•.............. 53 II. Involvement of Academic Community in Formulation of Goals for Library Use Instruction Programs by Number and Percentage of Type of Institution . 60 III. Existence of Written Goals and Objectives for Fresh- man Library Use Instruction Programs by Number and Percentage of Type of Institution . 61 IV. Existence of Timetables for Implementation of Written Goals and Objectives of Freshman Library Use Instruc­ tion Programs by Number and Percentage of Type of Institution .. 0 ••••••• 0 • • • •••• o • 62 V. Source of Funds for Freshman Library Use Instruction Programs by Number and Percentage of Type of Insti- tution 0 • o • • • • • • • • • • • • • • • • • • • • 63 VI. Sufficiency of Funds for Various Components of Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution 64 VII. Prior Training of Librarians Involved in Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution . 65 VIII. Place of Instructional Personnel in the Library•s Organizational Structure by Number and Percentage of Type of Institution o • • • • • • • • • • • • • 67 IX. Reporting Responsibilities of Part-Time and Full- Time Instruction Librarians by Number and Percentage of Institution .• . .. • . 68 X. Provision of Job Descriptions that Include Library Use Instruction as an Expected Responsibility by Number and Percentage of Type of Institution . • 69 vii Table Page XI. Use of Library Instruction Activities as a Criterion for Decisions on Promotion, Tenure, and/or Merit Raises by Number and Percentage of Type of Institution . • . • . • . • • . • . 70 XII. Libraries Where Librarians Participated in Some Type of Continuing Education Activity by Number and Percentage of Type of Institution . • . 71 XIII. Kinds of Evaluation of Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution . • . • . • • • • . • • . 72 XIV. Participation of the Academic Community in Evaluating the Goals and Objectives of Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution . • . • . • • . • . 73 XV. Existence of Needs Assessment of the Academic Com­ munity for Library Use Instruction by Number and Percentage of Type of Institution • . • . 75 XVI. Libraries with Written Needs Assessments by Number and Percentage of Type of Institution . • . • . 76 XVII. Libraries Using Instructional Objectives in Freshman Library Use Instruction Programs by Number and Per- centage of Type of Institution . • . 77 XVIII. Types of Library Orientation Activities for College Freshmen by Number and Percentage of Type of Institution . • . • . 79 XIX. Types of Library Use Instruction for Co 11 ege Freshmen by Number and Percentage of Type of Institution 80 XX. Characteristics of Credit Courses in Library Use Instruction by Number and Percentage of Type of Institution ..•............... 81 XXI. Disciplines in Which Course-Related Library Use Instruction is Offered by Number and Percentage of Type of Institution . • . • • . • . 82 XXII. Instructional Materials Used in Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution • . • . 84 viii Table Page XXIII. Content of Library Use Instruction for College Fresh- men by Number and Percentage of Type of Institution 86 XXIV. Publicity Methods Used to Promote Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution . • . • 88 XXV. Production of Annual Reports on Library Use Instruction by Number and Percentage of Type of Institution 89 XXVI. Kinds of Statistics Recorded for Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution . • . • . • . 90 XXVII. Informal Evaluation Techniques Used to Evaluate the Components of Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution 91 XXVIII. Formal Evaluation Techniques Used to Evaluate the Com- ponents of Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution 92 XXIX. Libraries Which Can Document the Substantial Attainment of the Written Program Objectives for Freshman Library Use Instruction Programs by Number and Percentage of Type of Institution • . • . • . 93 XXX. Problems Encountered in Freshman Library
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