College and Research Libraries, a Division of the American Library Association), 1991

4 Information Access Instruction (IAI ): Design Principles Zorana Ercegovac

This article proposes four design principles-The User, Active Learning, Con ceptual Model of Teaching, and Modularity-as a conceptual framework of an 4 Information Access Instruction (IAI ). These principles, when put in practice as specific guidelines, seamlessly link information sources together, regardless of their implementation medium, information structure, or interface style. Examples are drawn from a section of a four-unit elective undergraduate course taught in the Department of Library and Information Science, University of California at Los Angeles.

earrling to use and teach In levels of technical competence in the use creasingly complex informa of information technologies. tion sources and systems Since its inception in 1970s, the LIS 110 II presents numerous challenges material (e.g., syllabi, assignments, lec both to learners and educators. When the ture notes) has been shaped by varied learner is a college student in a large re instructional viewpoints, experiences, search academic setting, it is crucial to technologies and administrative con teach the student how to access local and texts. During the early era the course distributed information sources regard emphasized the use of printed bibli less of their format and structure. ographic sources, card catalogs, and cor UCLA's Department of Library and responding filing techniques. At that Information Science (LIS) has developed time online searching of multidatabase an elective four-unit undergraduate retrieval systems was reserved for course, Information Sources and Libraries, graduate library students who would LIS 110. The forty-hour course is offered be doing online searching, typically on during each of three academic quarters Texas Instrument terminals at 300 with two sections per quarter. Two forty bauds. During the middle era the ma five-minute classes meet two times a week terial was still organized around for ten weeks. The course is currently be printed bibliographic sources, but in ing taught by three instructors with about struction shifted away from card cata thirty-five students per section. There is no logs and filing techniques toward prerequisite for enrolling in the course searching online public access catalogs, other than general college requirements. OPACs. Most recently, I have covered This means that students bring to the class both electronic (e.g., OPACs, databases different academic and cultural back on CD-ROMs, information accessible grounds, different experiences and atti through Internet/ gophers) and printed tudes toward libraries, and different sources regardless of their format (e.g.,

Zorana Ercegovac ·is with the Graduate School of Education and Information Studies at the University of California, Los Angeles. The author may be contacted at GSLIS Building, 300 North Circle Drive, University of California, Los Angeles, California 90095-1520; telephone: (310) 206-9361; fax (310) 206-4460; or e-mail: [email protected].

249 250 College & Research Libraries May1995 reference books, audiovisual sources, instruction (CAl), software search aid pro manuscripts, government documents). grams are designed to assist the online · Is there a way that librarians can inte searcher in many different ways. Some grate information sources regardless of offer simplified, and often compro their medium (e.g., printed, electronic, mised, views of native systems or virtual distributed, and multimedia) into a sin interfaces to several related systems; gle information access instruction pro others, to a limited extent, provide spe gram? Is there a metaphor that can aid cial features in response to charac us in teaching information structures teristics of a certain professional user regardless of the implementation me group (e.g., Biosis B-1-T-S, BRS Col dium (e.g., Wilson's printed Art Index league, GratefulMed, MicroDisclosure). and its online and CD-ROM products)? The literature focuses on OPACs, remote How conceptually different are, for ex online databases, and CAl programs.1 ample, printed Wilson's indexes from As electronic sources grow, it becomes their electronic versions with regard to difficult even for the trained intermedi general makeup and structure of their aries to maintain their searching skills. files and records, display features, ease Thus, while we can argue that front-end of use, time necessary to locate a rele interfaces can be useful to anyone who vant citation, or learning curve? We need searches today' s numerous databases, a conceptual framework that would be we might question their training useful user-sensitive, information-rich, and ness especially for end-users, if the sufficiently flexible in order to assist front-ends oversimplify native features, designers of bibliographic instruction inhibit overall process of learning, or (BI) programs to integrate sources re hide other potentially useful sources. gardless of their implementation me dium and information structure. Such a Bibliographic Instruction Programs framework would provide both uni The reviewed literature reveals a multi formity with regard to teaching style and plicity of viewpoints with regard to teach flexibility to include/ exclude emerging ing model and structure, confusion as to or obsolete information technologies how we should name Bl, and disagree and sources as appropriate. The pro ment over the information instruction/ posed framework, based on four design consultation versus information deliv principles, supports these requirements. ery debate. Case studies are prevalent. It also applies to varying lengths of in The studies are typically in the pattern structional units. In order to educate a BI + X, where X ranges from collection population of self-sustained researchers, development, interlibrary loan, elec we need to consider the entire informa tronic sources, critical thinking, or a spe tion space rather than arbitrary sources cific population of end-users such as that happen to be conveniently accessi sophomore-level biology majors or the 2 7 ble at a given time and place. After a health care community. - As expected, brief review of BI literature, I will de BI seems to be largely unregulated in scribe four design principles that are ap terms of library policy and professional plied in my section of LIS 110, and report training.8 The reviewed literature is some of the preliminary results. somewhat lacking in the areas of applied BI models and performance evaluation PRIOR WORK studies. There are exceptions. The reviewed literature for this paper The Model Statement of Objectives for suggests two main forms of training end Academic Bibliographic Ins-truction reflects users: (1) software search aid programs, the current trend in library education and (2) bibliographic instruction programs. away from tool-based instruction and toward concept-based instruction; it rec Software Search Aid Programs ognizes the importance of studying user Known as front-ends, gateways, inter groups to be served and concerns itself mediary systems, and computer-assisted with the ways information is defined, Information Access Instruction 251 structured, organized, and accessed. 9 creasingly heterogeneous group of stu The model has been applied at several dents we intend to educate in these non major academic libraries. trivial tasks. Nancy O'Hanlon describes a "flexible Background. There is an uneven dis BI model" for developing library re tribution of research on how different search skills based on an analysis of a types of searchers (e.g., library-trained relevant text, for instance, a term paper.10 intermediaries, information brokers with The model builds on the assumption varied backgrounds, and end-users, in that, to use the library resources effec cluding domain specialists, college stu tively, an instructional designer needs to dents, and the general public) use account for affective, cognitive, and psycho different types of information technolo motor components of human behavior. gies (e.g., printed, online remote data O'Hanlon's paper describes ways these bases, OPACs, Internet sources). For three components are integrated in her BI example, we know relatively more about course and suggests various possibilities the information-seeking behavior and to incorporate these into computer-as success/ failure rates of college students sisted instruction-based modules. as searchers of OPACs than we do about Ruth Curtis and Herbert Carson iso how they fare as searchers of un late and analyze motivational strategies abridged online databases on com developed in the ARCS model of moti mercial retrieval systems and native vational design (Attention, Relevance, interfaces, or how well they navigate Confidence, Satisfaction). Unfortunately, through large Internet spaces. Success no empirical data support the proposed rates of professional end-users who search model and evaluate its intuitively sound health or legal databases and Internet recipe.U While most of the evaluative stud sources have just begun to emergeP-16 ies are quantitative, Elizabeth Frick sug Investigators sought to identify po gests that qualitative approaches may be tential predictors on search process and more appropriate for library user educa information retrieval performance. The tion programs under certain circum studied variables thought to contribute to stances than quantitative approaches.12 performance differences have included academic major, Graduate Record Exam DESIGN PRINCIPLES AND THEIR (GRE) quantitative scores, database expe IMPLEMENTATION: A CASE STUDY rience, frequency of use, age, and gender, 17 23 This section introduces four design among other factors. - A nationwide principles of Information Access In study of online library catalogs found that 4 struction (IAI ) and describes how these people had serious conceptual difficulties, are implemented in my section of LIS especially with the selection of terms and 110. These principles are: (1) The User; (2) search modification.24 These findings, and Active Learning; (3) Conceptual Model of my own experience, have suggested that, Teaching; and (4) Modularity. Design in order to design a BI course that would principles are based on the literature in be user-sensitive, we need to begin with individual differences research, applied the user. cognitive psychology, information seek Implementation in 110. Two types of ing, and information retrieval, as well as questionnaires are administered in the my own teaching experience. beginning of each term in addition to an informal introduction of students to the Design Principle #1: Know The User class. If we agree that the main goal of BI is The students' background charac to produce users who can view informa teristics questionnaire (Ql) is designed tion as a unique resource and effectively to gather data on academic major, status access, evaluate, manage, and communi (e.g., freshmen, sophomores, juniors, sen cate information regardless of its struc iors), level of perceived technical compe ture and medium, then we need first to tency (e.g., use of computers, frequency of understand characteristics of the in- using library catalogs), students' aspira- 252 College & Research Libraries May1995 tions (e.g., intention to enter graduate and students are between eighteen and professional schools), past experiences twenty-two, about equally distributed by with BI programs, general attitude toward gender, increasingly culturally diverse, the library, and past and anticipated fre and have all satisfied general admission quency of writing term papers. college standard tests (e.g., SAT, the Test The students' level of information lit of English as a Foreign Language [TOEFL]). eracy or knowledge content question These data have important implications in naire (Q2) is organized around three designing the content, pace, and structure main groups of questions: the extent to of the BI course. which students are aware of tools such as Library of Congress Subject Headings Design Principle #2: (LCSH) and Library of Congress Classi Apply Active Learning fication System (e.g., main purposes and Active learning, also known as partici uses in printed indexes and electronic patory or collaboratory learning, is ex reference sources); students' ability to tensively discussed in the areas of interpret data elements in bibliog cognitive and education psychology. raphies, indexes, and library catalogs Background. In contrast to the stimu (e.g., to interpret subject headings in dif lus-response paradigm which was ad ferent bibliographic settings, holding in hered to in the early days of cognitive formation about serials, and data psychology and which emphasizes pas elements for different library formats); sive learning and memorization, active and students' ability to apply basic learning of real and complex tasks, such search strategy techniques when using as learning to search databases or to use OPACs and other reference sources. word processors, is driven by the initia tives of the learners, their background knowledge, skills, and experience.25-3° Part of students' future scholarly Some of the findings from studies on competence is their ability to seek active learning and information seeking employment opportunities through influenced a number of guidelines incor formal and informal channels, to porated into the course (e.g., what the locate funding sources for potential goals are; what the precisely measurable research activities, and, in general, to achievement outcomes are; what solv have lifelong survival information ing-based take-home or in-class assign skills. ments are used, and what class discussion covers). Implementation in 110. Special atten Students are told that the question tion is given to shaping term project top naires serve three purposes: to make them ics that students select and subsequently comfortable with basic library vocabulary report their search process and research and concepts, to provide a model for sub findings to the class. Since students se sequent tests, and to customize the content lect their own topics, motivational and of the course, as much as it is possible, to relevance components are used to guide students' academic orientation and their them throughout the process of prepar level of competency. ing a term project, a bibliographic essay. The answers to the questions pertain Students receive a three-page handout ing to students' background charac of specific instructions to aid them in the teristics (Ql) were examined so that preparation of the term project. Samples students' capabilities could be incorpo of topics are listed along with examples rated into the design of the course. The showing annotated entries for reference answers to the questions in the knowl sources and topical works. edge content pretest (Q2) were reviewed In addition, a series of eight take in the class and returned to students. home hands-on assignments are de Data on students' age, gender, ethnic signed to aid the student progressively ity, and SAT scores are not gathered. Most in the use of basic research tools (e.g., Information Access Instruction 253 concepts of citation and its role in schol ture of files, records, and data elements arly communication cycle, controlled in bibliographic Wilson Indexes-both vocabulary such as LCSH and Medical printed and electronic; directories such Subject Headings (MeSH), factual as the yellow pages and other phone sources (e.g., Internet-based cluster of books; and geospatial sources such as sources, printed and electronic diction Geographic Information Systems, GISs). As aries and encyclopedias), and bibliog a result, the concept of a record is de raphic sources, including library catalogs fined and shown in many different con and indexing and abstracting services on texts and display arrangements. different media. Students obtain feed Students learn important concepts of back on these assignments from the in retrieval systems in a simple in-class ex structor and may, with appropriate ercise. They read a two-page journal ar modifications, incorporate them into ticle and then assign both key words and their term projects. concept words representing the subject Part of students' future scholarly com matter of the article. Students also create petence is their ability to seek employ other data elements for author(s), title, ment opportunities through formal and source, and any other descriptive infor informal channels, to locate funding mation they would find useful for the sources for potential research activities, purposes of organization and retrieval. and, in general, to have lifelong survival The exercise reveals principal library information skills (e.g., to know where functions of collecting, organizing, and to look up for health, legal, educational, retrieving library documents, ,and in community-related, business and finan creases the students' level of apprecia cial programs, organizations, and ex tion for intellectual library activities. It perts). Students earn 10 percent of their also explains a number of important final grade based on active participation, puzzles: why many government docu which involves small-group class projects, ments may not be searchable by subject discussion in the class based on assigned words, why we need to search by title readings, and presentation of the term words as well as by subject headings, if project findings to the class. available, and why the same article may often be represented in a variety of ways Design Principle #3: Use Conceptual in different types of catalogs (e.g., li Model of Teaching brary and trade), indexing and abstract Background. Christine Borgman ing sources (e.g., with different levels of trained college students on a fifty-record detail), and bibliographies. prototype online catalog using two Similarly, the notion of information teaching methods: a conceptual method qualities is introduced early on in the which induces a mental model of the course and applied to narrow down a target system, and a procedural method term paper topic, to modify a student's which uses a step-by-step approach search on OPACs, or to ask a specific typically used to train students to search reference question. By limiting the topic online databases.31 The study found that of alcohol drinking by any or all of pa those trained by the conceptual method rameters (e.g., time, place, perspective, performed better on complex tasks agent, language, document type, coun while the two groups performed equally try of publication), the term paper topic well on simple tasks. Since most of the is focused to its working title, "Impact of required searching tasks in the 110 course Alcohol Drinking Legislation on Traffic are complex, the conceptual method has Accidents among Youth in California in been adopted whenever possible. the Recent Literature." Implementation in 110. The concept Students learn to plan their searching of data structure is introduced and illus before they "go online." Specifically, trated with examples from printed and they learn where to start, and how to electronic sources, regardless of their determine first best sources based on structure or format (e.g., parallel struc- types of information they need; students 254 College & Research Libraries May 1995 also learn various search approaches unit breadth requirement course). Se such as known-item search, subject search, quencing and linking units together specific versus comprehensive search, deserve our attention as well. What are and factual versus bibliographic search. the most important concepts or tools we Since searching, displaying, and print want to convey, so that our students can ing features are not yet standardized be self-reliant, confident, and motivated across different databases even on a sin users of information sources and serv gle system, students learn to use help ices? How do we rank order the impor features and to draw their own com tance of information concepts and parative charts of database features. In sources? How do we deal with issues addition, some of the universal system such as learners' attention span, infor features, such as Boolean and proximity mation overload, feature shock syn operators, truncation, and ranking ca drome, and other competing campuswide pability, are explained in the context of activities, programs, and attractions. broadening or narrowing one's search (e.g., ORION, MELVYL, VERONICA, WAIS). At the level of interfaces, we need to find a common thread in teaching Design Principle #4: Use Modularity command-driven, menu-based, direct Background. The design principle of manipulation, and navigational modularity attempts to deal with an is interfaces without creating an sue of chunking. The concept of chunk information overload in a given ing has been studied extensively in the chunk of time. areas of cognitive and educational psy chology. Herbert A. Simon's article, "How Big Is a Chunk?" examines earlier The related principle of scalability studies on human memory, extracts esti concerns itself with issues of extension mates of parameters that appear to be and transportability across varied for crucial to performance in complex tasks, mats and different platforms. With re and illustrates how these parameter val gard to extension, if a ten-hour BI course ues predict behavior in a range of labo is to be scaled up to a twenty-hour course, ratory situations.32 Accordingly, a chunk what should we add? Similarly, where of any kind of stimulus, including geo should we cut if we have to scale down a metrical designs, concrete words, or sen course to a four- or five-hour BI unit? Is tences, is the quantity of five items that there a common denominator among short-term memory will hold. The varying lengths of instructional units? findings from this study and others In the context of BI instruction, we have consistently indicated that need to consider problems of compati chunking is an efficient learning strat bility at multiple levels. At the level of egy in helping reduce completion time interfaces, we need to find a common of performance measures, and that text thread in teaching command-driven, material presented in chunks signifi menu-based, direct manipulation, and cantly improves reading comprehension navigational interfaces without creating 33 4 of good as well as poor readers. -3 The an information overload in a given chunking idea has been well-studied chunk of time. At another level, we and confirmed in laboratory experi need to consider a variety of database ments and field situations. protocols, including indexing policies, Implementation in 110. Chunking tools, and special features to go with concerns itself with some of the related each database. At the level of teaching questions just mentioned: what and how information sources, we need to inte much material should we include in a grate sources coherently and dynami forty-five-minute chunk of time at dif cally with local, regional, and virtual ferent levels of BI (e.g., not-for-credit significance. By that I mean we must course, abridged two-unit course, four- treat both "local significance" sources Information Access Instruction 255

(e.g., UCLA libraries, labs, campus back The campuswide questionnaire gath bone network, human networks of free ers data on students' views with regard consultants and experts, computing fa to their subject interest before the course cilities) and virtual digital libraries on versus after the course; perceptions of the same plane. the importance of the course relative to other courses they have taken; and writ Conclusions and Preliminary Findings ten comments on the course. I believe that the design principles just Two knowledge content posttests that presented are sufficiently flexible to be are worth 20 and 30 percent of the final replicable in similar settings, including grade are organized around five groups classroom instruction or informal BI of questions: use of controlled vocabu multimodular unit programs. The prin laries and classification schemes in ciples could be also applied to different searching and browsing; characteristics instructional media, including network of reference sources and literatures from based or computer-assisted instruction. different disciplines for factual and bib Additional details of my work on which liographic information; specific features this paper is based can be found in the of online library systems (e.g., OPACs, technical report by Zorana Ercegovac.35 CD-ROMs); interpretation and specific Who Are the Students? While 80 per features of certain indexing and ab cent of my students have remained in the stracting sources; understanding the na social-sciences and humanities, more re ture of information needs and locating cently I have seen a shift from predomi the most suitable reference source(s) to nantly upper-division to lower-division meet one's needs. college status. Perhaps students are The term paper, which is worth 40 starting to notice the applicability of the percent of the final grade, attempts to course content to their professional ca measure students' cumulative applied reers and take the course early on "so mastery of literatures pertinent to the that they can apply to other courses" topic of the paper, online searching rather than just to "fill-in breadth re skills, and general reference sources for quirements." Most of the students wish factual and bibliographic information. to pursue graduate studies and antici Equally important are the students' at pate doing more researching and writ tention to accuracy, organization, in ing in future. Students' self-reported and sight, and good writing style. Finally, perceived level of competence obtained students' active participation in in-class from Ql is higher than their actual com assignments and discussions is worth 10 petence as measured by the pretest percent of their final grade. knowledge content scores from Q2. Stu dents are predominantly self-trained, CONCLUSIONS with little or no library experience from As the importance of bibliographic former schools. instruction becomes more critical, more How Do Students Fare? Preliminary systematic research is needed to investi findings are obtained on the impact of gate many open questions: the extent to 4 the Information Access Instruction, IAI , which BI should be presented in dif as measured by three different instru ferent settings, type of format and ments: a campuswide questionnaire on instructional techniques, standards and evaluation of the instruction program evaluation criteria (e.g., prerequisites of that is administered at the end of each students if any, training of BI instruc quarter, two written tests on knowledge tors), to mention just few examples that content, and the quality of the term pa await attention. We have the oppor per, a bibliographic essay. A one-group tunity and responsibility to design pretest-posttest design (n = 216) has information access programs that will been used in this preliminary study to coherently integrate presentation of provide insights for more controlled varied information tools and sources in studies in the future. an active and rich learning experience. 256 College & Research Libraries May1995

An annotated presentation program, annotations describing the screen, a 4 IAI , based on the four design principles, list of readings, and questions for is developed in Microsoft's PowerPoint class discussion. Part 2 is the student's graphical presentation package. IAI4 Notebook. It contains copies of screens consists of two parts as follows: part 1 from the IAI4 modules with a listing of is the instructor's presentation pro reference sources and in-class exer gram. Each of the ten modules has cises. The program will be tested dur about thirty color screens and corre ing the fall term 1994 and the per sponds to two forty-five-minute in formance results will be reported in structional units. Each screen contains the literature.

REFERENCES AND NOTES 1. Michael V. Sullivan, Christine L. Borgman and Dorothy Wippern, "End-Users, Mediated Searches, and Front-End Assistance Programs on Dialog: A Comparison of Learning, Per formance, and Satisfaction," Journal of the American Society for Information Science 41 Oan. 1990): 27-42. 2. Lori Arp and Gerald Jay Schafer, "Connecting Bibliographic Instruction and Collection Development: A Management Plan," RQ 31 (Spring 1992): 398-406. 3. Gregory A. Crawford, "The Effects of Instruction in the Use of PsycLIT on Interlibrary Loan," RQ 31 (Spring 1992): 370-76. 4. Anita Kay Lowry, "Beyond BI: Information Literacy in the Electronic Age," Research Strate gies 8 (Winter 1990): 22-27. 5. TrudiE. Jacobson and Lynne M. Martin, "Merging Critical Thinking and the Electronic Library: A Visionary Perspective of SuperPAC, an Enhanced OPAC," Research Strategies 11 (Summer 1993): 138-49. 6. John C. Stachacz and Thomas M. Brennan, "Bibliographic Instruction in an Undergraduate Biology Course," Research Strategies 8 (Winter 1990): 14-21. 7. Beryl Glitz, "The Role of Medical Libraries in End-User Searching: Teaching the MEDLINE Database to Health Care Professionals," Science and Technology Libraries 10 (Fall 1989): 47-54. 8. Roma M. Harris, "Bibliographic Instruction: The Views of Academic, Special, and Public Librarians," College & Research Libraries 53 (May 1992): 249-56. 9. READ THIS FIRST: An Owner's Guide to the New Model Statement of Objectives for Academic Bibliographic Instruction, ed. Carolyn Dusenbury et al. (Washington, D.C.: Biblio graphic Instruction Section, Association of College and Research Libraries, A Division of the American Library Association), 1991. 10. Nancy O'Hanlon, "Begin at the End: A Model for Research Skills Instruction,"Research Strategies 9 (Summer 1991): 116-23. 11. Ruth V. Curtis and Herbert C. Carson, "The Application.of Motivational Design to Biblio graphic Instruction," Research Strategies 9 (Summer 1991): 130-38. 12. Elizabeth Frick, "Qualitative Evaluation of User Education Programs: The Best Choice?"Re search Strategies 8 'Winter 1990): 4-13. 13. V. L. Glasgow and G. Foreman, "U-Search: A Program to Teach End User Searching at an Academic Health Sciences Library," in M. S. Wood, E. B. Horak and B. Snow, eds. End User Searching in the Health Sciences. (Binghamton, N.Y.: Haworth, 1986). 14. Winifred Sewell and Sandra Teitelbaum, "Observations of End-User Online Searching Behavior over Eleven Years," Journal of the American Society for Information Science 37 Ouly 1986): 234-45. 15. David D. Blair and M. E. Maron, "An Evaluation of Retrieval Effectiveness for a Full-Text Document-Retrieval System," Communications of the ACM 28 (Mar. 1985): 289-99. 16. Bradford W. Hesse, LeeS. Sproull, Sara B. Kiesler, and John P. Walsh, "Returns to Science: Computer Networks in Oceanography," Communications of the ACM 36 (Aug.1993): 90-101. 17. Trudi Bellardo, "An Investigation of Online Searchers Traits and Their Relationship to Search Outcome," Journal of the American Society for Information Science 36 Ouly 1985): 241-50. Information Access Instruction 257

18. Christine L. Borgman, "All Users of Information Retrieval Systems Are Not Created Equal: An Exploration into Individual Differences," Information Processing & Management 25 (1989): 337-51. 19. Elizabeth R. Cardman, "Gender Gap in Computer Use: Implications for Bibliographic Instruction," Research Strategies 8 (Summer 1990): 116-28. 20. Dennis E. Egan, "Individual Differences in Human Computer Interaction," in M. Helander, ed. Handbook of Human-Computer Interaction (New York: Elsevier, 1988). 21. Carol H. Fenichel, "Online Searching: Measures That Discriminate among Users with Different Types of Experiences," Journal of the American Society for Information Science 32 (Jan. 1981): 23-32 . 22. J. E. Tolle, "Understanding Patrons Use of Online Catalogs: Transaction Log Analysis of the Search Method," in R. F. Vodran, ed. Proceedings of the 46th Annual ASIS Meeting, Oct. 2-6, 1983; Washington, D.C. (White Plains, N.Y.: Knowledge Industry, 20: 167-71, 1983). 23. Nancy N. Woelfl, "Individual Differences in Online Search Behavior: The Effect of Learning Styles and Cognitive Abilities on Process and Outcome," (Ph.D. diss., Case Western Univer sity, 1984). Available from Dissertation Abstracts International, 46, 07 A (Ann Arbor, Mich.). 24. Joseph R. Matthews, Gary S. Lawrence, and Douglas K. Ferguson, Using Online Catalogs: A Nationwide Survey, A Report of a Study Sponsored by the Council on Library Resources (New York: Neal-Schuman, 1983). 25. John M. Carroll, "Learning, Using, and Designing Command Paradigms," Human Learning: Journal of Practical Research and Application 1 (Oct. 1982): 31-62. 26. John M. Carroll and Robert L. Mack, "Actively Learning to Use a Word Processor," in: W. Cooper, ed. Cognitive Aspects of Skilled Typewriting (New York: Springer Pub., 1983), 259-81. 27. John M. Carroll and Robert L. Mack, "Metaphor, Computing Systems, and Active Learning," International Journal of Man-Machine Studies 22 (Jan. 1985): 39-57. 28. Jean Piaget, Play, Dreams, and Imitation in Childhood (New York: Norton, 1951). 29. Jeanetta Drueke, "Active Learning in the University Library Instruction Classroom," Re- search Strategies 10 (Spring 1992): 77-83. , 30. Barbara Leigh Smith and Hean T. MacGregor, "What Is Collaborative Learning?" in Collabo rative Learning: A Sourcebook for Higher Education, ed. Anne Goodsell et al. (Washington, D.C.: Office of Educational Research and Improvement, 1992), 9-22. 31. Christine L. Borgman, "The User's Mental Model of an Information Retrieval System: An Experiment on a Prototype Online Catalog," International Journal of Man-Machine Studies 24 (Jan. 1986): 47-64. 32. Herbert A. Simon, "How Big Is a Chunk?" Science 183 (Feb. 8, 1974): 482-88. 33. Herman Buschke, "Learning Is Organized by Chunking," Journal of Verbal Learning and Verbal Behavior 15 (June 1976): 313-24. 34. Craig Graci et al., "Children, Chunking, and Computing," Journal of Computing in Childhood Education 3 (Spring 1992): 247-58. 35. Zorana Ercegovac, "Information Access Instruction (IAI4): A Study of Design Principles," Technical Report No.4 Los Angeles: InfoEN Associates, May 1994 . •••••••••••••••••••••••••••••••••••••••••••• INFORMATION ACCESS INSTRUCTION (/AI) PROGRAM • Ten modules for Bl ranging from basic information access concepts and search strategies to learning how to effectively use ready reference, bibliographic, CD-ROM, and Internet sources • Microsoft® PowerPoint presentation program for Apple Macintosh® (System PM or later) and PCs with Microsoft Windows® • Manual with over 300 annotated viewgraphs • Assignments • Extensive references to information sources • Index. Developed specifically for instructional librarians in college, research, and public libraries. Well suited for self-paced learning in the use of information technologies and resources. Low price $66.00. Manual only: $45.00 (+shipping and tax). 30% off for 20 or more copies. lnfoEN Associates • P.O.Box 66276 • Los Angeles, CA 90066 • Voice/Fax 310/391-3923.