Syllabus

Newsltrs

Quizzes

Library

Mirror

Introduction to Libraries

In a typical university library only 16 percent of the students use "the varied library materials for independent study" (Risko, Alvarez, & Fairbanks 1991, 221). Half of the students using an academic library are employing it only as a study hall, using only their own textbooks (Lyle, 1963).

Only 33 percent of the authors reviewed in the literature on study skills provide any information on how to use the library (Risko, Alvarez, & Fairbanks 1991, 222).

• Lack of knowledge of how to use the library; Narrow topic assignments; Limited preparation for assignments

• A study by Sellen and Jirouch (1984) found that "college juniors and seniors performed much the same as freshmen and sophomores in their general use of the library sources" (Risko, Alvarez, & Fairbanks 1991, 223).

• A study by Hofman (1981) found that most instructors are not familiar with the library and its resources. Classes are often given assignments requiring resources which are not in the library.

• "Assignments that don't provide students with information about how to use the library effectively can lead to student frustration and poor performance" (Risko, Alvarez, & Fairbanks 1991, 224).

• Just assigning students to use the library is setting them up for failure. Students learn how to locate and use resources appropriately only when faculty and librarians work together (Barnes, 1988; Carlson & Miller, 1984; Gwin, 1978; Lyle, 1963; Morris, 1980).

• "Studies conducted at Bath University of Technology (1971), and by Hernon (1982), McBride and Stenstrom (1980-1981), Stenstrom & McBride (1979), Van Styvendael (1977), and Wood and Bower (1969) indicate that footnotes, personal recommendations from scholars, personal bibliographic files, serendipitous discovery, browsing, and similar methods that involve no formal use of indexes or abstracts account for the great majority of citations obtained by scholars" " (Risko, Alvarez, & Fairbanks 1991, 225). The primary source of references for faculty was found to be footnotes in journals and books [ie., cycling]. Fewer than 20 percent "made even minimal use of abstracts. or bibliographies to identify sources" " (Risko, Alvarez, & Fairbanks 1991, 225). This indicates that faculty also are in extensive need of library instruction.

• Studies have shown that community college libraries do not recognize or support the special needs of their developmental students (Breivik, 1977a; Shaughnessy, 1975; Truett, 1983; Lolly & Watkins, 1979). A review of the research in this area by Risko, Alvarez, and Fairbanks (1991) led them to say that "the students who need library skills the most appear to be receiving the least amount of instruction" (p. 226).

• Lolly and Watkins (1979) found that community colleges require developmental courses but do not support those courses with any instruction in using the library.

• "Truett (1983) found that although more than 90 percent of the colleges surveyed offered a developmental education program for their students, fewer than 28 percent of the colleges had library services to support these programs. The type of instruction most prevalent in the surveyed community colleges was the traditional orientation lecture tour. Truett described this instruction as the least effective method of helping students use the library because it included no course-related instruction" " (Risko, Alvarez, & Fairbanks 1991, 226).

• The library instruction which was best received and understood was related to and integrated with students' coursework in classes they were taking (Carlson & Miller, 1984; Breivik, 1977b, 1987; Wagner, 1973; Josey, 1971).

• "In one investigation, course-related library instruction conducted with developmental students resulted in academic gains as measured by reading comprehension tests and student-written term papers" " (Risko, Alvarez, & Fairbanks 1991, 226; see Breivik, 1977a).

1. The coming information age.. Information access will become critical!

2. One week of decisions today/now = lifetime of decisions in 17th Century.

3. Fastest growing business is computer software... What is it?--- information!

4. Access to information has ALWAYS been critical...

China, 3,000 BC, Mesopotamia --> Civilization = written Language = Info. Access = Libraries

Story of Amit Anu, City of Ur, 2700 BC city library on tablets (cuneiform) w/ catalogs, divisions by subject, etc.

5. TODAY, and increasingly, information is power. For YOUR future, you need information. The more information you have, the more successful you will be.

REFERENCES

Alvarez, M.C. (1983). Using a thematic preorganizer and guided instruction as aids to concept learning. Reading Horizons, 24(1), 51-58.

Alvarez, M.C., & Risko, VJ. (1982, October). Using a thematic organizer to enhance conceptual understanding of verse and prose. Paper presented at the Twenty-Sixth College Reading Association Annual Conference, Philadelphia, PA.

Alvarez, M.C., & Risko, V). (1989). Using 2 thematic organizer to facilitate transfer learning with college developmental studies students. Reading Research and Instruction, 28, 1-15.

Alvarez, M.C., Risko, VJ., Cooper,)., & Hall, A. (1984). A companson study of background knowledge of college undergraduates enrolled in teacher education classes with developmental reading classes. In G.H. McNinch (Ed.), Fourth yearbook oftbe American reading forum (p. 105-110). Athens, GA: American Reading Forum.

Annis, L.F. (1983). Study techniques. Dubuque, IA: W.C. Brown.

Arlin, M. (1984a). Time, equality, and mastery learning. Review of Educational Research 54 65-86.

Arlin, M. (1984b). Time variability in mastery learning. American Educational Research Journal, 21, 103-120.

Atkinson, R.C. (1968). Computer-based instruction and the learning process. American Psychologist, 23, 225-239.

Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.

Ausubel, D.P. (1968). Educational psychology: A cognitive view. Orlando, FL: Holt, Rinehart & Winston.

Barnes, J.W. (1968). Practical and effective point-of-use library guides from the Oscar A. Silverman undergraduate library (ED 297 744)

Barron, R.F. (1969). The use of vocabulary as an advance organizer. In H.L. Herber & PL. Sanders (eds.), Research in reading in the content areas: First year report (p. 29-39). Syracuse, NY: Syracuse University, Reading and Language Arts Center.

Beaman, A.L., Diener, E., Fraser, S.C., & Endresen, K.L. (1977). Effects of voluntary and semivoluntary peer-monitoring programs on academic performance. Journal of Educational Psychology, 69, 109-114.

Belsham, R.L., & Harman, D.W. (1977). Effect of vocal vs. nonvocal music on visual recall. Perceptual and Motor Skills, 44, 857-858.

Beneke, W.M., & Harris, M.B. (1972). Teaching self-control of study behavior. Behavior Research and Therapy 10, 35-41.

Blanchard, B.E. (1979). The effect of music on pulse rate, blood pressure, and final exam scores of university students. Journal of School Health, 49, 470-472.

Blimling, G.S., & Hample, D. (1979). Structuring the peer environment in residence halls to increase academic performance in average-ability students.Journal ofcollege Student Personnel, 20, 310-316.

Bloom, B.S. (1956) Taxonomy of educational objectives (cognitive domain). New York: McKay.

Bloom, B.S. (1974). Time and learning. American Psychologist, 29, 682-688. Bradley, A. (1983). Take note of college study skills. Glenview, IL: Scott, Foresman.

Breivik, P.S. (1977a). Open admissions and the academic library Chicago IL: American Library Association.

Breivik, P.S. (1977b). Resources: The fourth R. Community College Frontiers, 5, 46- 50.

Breivik, PS. (1987). The role of libraries in the search for educational excellence. School Library Media Quarterly 16, 45-46.

Brooks, C.C. (1984). Setting objectives for college reading and study skills (2nd ed.). Dubuque, IA: Eddie Bowers.

Brown, W.F., & Holtsman, W.H. (1967). Survey of study habits and attitudes: Manual. New York: Psychological Corporation.

Cappella, B.J., Hetzler, J.T., & MacKenzie, C. (1983). The effects of positive peer influence on study habits. Reading Improvement, 20, 299-302.

Carlson, D., & Millet, R.H. (1984). Librarian and teaching faculty: Partners in bibliographic instruction. College & Research Libraries, 45, 483-491.

Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.

Carroll, J.B. (1967). A study of a model of school learning. Cambridge, MA: Harvard University, Center for Research and Development of Educational Differences.

Carroll, J.B. (1970). Problems of measurement related to the concept of learning for mastery. Educational Horizons, 41, 71-88.

Carroll, J.B. (1989). The Carroll model: A 25-year retrospective and prospective view. Educational Researcher 11, 26-31.

Christensen, C.R. (1987). Teaching and the case method. Boston, MA: Harvard Business School Press.

Cohen, E.L., & Poppino, M.A. (1982). Discovering college reading thinking and study skills: A Piagetian approach (pp. 3-8, 75-86). Orlando, FL: Holt, Rinehart & Winston.

DeCoster, D.A. (1966). Housing assignments for high ability students. Journal of College Student Personnel 7, 19-20.

DeCoster, D.A. (1968). Effects of homogeneous housing assignments for high ability students.Journal of College Student Personnel 9, 75-78.

Dewing, A.S. (1931). An introduction to the use of cases. In C.E. Fraser (Ed.), The case method of instruction. New York: McGraw-Hill.

Duncan, M.C., & Stoner, K.L. (1977). The academic achievement of residents living in a scholar resident hall. Journal of College and University Housing 6, 7-10.

Earle, R.A. (1969). Use of the structured overview in mathematics classes. In H.L. Herber & PL. Sanders (Eds.), Research in reading in the content areas: First year report ~p. 49-58). Syracuse, NY: Syracuse University, Reading and Language Arts Center.

Earle, R.A., & Barron, R.E (1973). An approach for teaching vocabulary in content subjects. In H.L. Herber & R.E Barton (Eds.), Research in reading in the content areas: Second year report (pp. 84-100). Syracuse, NY: Syracuse University, Reading and Language Arts Center.

Etaugh, C., & Michals, D. (1975). Effects on reading comprehension of preferred music and frequency of studying to music. Perceptual and Motor Skills, 31, 553-554.

Etaugh, C., & Ptasnik, P (1982). Effects of studying to music and poststudy relaxation on reading comprehension. Perceptual and Motor Skills, 55, 141-142.

Fendrick, P. (1973). The influence of music distraction upon reading efficiency. Journal of Educational Research, 31, 264-271.

Fraser, S.C., Beaman, A.L., Diener, E., & Kelem, R.T. (1977). Two, three, or four heads are better than one: Modification of college performance by peer monitoring. Journal of Educational Psychology, 69, 101-108.

Freehurne, C.M., & Fleiseher, M.S. (1952). The effect of music distraction upon reading rate and comprehension. Journal of Educational Psychology, 43, 101-109.

Fremouw, W., & Feindler, E. (1978). Peer versus professional models for study skills training. Journal of Counseling Psychology, 25, 276-288.

Frijda, N. (1978). Memory processes and instruction. In A.M. Lesgold, J.w. Pellegrino, S.D. Fokkema, & R. Glaser (Eds.), Cognitive psychology and instruction. New York: Plenum.

Gal'Perin, PY., & Danilova, V.L. (1980). Training students to think systematically in the process of solving minor creative problems. Voprosy Psihologii, 1, 31-38.

Gettinger, M. (1984). Achievement as a function of time spent on learning and time needed for learning. American Educational Research Journal 21, 617-628.

Gettinger, M. (1985). Time allocated and time spent relative to time needed for learning as determinants of achievement. Journal of Educational Psychology, 77, 3-11.

Glazer, R. (1968). Adapting the elementary school curriculum to individual performance. Proceedings of the 1967 conference on testing problems. Princeton, NJ: Educational Testing Service.

Gowin, D.B., (1987). Educating. Ithaca, NY: Cornell University Press.

Gragg, C.I. (1954). Because wisdom can't be told. In M.P. McNair (Ed.), The case method at the Harvard Business School. New York: McGraw-Hill.

Gwinn, N.E. (1978). The faculty-library connection. Change, 10, 19-21.

Hefferman, T., & Richards, C.S. (1981). Self-control of study behavior: Identification and evaluation of natural methods. Journal of Counseling Psychology, 21, 361- 364.

Heinrichs, A.S., & LaBranche, S.P (1986). Content analysis of 47 college learning skills textbooks. Reading Research and Instruction, 25(4), 277-287.

Henderson, M.T., Crews, A., & Barlow, J. (1945). A study of the effects of music distraction on reading efficiency. Journal of Applied Psychology, 29, 313-317.

Henry, M., Dodson, S., Magnuson, B., Anderson, K., & Barrett, M. (1988). Electronic library instruction program. (ED 302 260).

Hernon, P. (1982). Use of microformated government publications, Microfilm Review, 11, 241-242.

Hilliard, O.M., & Tolin, P (1979). Effect of familiarity with background music on performance of simple and difficult reading comprehension tasks. Perceptual and Motor Skills, 49, 713-714.

Hofman, L.A. (1981). Educate the educator: A possible solution to an academic librarian's dilemma. Journal of Academic Librarianship, 7, 161-163.

Hogan, T.P., & Hendrickson, E. (1984). The study habits of adult college students. Life Long Learning 1, 7-11, 20-27.

Hunt, P. (1951). The case method of instruction. Harvard Educational Review, 21(3), 175-192.

Information requirements of research in the social studies. (1971). Bath, England: Bath University of Technology.

Joffe, I.L. (1982). Achieving success in college. Belmont, CA: Wadsworth.

Johnson, R.E. (1975). Meaning in complex learning. Review of Educational Research, 45, 425-459.

Josey, E.G. (1971). The role of the academic library in serving disadvantaged students. Library Trends, 20, 432-444.

Lawrence, G.H. (1980). The computer as an instructional device: New directions for library user education. Library Trends, 29, 139-152.

Lawrence P. (1953). The preparation of case material. In K.R. Andrews (Ed.), The case method of teaching human relations and adminlstration. Cambridge, MA: Harvard University Press.

Lolly, J., & Watkins, R. (1979). Welcome to the library. Journal of Developmental and Remedial Education, 3, 25-26.

Lyle, G.R. (1963). The president, the professor and the college library. New York: H.W. Wilson.

Lyon, M.A. (1984, April). Learning rate differences for knowledge, comprehension, and application tasks. (ED 252 303).

Lyon, M.A., & Gettinger, M. (1985). Differences in student performance on knowledge, comprehension, and application tasks: Implications for school learning. Journal of Educational Psychology, 77, 12-19.

McBride, R.B., & Stenstrom, P. (1980-1981). Psychology journal usage. Behavioral and Social Sciences Librarian, 2, 1-12.

McPartland, J.D., & Karweit, N. (1979). Research on educational effects. In H.J. Walberg (Ed.), Educational environments and effects: Evaluation, policy and productivity Berkeley, CA: McCutchan.

McWhorter, K.T. (1968a). College reading and study skills (3rd ed.). Boston, MA: Little, Brown.

McWhorter, K.T. (1987). Efficient and flexible reading (2nd ed.). Boston, MA: Little, Brown.

Moran, B.B. (1984). Academic librarians: The changing knowledge centers of colleges and universities. Washington, DC: ASHE ERIC Higher Education Report No.8.

Morris, J.M. (1980). A philosophical defense of a credit course. In C. Oberman-Soroka (Ed.), Proceedings from the Southeastern Conference on Approaches to Bibliographic Instruction. Charleston, SC: College of Charleston Library Associates.

Nelson, MJ., Denny, E.C., & Brown, J.I. (1938). The Nelson-Denny Reading Test. Boston, MA: Houghton Mifflin.

Nist, S.L., & Diehl, W. (1985). Developing textbook thinking Lexington, MA: D.C. Heath.

Novak. J.D., & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.

Oltmans, G., & Schub, J.H. (1985). Purposes and uses of residence hall libraries. College and Research Libraries, 46, 172-177.

Ottens, AJ. (1982). A guaranteed scheduling technique to manage students' procrastination. College Students Journal 16, 371-376.

Pauk, W (1984). How to study in college (3rd ed.). Boston, MA: Houghton Mifflin.

Postman, R.D., Keckler, B., & Schneckner, P. (1985). College reading and study skills. New York: Macmillan.

Rambler, L.K. (1982). Syllabus study: Key to a responsive academic library. Journal of AcademicLibrarianship', 1, 155-159.

Resnick, J., & Page, R. (1984). Reading and reasoning. New York: Macmillan.

Rice, B.A. (1985). Evaluation of online databases and their uses in collection evaluation. Library Trends, 22, 297-325.

Richards, C.S. (1975). Behavior modification of studying through study skills advice and self-control procedures. Journal of Counseling Psychology, 22, 431-436.

Richards, C.S. (1981). Improving college students' study behaviors through self-control techniques: A brief review. Behavioral Counseling Quarterly 1, 159-175.

Richards, C.S., MeReynolds, W.T., Holt, S., & Sexton, T. (1976). Effects of information feedback and self-administered consequences on self-monitoring study behavior. Journal of Counseling Psychology, 23, 316-321.

Risko, Victoria J., Alvarez, Marino C., & Fairbanks, Marilyn M. (1991). In Rona F. Flippo & David C. Caverly (eds.), Teaching Reading and Study Strategies At the College Level. Newark, Delaware: International Reading Association.

Scales, A.M. & Biggs, S.A. (1983). Reading to achieve: Strategies for adult/college learners. Columbus, OH: Merrill.

Schmelzer, R.V., Khristen, WL. & Browning, W.G. (1984). Reading and study skills: Book one. Dubuque, IA: Kendall~Hunt.

Schmelzer, R.V., Schmelzer, C.D., Figler, R.A., & Brozo, W.G. (1987). Using the critical incident technique to determine reasons for success and failure of university Students. Journal of College Student Personnel, 21, 261-265.

Sellen, M.K., &Jirouch, J. (1984). Perceptions of library use by faculty and students: A comparison. College & Research Libraries, 45, 259-267.

Sequential Test of Educational Progress. (1969). New York: Educational Testing Service.

Shaughnessy, T.W. (1975). Library services to educationally disadvantaged students. College & Research Libraries, 36, 443-448.

Shepherd, J.F. (1982). The Houghton Mifflin study skills handbook. Boston, MA: Houghton Mifflin.

Shepherd, J.F. (1984). RSVP reading study and vocabulary program (2nd ed.). Boston, MA: Houghton Mifflin.

Shepherd, J.F. (1987). College study skills (3rd ed.). Boston, MA: Houghton Mifflin.

Sherman, TM. (1984). Proven strategies for successful learning Columbus, OH: Merrill.

ShuelI, TJ. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 4, 411-436.

Smith, C., & Morris, L. (1976). Effects of stimulative and sedative music on cognitive and emotional components of anxiety. Psychological Reports, 31, 1187-1193.

Snead, R.F., & Caple, R.B. (1971). Some effects of environment on university housing. Journal of college Student Personnel 12(3), 189-192.

Sotiriou, PE. (1984). Integrating college study skills: Reasoning in reading listening and writing Belmont, CA: Wadsworth.

Stenstrom, P, & McBride, R.B. (1979). Serial use of social science faculty: A survey. College & Research Libraries, 40, 429.

Stoan, S.K. (1984). Research and library skills: An analysis and interpretation. College & Research Libraries, 45, 99-109.

Stucart, R.D. (1982). Libraries: A new role? In E. Seigel (Ed.), Books, libraries, and electronics: Essays on the future of written communication. White Plains, NY: Knowledge Industry.

Subject Guide to Books in Print. (1988). New York: R.R. Bowker.

Taylor, R.G., & Hanson, G.R. (1971). Environmental impact on achievement and study habits.Journal of College Student Personnel, 12, 445-454.

Truett, C. (1983). Services to developmental education students in the community college: Does the library have a role? College & Research Libraries, 44, 20-28.

Tucker, J.S. (Ed.). (1983-1984). Computers on campus: working papers. Current Series in Higher Education No.2. Washington, DC: American Association for Higher Education. (ED 240 947).

Van Styvendael, J.H. (1977). University scientists as seekers of information: Sources of reference to periodical literature. Journal of Librarianship, 9, 271-272.

Wagner, W.C. (1973). On integrating libraries and classrooms. Learning Today 6, 48- 62.

Walter, T., & Siebert, A. (1984). Student success (3rd ed.) Orlando, FL: Holt, Rinehart & Winston.

Washburne, C.W., Vogel, M., & Gray, WA. (1926). Results of practical experiments in fitting schools to individuals. Journal of Educational Research (supplementary monograph).

Wolt, R.H., & Weiner, F.F. (1972). Effects of four noise conditions on arithmetic performance. Perceptual and Motor Skills, 35, 928-930.

Wolfe, D.E. (1983). Effects of music loudness on task performance and self-report of college-age students. Journal of Research in Music Education, 31, 191-201.

Wood, D.N., & Bower, C.A. (1969). The use of social science periodical literature. Journal of Documentation, 25, 115-117.

Wood, N.V (1986). College reading and study skills. Orlando, FL: Holt, Rinehart & Winston.

Ziesat, H.A., Rosenthal, T.I., & White, G.M. (1978). Behavioral self-control in treating procrastination of studying. Psychological Reports, 42, 59-69.

You are number to visit this site.

by Colby Glass, MLIS.

Animated graphics are courtesy of Club Unlimited.

Reference page for structure of this site.

---

Return to the Critical Inquiry and Thinking page