Instruction Resources
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Brown, Ann Goebel, et al. "Librarians Don't Bite: Assessing Library
Orientation for Freshmen." Reference Services Review 32.4 (2004):
392-403.
Evaluates the effect of the library component of a freshman orientation
program on student attitudes and library anxiety. A modified version of
Bostick's Library Anxiety Scale was administered to 1,027 true freshmen
enrolled in the Connections First-Year Experience program at Utah State
University in the fall of 2003. First year students showed a moderate level
of library anxiety prior to their library orientation sessions. This anxiety
was significantly decreased after the orientation sessions. A control group
reported similar anxiety levels on the pre-test and a much smaller degree
of improvement on the post-test. Proposes that academic libraries should
participate in the First-Year Experience programs on their campuses. These
activities reduce the levels of library anxiety felt by first-year students
and reduce possible barriers to academic achievement. Concludes that this
paper will be of use to librarians seeking administrative and campus-wide
support for inclusion of a library component in First-Year Experience programs.
The survey can be used to assess efficacy of activities for those libraries
already participating in such programs.
Costello, Barbara, et al. "Using Blackboard in Library Instruction:
Addressing the Learning Styles of Generations X and Y." Journal of
Academic Librarianship 30.6 (November 2004): 452-60.
Studies show that recent generations of college students have a learning
style with identifiable characteristics. Library instruction efforts must
adapt to these learning styles. Course management software (CMS), such as
Blackboard, is one resource available to academic librarians to meet the
challenges posed by the "Net Generation." At Stetson University, the use
of Blackboard courseware in library instruction sessions successfully addressed
the unique learning styles of students.
Riddle, John S. "Where's the Library in Service Learning?: Models for
Engaged Library Instruction." The Journal of Academic Librarianship
29.2 (Mar. 2003): 71-81.
This theoretical article argues that information literacy can play a vital
role in service learning pedagogy by advancing three models of library instruction.
Such an "engaged" library instruction will further position libraries in
academic pedagogy, help foster civic education, and encourage critical re-examination
of the library's mission in higher education.
Howze, Philip C. "From Resistance to Engagement: a Contact-Contract
Action Model for Library Instruction." Reference Services Review
31.4 (2003): 329-41.
The purpose of this article is to describe a method for activating the
contact-contract-action model, and to present findings based on its adaptation
and integration into a formal library instruction course. Contact-contract-action,
borrowed from social work practice, is used to promote strategic behavior
change or "intervention" resulting from careful assessment of what the user
needs (contact), what the user is willing to do to meet his or her information
need (contract). After completing the contact and contract phases, the user
engages in behavior to actually meet the need (action). Its theoretical
bases are client self-determination and problem solving.
