Library instruction, also called bibliographic instruction (BI), user education and library orientation, consists of "instructional programs designed to teach library users how to locate the information they need quickly and effectively. [It] usually covers the library's system of organizing materials, the structure of the literature of the field, research methodologies appropriate to the academic discipline, and specific resources and finding tools (library catalog, indexes and abstracting services, bibliographic databases, etc.)". It prepares individuals to make immediate and lifelong use of information effectively by teaching the concepts and logic of information access and evaluation, and by fostering information independence and critical thinking.
Library instruction "began in the nineteenth century, with instruction in library use offered by a number of libraries in the United States between 1876 and 1910, and then ramped up in the early twentieth century". In a 1912 American Library Association survey, 57% of respondents offered required or elective library instruction courses.
"Academic library instruction was for the most part dormant in the library profession from the late 1930s until the early 1960s. Some librarians were still participating in classroom instruction but the literature shows little activity on the topic.... Academic library instruction mushroomed during the 1960s and early 1970s. This resulted in the founding of the Library Orientation Exchange (LOEX), a non-profit, self-supporting educational clearinghouse, in the early 1970s. The first conference was held at Eastern Michigan in 1973 and has been held annually around the United States ever since. The LOEX borrowing collection consists of print materials such as one page handouts, bibliographies, and subject guides; instructional videos and audio tapes; and CD-ROMS. By 1999, LOEX had over 650 members in the United States, Canada, the Caribbean, Europe, Australia, Israel, Lebanon, and South Africa."
"During the 1970s and 1980s, prior to widespread public use of computers, [library instruction] went far beyond teaching the mechanics of identifying and locating materials in the physical library. It also included critical thinking, active (participatory) learning, and the teaching of concepts, such as controlled vocabularies. It focused on the physical library, as for the most part, that was all that users could try out during instruction. However, the goal was always teaching so that users would transfer what they learned to new situations, reference tools, and environments new to them—that is, they would learn how to learn." Library instruction pioneer Miriam Sue Dudley's library instruction materials, originally produced in 1970 for a Chicano student group at UCLA, are an example of such materials now available online.
Relationship to information literacy
A related term, information literacy, "is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques".
Some debate exists within the library community about whether instruction on how to use library systems is necessary, or if efforts are better spent making systems easier to use such that they require no instruction.
Library instruction "occurs in various forms such as formal class settings, small group sessions, one-on-one encounters, written guides and brochures, audiovisual presentations,and computer-assisted instruction (CAI)".
"Course-related instruction has long been viewed as one of the most effective user education methods. A complication of course-related instruction, however, is the requirement for faculty cooperation and the faculty member's authority to decide when instruction is given and who receives it. In short, librarians have limited control over course-related instruction. These forms of instruction are also very staff-intensive, and this is exacerbated by the high ratio of students to librarians that exists in most institutions".
Some university libraries offer specialized instructional sessions. At these sessions the librarian works one-on-one with a user to assist him or her with specific research goals. These sessions are sometimes referred to as a "term paper clinic" or a "research consultation."
Another option for library instruction consists of one-shot instruction sessions. This slang term refers to "formal instruction given in a single session, as opposed to instruction extended over two or more sessions". These class meetings are often held just before a term paper is assigned, and the goal of the librarian is to orient the class to the best library sources for use in a term paper.
Library instruction is evolving to adapt to the changing concepts of information use and understanding. A model program in patron education, in order to be meaningful and effective, should respond to the changing information environment. Librarians are now adapting to the concept of information and communication technology literacy (ICT). ICT extends information literacy to the use of computer technology in a variety of forms to manipulate, deliver, and receive information and ideas. This new definition is so vital to current educational practice that the Educational Testing Service has designed an instrument to measure and evaluate student aptitude for ICT. A model library instruction program utilizes complementary tools and resources to deliver memorable, interactive instruction. These resources are necessary to engage the attention of young patrons, immersed in a media environment.
- Reitz, Joan (2004). "bibliographic instruction (BI)". Dictionary for Library and Information Science. Westport, Connecticut: Libraries Unlimited. p. 71. ISBN [[Special:BookSources/1-56308-075-7|1-56308-075-7 [[Category:Articles with invalid ISBNs]]]] Check
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- Grassian, Esther S.; Kaplowitz, Joan R. (2010). "Information Literacy Instruction". In Marcia J. Bates. Encyclopedia of Library and Information Sciences, Third Edition 3. Boca Raton, Florida: Taylor & Francis. p. 2429. doi:10.1081/E-ELIS3-120043277. ISBN 978-0-8493-9712-7.
- Tucker, John (1980). "User education in academic libraries: A century in retrospect". Library Trends 28: 9–27. Unknown parameter
- Lorenzen, Michael (2001). "A Brief History of Library Instruction in the United States of America". Illinois Libraries 83 (2): 8–18.
- Grassian, Esther S.; Kaplowitz, Joan R. (2010). "Information Literacy Instruction". In Marcia J. Bates. Encyclopedia of Library and Information Sciences, Third Edition 3. Boca Raton, Florida: Taylor & Francis. pp. 2429–2430. doi:10.1081/E-ELIS3-120043277. ISBN 978-0-8493-9712-7.
- "Miriam Sue Dudley's Library Workbooks". Retrieved 11 December 2012.
- "Information Literacy - Home". University of Idaho. Retrieved May 12, 2010.
- Salony, Mary (July 1995). "The history of bibliographic instruction: Changing trends from books to the electronic world". The Reference Librarian 24 (51/52): 31–51. doi:10.1300/J120v24n51_06. ISSN 0276-3877. Unknown parameter
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- Teifel, Virginia (Fall 1995). "Library user education: Examining its past, projecting its future". Library Trends 44 (2): 318–338. Unknown parameter
- Reitz, Joan (2004). "one-shot". Dictionary for Library and Information Science. Westport, Connecticut: Libraries Unlimited. p. 499. ISBN [[Special:BookSources/1-56308-075-7|1-56308-075-7 [[Category:Articles with invalid ISBNs]]]] Check
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- Kenney, A.J. (2006). The final hurdle. School Library Journal,52(3),63-64.
- Tyler, L. (2005). ICT literacy: Equipping students to succeed in an information-rich, technology-based society. Retrieved from http:www.ets.org/Media/Tests/ICT_Literacy/pdf/ICT_Equipping_Students_to_Succeed.pdf
- Bishop, W. W. (1912). Training in the use of books. Sewanee review, 20 (July), pp. 265–81.
- Davis, R. C. (1886). Teaching bibliography in colleges. Library journal, 11 (September), pp. 289–94.
- Hopkins, F. L. (1982). A century of bibliographic instruction: The historic claim to professional and academic legitimacy. College and research libraries, 43 (May), pp. 192–98.
- Lorenzen, M. (2003). Encouraging community in library instruction: A jigsaw experiment in a university library skills classroom. Illinois Libraries 85(1): 5-14.