Evaluation of Reader Instruction

Evaluation of Reader Instruction by J. G. BREWER & P. J. HILLS Tuition in the use of libraries and of subject literature has a long history, dating back in a few cases into the later years of the nineteenth century. More recently, there has been a dramatic expansion of interest in this field, which is evident both from surveys of practice and from the professional literature. In the U. K. the latest survey reported in 1973 that 90 % of universities had orientation programmes, and that bibliographic instruction was provided by 59 % for undergraduates and by 86 % for postgraduate students.1 The growth represented by these figures has been matched by a steady stream of papers reporting experiences with particular courses and advancing various opinions and theories. It would appear that reader instruction has been generally accepted (at least by librarians) as a proper and desirable function of the library in higher education. The collective experience available from the literature and from past practice is, however, surprisingly inadequate in suggesting solutions to many of the complex problems which quickly arise in any attempt to institute a systematic instructional programme. The literature up to 1972 has been well reviewed by Scrivener, who http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Libri - International Journal of Libraries and Information Services de Gruyter

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Publisher
de Gruyter
Copyright
Copyright © 2009 Walter de Gruyter
ISSN
0024-2667
eISSN
1865-8423
DOI
10.1515/libr.1976.26.1.55
Publisher site
See Article on Publisher Site

Abstract

by J. G. BREWER & P. J. HILLS Tuition in the use of libraries and of subject literature has a long history, dating back in a few cases into the later years of the nineteenth century. More recently, there has been a dramatic expansion of interest in this field, which is evident both from surveys of practice and from the professional literature. In the U. K. the latest survey reported in 1973 that 90 % of universities had orientation programmes, and that bibliographic instruction was provided by 59 % for undergraduates and by 86 % for postgraduate students.1 The growth represented by these figures has been matched by a steady stream of papers reporting experiences with particular courses and advancing various opinions and theories. It would appear that reader instruction has been generally accepted (at least by librarians) as a proper and desirable function of the library in higher education. The collective experience available from the literature and from past practice is, however, surprisingly inadequate in suggesting solutions to many of the complex problems which quickly arise in any attempt to institute a systematic instructional programme. The literature up to 1972 has been well reviewed by Scrivener, who

Journal

Libri - International Journal of Libraries and Information Servicesde Gruyter

Published: Jan 1, 1976

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