Advanced Reference
Unit 7


Annotated Readings
Creating Handouts and Exercises
Dialog project 1
Dialog project 2
DIG_LIB Listserv
EBSCO Online Lab
Evaluation of Reference Sources
Information Portals
Live Chat Reference Service
Meta vs. search engine
Public and Academic Library Websites
Reference Policy Statement
Virtual Reference Form

ILS 604-70 Advanced Reference

Unit 7-1 Annotated Readings

Pamela R. Dennis

March 18, 2003


Holman, Lucy.  A Comparison of Computer-Assisted Instruction and Classroom Bibliographic Instruction.  Reference & User Services Quarterly 40 (Fall 2000), 53+


            In order to determine how students learned best to use library materials, this study of first-year undergraduate students at the University of North Carolina compared traditional bibliographic instruction with computer-assisted instruction (CAI).  They found that students preferred the online tutorial (CAI) but showed no significant difference in performance with either.  CAI has become a popular means of teaching because it allows flexibility in learning style for those students who find the tactile (hands-on) approach more effective and because it allows the student to work at his/her own pace.  Abilities tested were ability to identify books and periodicals in an online catalog and find them on the shelves, ability to locate materials on reserve, and ability to retrieve articles on a particular topic from electronic databases.  A most interesting result was that both groups scored below 70% after instruction (63% of online tutorial group and 66.1% of class), demonstrating that they did not learn from either method. 

            The students were also allowed to evaluate the methods and could answer some open-ended questions.  Students in the class found the pace to be too fast; however, they rated their confidence in using library resources much higher than did the online tutorial group.  The tutorial group also experienced some technical difficulties in using the tutorial.  Another problem with CAI is the amount of time it takes to design the program.  However, it was felt that the time was worth the effort.  Librarians could use CAI to train the students and then follow up with classes to work more on critical thinking skills and focused search strategies.


Brodsky, Karen and Suzanne Toczyski.  Information Competence in the Freshman Seminar.  Academic Exchange Quarterly 6 (Winter 2002), 46-52.


            The librarians at Sonoma State University tested students enrolled in Freshman Seminar at Sonoma State University to determine how best to integrate information competence into the curriculum.  The model was developed to allow librarians, faculty, peer mentors, and students to collaborate.  Information competence was defined as the ability to recognize when information is needed and to locate, evaluate, effectively use, and cite the needed information.  Librarians worked directly with the faculty of the classes to make sure they were trained in the area of information competence.  Students were then taught that not all sources are reliable and that all sources must be cited.  They were also taught the difference in scholarly journals and popular periodicals and were guided as they worked on research projects.  Each class presented a project on what was learned.  Professors learned how better to design their writing assignments to incorporate this new-found information.  By the end of the course, it was found that students still depended on the Web but would more readily ask for help of a librarian.


Arp, Lori and Beth S. Woodward.  Recent Trends in Information Literacy and Instruction.  Reference & User Services Quarterly 42 (Winter 2002), 124-133.


            The article was written after a lull of five years in the column, Information Literacy and Instruction.  The authors dealt with the following five recent trends:  (1) emergence of numerous standards and guidelines; (2) changing definition of information literacy; (3) rise of plagiarism, questions of copyright, and social and ethical use of information; (4) impact of the digital age on teaching and learning; (5) emergence of new teaching methods and technological delivery of instruction.  The article then lists the most significant documents written on each of these subjects.  The most significant change in standards has been in the K-12 community, with change particularly at the state level.  Research and debate continue on defining what librarians do in the area of information literacy.  Technology has, however, been the greatest influence.  At this point, librarians must accept the fact that students may not come to the library as much because of technological advancements, but when they do, they will need help in becoming self-reliant learning to teach themselves.  This was an excellent article on current resources related to information literacy and included an extensive bibliography of paper and online resources.


Annotated Readings