Effectiveness of Course-Integrated Bibliographic Instruction in Improving Coursework.

Abstract

Bibliographies from four sets of term papers were indepen dently examined and rated by both a librarian and a writ ing instructor. Students receiving bibliographic instruc tion in both regular and Educational Opportunities Program classes that provided them with a cognitive strat egy for using library resources did a statistically signifi cantly better job of accessing and using library resources than those students in both kinds of classes whose instruc tion was based on a more traditional approach that empha sized specific tools and resources. The results of this study support the major trend emerging in bibliographic instruc tion theory of a cognitive approach to research instruction.

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