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Only recently has the library literature included several publications concerned with a conceptual foundation for bibliographic instruction, thus demonstrating the beginnings of applying learning theory concepts to the bibliographic instruction process. Yet in order to help library users understand the research process under which librarians and scholars operate, bibliographic instruction should utilize the cognitive learning approach. This approach would indeed assure transferability of library research techniques from school situations to life‐long learning, from one discipline to another, and from one type of library to another. To teach students the nature of the research process involves teaching them the individual components of a research problem and appropriate search strategies.
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