Integrating Classroom Instruction and Library Research

Abstract

This paper sets forth an epistemological analysis of bibliographic literature networks as a useful aid in both teaching and research. It presents a structural-functional treatment of library reference materials, and seeks to integrate classroom instruction and library research. It is based on the idea that any body of knowledge has both a substantive and a bibliographic structure which stand in logical, predictable relation to one another. It treats library reference works as intermediary sources, which provide access to the body of primary and secondary sources. Techniques of “bibliographic mapping” are also introduced as both pedagogic and research tools. Experience suggests such an approach serves a useful cognitive function in teaching the principles of literature searches and extends the scope of structural analysis specifically to the structure of knowledge itself.

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