Self-Paced Instruction in Library Science—Second Thoughts

Abstract

THE SELF-PACED or personalized system of instruction (PSI) as developed by Keller 1 and others has recently been used in the Graduate School of Library Science, the University of Texas at Austin, for the basic reference course. Knightly and Sayre 2 report that the initial reactions of instructors and students were extremely enthusiastic; their description was based on experience in the 1971 six week summer sessions. This writer's original enthusiasm, however, has been dampened somewhat by a number of problems which arose unexpectedly with the same course as taught in the long terms, 1971-72. Although there do exist many advantages of self-paced instruction for all levels in the educational process, one should also be aware of disadvantages in this method of teaching. This article raises some general questions concerning PSI for library science as implemented along lines suggested by Keller and presents modified approaches as alternatives.

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