Relevance in Library Instruction: The Pursuit (Research Note)

Abstract

THE CHALLENGE''Instead of just filling in the blanks to questions, it would help to know when we could use the information.Make it more important and meaningful or don't do it at all.It appeared to be 'busy_ work.' "That is a summary statement of 27 percent of the freshman students who took bibliographic instruction during the 1982-83 academic year at North Park College and found it a waste of their time.The criticisms are valid.The 1982-83 academic year was the first time bibliographic instruction was provided to freshmen at North Park.Because most freshmen are required to take En-' glish, the instruction was provided through the English composition program, which consists of three levels of courses.The most-able students can choose one of four subject seminars, the least-able students are in a skillsdevelopment program, and the rest of the students are in English Composition 101.Research papers are not written in any freshman composition course; instead, the students read•primary" sources and begin to develop critical thinking by writing about what they have read without depending on secondary sources.Consequently, we, the librarians, were faced with the challenge of providing bibliographic instruction that was unrelated to

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