Research Strategies: Bibliographic Instruction for Undergraduates.

Abstract

BIBLIOGRAPHICINSTRUCTION LITERATURE IS filled with discussions of all aspects of the questions surrounding the nature of education in research strategies. Controversy about theory and practice exists concerning what level of student should be taught, exactly what should be taught, what methods should be used, and who should do the teaching. In the following discussion of these issues, substantive examples will be pre-sented from the social sciences, with the assumption that the social sciences illustrate problems similar to those arising in the humanities, the biological sciences, the natural sciences, and some professional fields. From the outset, it is necessary to understand that there is no clearly defined concept of research strategies-or search strategies, the more commonly used designation. Generally, it is used to refer to some sort of systematic approach to information. That the term is loosely used is reflected in the fact that one author employs it in reference to a specific tool (as in directions to read introductory material for a volume or to examine the index), ’ while another employs it in reference to an order-ing of materials in the sequence of greatest perceived usefulness (as in the statement, “reference tools will be presented in search strategy order”).Z McInnis uses the term research strategies in a quite different

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