The academic library in the enterprise of colleges and universities: Toward a new paradigm

Journal of Academic Librarianship

Volumn 27, Issue 4, 2001, Pages 282-294

  Owusu Ansah, Edward K ^a  

^a MURRAY STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040481692     PISSN: 00991333     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0099-1333(01)00215-4     Document Type: Article

References (136)

1. The idea of the library being central or indispensable to the existence and functioning of the college/university has often been asserted. Indeed, Louis Shores claims that higher education in The United States began with a library. See Louis Shores, Origins of the American College Library 1638-1800 (Hamden, CT: The Shoe String Press, Inc., 1966), p. 11. Deborah J. Grimes, on the other hand, tests the validity of this centrality in an elaborate study that examines old perceptions and new expectations. See Deborah J. Grimes, Academic Library Centrality: User Success through Service, Access, and Tradition (Chicago: Association of College and Research Libraries, 1998). Grimes concludes with what she sees as a clearer, more practical, and realistic perception of centrality, expressed in the concept of the "crossroads community" (pp. 116-122).
2. The idea of the library being central or indispensable to the existence and functioning of the college/university has often been asserted. Indeed, Louis Shores claims that higher education in The United States began with a library. See Louis Shores, Origins of the American College Library 1638-1800 (Hamden, CT: The Shoe String Press, Inc., 1966), p. 11. Deborah J. Grimes, on the other hand, tests the validity of this centrality in an elaborate study that examines old perceptions and new expectations. See Deborah J. Grimes, Academic Library Centrality: User Success through Service, Access, and Tradition (Chicago: Association of College and Research Libraries, 1998). Grimes concludes with what she sees as a clearer, more practical, and realistic perception of centrality, expressed in the concept of the "crossroads community" (pp. 116-122).
3. The idea of the library being central or indispensable to the existence and functioning of the college/university has often been asserted. Indeed, Louis Shores claims that higher education in The United States began with a library. See Louis Shores, Origins of the American College Library 1638-1800 (Hamden, CT: The Shoe String Press, Inc., 1966), p. 11. Deborah J. Grimes, on the other hand, tests the validity of this centrality in an elaborate study that examines old perceptions and new expectations. See Deborah J. Grimes, Academic Library Centrality: User Success through Service, Access, and Tradition (Chicago: Association of College and Research Libraries, 1998). Grimes concludes with what she sees as a clearer, more practical, and realistic perception of centrality, expressed in the concept of the "crossroads community" (pp. 116-122).
4. The teaching department should be distinct from bibliographic instruction or library orientation and involve the cultivation of information literacy skills.
5. Included in that analysis are college and university administrators, who display attitudes and biases toward librarians that similar to those of teaching faculty.
6. Robert T. Ivey, "Research Notes: Teaching Faculty Perceptions of Academic Librarians at Memphis State University," College & Research Libraries 55 (January 1994): 69-82.
7. Walt Crawford suggested this in his observation that many library professionals appear to be ashamed of librarianship and libraries. See Walt Crawford, "We Call Them Libraries: What the `L' Word Means to Me," American Libraries 30 (November 1999): 38, 40.
8. Barbara F. Schloman, Roy S. Lilly, & Wendy Hu, "Targeting Liaison Activities: Use of a Faculty Survey in an Academic Library," RQ 28 (1989): 496-505.
9. See Robert T. Ivey, "Research Notes."
10. John S. Brubacher & Rudy Willis, Higher Education in Transition, An American History: 1935-1956 (New York: Harper and Row, 1958).
11. Derek J. de Solla Price, Little Science, Big Science (New York: Columbia University Press, 1963).
12. Virgil L. P. Blake, "Library School Educators and Academic Librarians: A Symbiotic Relationship, " Public & Access Services Quarterly 1 (1995): 11-31.
13. Perry D. Morrison, The Career of the Academic Librarian: A Study of the Social Origins, Educational Attainments, Vocational Experience, and Personality Characteristics of a Group of American Academic Librarians (Chicago: American Library Association, 1969), p. 72.
14. Anita R. Schiller, "Academic Rank and Status," in The Case for Faculty status for Academic Librarians, edited by Lewis C Branscomb (Chicago: American library Association, 1970), pp. 77-87.
15. Awogbami discovers the same frictions and prejudices in Nigerian universities. See Popoola A. Awogbami, "Nigerian Teaching Faculty Members' Perceptions of Librarians: A Survey," Libri 45 (1995): 199-202.
16. See Kenneth E. Carpenter, "The Librarian-Scholar," Journal of Academic Librarianship 23 (September 1997): 398-401.
17. Ibid.
18. Daniel Gore, "Something There Is That Doesn't Love a Professor: `The Mismanagement of College Libraries' Revisited," Library Journal 107 (April 1, 1982): 686-691.
19. See Gaby Divay, Ada M. Ducas, & Nicole Michaud-Oystryk, "Faculty Perceptions of Librarians at the University of Manitoba," College & Research Libraries 48 (January 1987): 27-35; Larry R. Oberg, Mary Kay Schleiter, & Michael Van Houten, "Faculty Perceptions of Librarians at Albion College: Status, Role, Contribution, and Contacts," College & Research Libraries 50 (March 1989): 215-230.
20. See Gaby Divay, Ada M. Ducas, & Nicole Michaud-Oystryk, "Faculty Perceptions of Librarians at the University of Manitoba," College & Research Libraries 48 (January 1987): 27-35; Larry R. Oberg, Mary Kay Schleiter, & Michael Van Houten, "Faculty Perceptions of Librarians at Albion College: Status, Role, Contribution, and Contacts," College & Research Libraries 50 (March 1989): 215-230.
21. Pritchard asserts that the future vitality of academic libraries will dependent on their ability to prove dynamically and continually their value to the over-all educational endeavor. See Sarah M. Pritchard, "Determining Quality in Academic Libraries," Library Trends 44 (Winter 1996): 572-594.
22. One such attempt was the laudable efforts of Bonnie Gratch Lindauer. See Bonnie Gratch Lindauer, "Defining and Measuring the Library's Impact on Campuswide Outcomes," College & Research Libraries 59 (November 1998): 546-570.
23. "What the information explosion has done is turn an old problem - functional illiteracy - into a new crisis," wrote Patricia Breivik and Gordon Gee. See Patricia Senn Breivik & E. Gordon Gee, Information Literacy: Revolution in the Library (New York: Macmillan Publishing Company, 1989), p. 13.
24. American Library Association Presidential Committee on Information Literacy, Final Report (Chicago: American Library Association, 1989), p. 1.
25. Ibid.
26. See Lori Arp, "Information Literacy or Bibliographic Instruction: Semantics or Philosophy?" RQ 30 (Fall 1990): 46-49; Stephen Foster, "Information Literacy: Some Misgivings," American Libraries 24 (April 1993): 344, 346.
27. See Lori Arp, "Information Literacy or Bibliographic Instruction: Semantics or Philosophy?" RQ 30 (Fall 1990): 46-49; Stephen Foster, "Information Literacy: Some Misgivings," American Libraries 24 (April 1993): 344, 346.
28. See The American Library Association Presidential Committee on Information Literacy, Final Report.
29. See Patricia Senn Breivik & E. Gordon Gee, Information Literacy: Revolution in the Library; Tom Gilson, "Library Instruction for Credit: A Technology Driven Need"; and The American Library Association Presidential Committee on Information Literacy, Final Report.
30. Douglas G. Birdsall, "The Micropolitics of Budgeting in Universities: Lessons for Library Administrators," The Journal of Academic Librarianship 21 (1995): 427-437.
31. Terry Kirchner, "Advocacy 101 for Academic Librarians: Tips to Help Your Institution Prosper," College & Research Libraries News 5 (November 1999): 844-846, 849.
32. Quoted from Nancy Kranich's response to questions posed to the candidates for the ALA presidency by the ACRL Board of Directors. See Nancy Kranich & C. James Smith, "Meet the Candidates for ALA President," College & Research Libraries News 60 (March 1999): 185-188.
33. Applebery is quoted by Breivik and Jones. See Patricia Senn Breivik & Dan L. Jones, "Information Literacy: Liberal Education for the Information Age," Liberal Education 79 (Winter 1993): 24-29.
34. Ibid.
35. Ibid., p. 24.
36. Martha E. Williams, "Highlights of the Online Database Industry and the Internet 2000," in 21st Annual National Online Meeting: Proceedings - 2000: Proceedings of the 21st National Online Meeting, edited by Martha E. Williams (Medford, NJ: Information Today, Inc., 2000), pp. 1-5.
37. Quoted in Katherine S. Mangan, "In Revamped Library Schools, Information Trumps Books," Chronicle of Higher Education XLVI (April 7, 2000): A43-A44.
38. Tom Gilson rightfully argues that only in the expanded format of a library credit course can justice be done to the vision of teaching information literacy. See Tom Gilson, "Library Instruction for Credit: A Technology Driven Need," Research Strategies 15 (1997): 279-286.
39. This is what George W. Bain called for when he insisted graduating students be required to demonstrate knowledge of current research tools and strategies. See George W. Bain, "What If We Viewed Library Instruction Like Driver Ed?" College & Research Libraries News 53 (October 1992): 581-582.
40. Charles F. Thwing, A History of Higher Education in America (New York: D. Appleton and Company, 1906), pp. 8-9.
41. Ibid., p. 31.
42. Ibid., p. 47.
43. Samuel Eliot Morison, The Founding of Harvard College (Cambridge, MA: Harvard University Press, 1935), p. 150.
44. Frederick Rudolph, The American College and University: A History (New York: Alfred A. Knopf, 1965), p. 7.
45. Charles W. Eliot, Harvard Memories (Cambridge, MA: Harvard University Press, 1923), p. 7.
46. P. F. Valentine, "The College and America," in The American College, edited by P. Valentine (New York: Philosophical Library, 1949), pp. 1-29.
47. Thorstein Veblen, The Higher Learning in America: A Memorandum on the Conduct of Universities by Business Men (New York: Sentry Press, 1965), p. 22.
48. See Laurence R. Veysey, The Emergence of the American University (Chicago: University of Chicago Press, 1965). Indeed, the dilemma and debate runs throughout Veysey's book.
49. Joseph, H. Simons, Problems of the American University (Boston: The Christopher Publishing House, 1967), p. 13.
50. Jonathan Baron, "Utility Maximization as a Solution," American Behavioral Scientist 42 (May 1999): 1301-1321.
51. Gary M. Woller, "Towards a Reconciliation of the Bureaucratic and Democratic Ethos," Administration & Society 30 (March 1998): 85-109.
52. John Stuart Mill, "Utilitarianism," in Collected Works of John Stewart Mills, Volume X: Essays on Ethics, Religion and Society, edited by J. M. Robson (Toronto, Canada: University of Toronto Press, 1969), pp. 203-259.
53. Jeremy Bentham, The Works of Jeremy Bentham, Vol. 1 (Edinburg: William Tait, 1843), pp. 1-2.
54. Ibid., p. 2.
55. Ibid.
56. Joseph H. Simons, Problems of the American University.
57. Ibid., p. 14.
58. Logan Wilson, Shaping American Higher Education (Washington, DC: American Council on Education, 1972), p. 87.
59. Richard J. Storr presents this debate between the practical and transcendental in his book focussing on the first American experiments with graduate education. See Richard J. Storr, The Beginnings of Graduate Education in America (Chicago: University of Chicago Press, 1953).
60. Jean Key Gates, Introduction to Librarianship, 3rd ed. (New York: Neal-Schuman Publishers, 1990), p. 73.
61. Ibid.
62. Only upper classmen could use the library; freshmen and sophomores generally had no access.
63. The duties and expectations of the librarian in the early period of the academic library's development are presented in detail by Louis Shores. See Louis Shores, Origins of the American College Library 1638-1800, (Hamden, CT: The Shoe String Press, Inc., 1966), pp. 161-232.
64. Louis Round Wilson & Maurice F. Tauber, The University Library: The Organization, Administration, and Functions of Academic Libraries, 2nd ed. (New York: Columbia University Press, 1956), p. 19.
65. Ibid., p. 21.
66. Ibid., p. 25.
67. Evan Farber, "College Libraries and the Teaching/Learning Process: A 25-Year Reflection," Journal of Academic Librarianship 25 (May 1999): 171-177.
68. Thomas G. English, "Administrators' Views of Library Personnel Status," College & Research Libraries 45 (May 1984): 189-195.
69. "Standards for College Libraries," College & Research Libraries 20 (July 1959): 274-280.
70. "Standards for College Libraries," College & Research Libraries News 36 (October 1975): 277-279, 290-295, 298-301.
71. "Standards for College Libraries, 1986," College & Research Libraries News 47 (March 1986): 189-200.
72. Ibid., p. 196.
73. Ibid.
74. "Standards for College Libraries, 1995 Edition," College & Research Libraries News 56 (April 1995): 245-257.
75. "Standards for University Libraries," College & Research Libraries News 40 (April 1979): 101-110.
76. Ibid., p.102.
77. Ibid.
78. "Standards for University Libraries: Evaluation of Performance," College & Research Libraries News 50 (September 1989): 679-691.
79. Paul Coleman & Ada D. Jarred, "Regional Association Criteria and the Standards for College Libraries: The Informal Role of Quantitative Input Measures for Libraries in Accreditation," Journal of Academic Librarianship 20 (November 1994): 273-284.
80. Diane C. Parker, "`Standards for College Libraries': Foundations," College & Research Libraries News 56 (May 1995): 330-331, 337.
81. Chris Avery & Kevin Ketchner, "Do Instruction Skills Impress Employers?" College & Research Libraries 57 (May 1996): 249-253, 256-258.
82. "Guidelines for University Undergraduate Libraries," College & Research Libraries News 58 (May 1997): 330-333, 341.
83. Ibid., p. 331.
84. "Standards for College Libraries: A Draft," College & Research Libraries News 60 (May 1999): 375-381.
85. Ibid.
86. Billy E. Frye, "Universities in Transition: Implications for Libraries," in Gateways to Knowledge: The Role of Academic Libraries in Teaching, Learning, and Research, edited by Lawrence Dowler (Cambridge, Massachusetts: MIT Press, 1997), pp. 3-16.
87. "Standard for College Libraries: A Draft."
88. Ibid.
89. Allen B. Veaner, "1985 to 1995: The Next Decade in Academic Librarianship, Part II," College & Research Libraries 46 (July 1985): 295-308.
90. "The Information Age Has Arrived or `Much Ado About Everything,'" Records Management Quarterly, 1992, The pronouncement is April Dmytrenko's. See April Dmytrenko
91. The pronouncement is April Dmytrenko's. See April Dmytrenko, "The Information Age Has Arrived or `Much Ado About Everything,'" Records Management Quarterly 26 (October 1992): 20-24. Breivik and Gee noted that "the arrival of the information age was heralded by Alan Toffler and John Naisbit." See Patricia Senn Breivik & E. Gordon Gee, Information Literacy: Revolution in the Library, p. 11.
92. American Library Association Presidential Committee on Information Literacy, Final Report.
93. Ibid., p. 6.
94. Loanne Snavely & Natasha Cooper, "The Information Literacy Debate," Journal of Academic Librarianship 23 (January 1997): 9-14.
95. Ibid., p. 13.
96. ACRL Task Force on Information Literacy Competency Standards, "Information Literacy Competency Standards for Higher Education: The Final Version, Approved January 2000," College & Research Libraries News 61 (March 2000): 207-215.
97. See Lawrence Dowler, editor, Gateways to Knowledge: The Role of Academic Libraries in Teaching, Learning, and Research (Cambridge, MA: MIT Press, 1997).
98. Lawrence Dowler, "Postscript," in Gateways to Knowledge: The Role of Academic Libraries in Teaching, Learning, and Research, edited by Lawrence Dowler (Cambridge, MA: MIT Press, 1997), pp. 215-229.
99. Richard Bazillion & Connie Braun, "Academic Library Design: Building a `Teaching Instrument,'" Computers in Libraries 14 (February 1994): 12-15.
100. Christina S. Doyle, "Information Literacy in an Information Society," Emergency Librarian 22 (March/April 1995): 30-32.
101. Tom Eadie, "Immodest Proposals: User Instruction for Students Does Not Work," Library Journal 115 (October 15, 1990): 42-45.
102. Ibid., p. 43.
103. Logan Wilson, Shaping American Higher Education (Washington, D.C.: American Council on Education, 1972), p. 186.
104. Melick Marjorie, "Changing to a Hypertext-based Library Instruction Program Using Inexpensive Software for IBM Compatibles," Computers in Libraries 14 (November 1994): 35-38.
105. Joanne Bessler, "Do Library Patrons Know What's Good for Them?," Journal of Academic Librarianship 16 (May 1990): 76-77.
106. A point that Isaacson makes. See David Isaacson, "An Educationally and Professionally Appropriate Service," Journal of Academic Librarianship 16 (May 1990): 80-81.
107. Judy Reynolds & Jo Bell Whitlatch, "Academic Library Services: The Literature of Innovation," College & Research Libraries 46 (September 1985): 402-417.
108. Barbara P. Pinzelik, "An Unreasonable Burden," Journal of Academic Librarianship 16 (May 1990): 83-84.
109. See Susan Griswold Blandy & Patricia O'Brien Libutti, "As the Cursor Blinks: Electronic Scholarship and Undergraduates in the Library," Library Trends 44 (Fall 1995): 279-305; Steve Gowler, "The Habit of Seeking: Liberal Education and the Library at Berea College," Library Trends 44 (Fall 1995): 387-399; Hannelore B. Rader, "Information Literacy and the Undergraduate Curriculum," Library Trends 44 (Fall 1995): 270-278.
110. See Susan Griswold Blandy & Patricia O'Brien Libutti, "As the Cursor Blinks: Electronic Scholarship and Undergraduates in the Library," Library Trends 44 (Fall 1995): 279-305; Steve Gowler, "The Habit of Seeking: Liberal Education and the Library at Berea College," Library Trends 44 (Fall 1995): 387-399; Hannelore B. Rader, "Information Literacy and the Undergraduate Curriculum," Library Trends 44 (Fall 1995): 270-278.
111. See Susan Griswold Blandy & Patricia O'Brien Libutti, "As the Cursor Blinks: Electronic Scholarship and Undergraduates in the Library," Library Trends 44 (Fall 1995): 279-305; Steve Gowler, "The Habit of Seeking: Liberal Education and the Library at Berea College," Library Trends 44 (Fall 1995): 387-399; Hannelore B. Rader, "Information Literacy and the Undergraduate Curriculum," Library Trends 44 (Fall 1995): 270-278.
112. See Larry Hardesty, "Faculty Culture and Bibliographic Instruction: An Exploratory Analysis," Library Trends 44 (Fall 1995): 339-367; Virginia M. Tiefel, "Library User Education: Examining Its Past, Projecting Its Future," Library Trends 44 (Fall 1995): 318-338.
113. See Larry Hardesty, "Faculty Culture and Bibliographic Instruction: An Exploratory Analysis," Library Trends 44 (Fall 1995): 339-367; Virginia M. Tiefel, "Library User Education: Examining Its Past, Projecting Its Future," Library Trends 44 (Fall 1995): 318-338.
114. Evan Ira Farber, "Plus Ca Change... " Library Trends 44 (Fall 1995): 430- 438.
115. Susan Blandy and Patricia Libuti, "As the Cursor Blinks," pp. 298-299.
116. D. W. Farmer, "Information Literacy: Overcoming Barriers to Implementation," New Directions for Higher Education 78 (Summer 1992): 103-112.
117. See Anthony M. Cummings et al., University Libraries and Scholarly Communication: A Study Prepared for the Andrew W. Mellon Foundation (Washington, D.C.: The Association of Research Libraries, 1992).
118. Gregory A. Crawford & Gary W. White, "Liberal Art Colleges and Standards for College Libraries: A Quantitative Analysis," Journal of Academic Librarianship 25 (November 1999): 439-444.
119. Wen-Hua Ren found evidence of the effectiveness of library instruction even in its current form when Ren saw enough empirical support for the conclusion that it improved undergraduate searching skills. See Wen-Hua Ren, "Library Instruction and College Student Self-Efficacy in Electronic Information Searching," Journal of Academic Librarianship 26 (September 2000): 323-328. The scope of instruction must, however, go beyond improving search skills and must be consistent with a mission that has, at its center, the expectations set forth by the ALA Presidential Committee on Information Literacy (see note 21), which incorporates elements of critical thinking. Steven J. Herro advocates the need for such inclusion, and Heidi Julien enumerates some objectives of such instruction. See Wen-Hua Ren, "Bibliographic Instruction and Critical Thinking," Journal of Adolescent & Adult Literacy 43 (March 2000): 554-558; Heidi Julien, "Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons," College & Research Libraries 61 (November 2000): 510-523. Also worth considering in this discussion of content of instruction are the possible implications and requirements imposed by Blandy and Libuti's "layers of learning." See Blandy & Libuti, "As the Cursor Blinks," pp. 291-293.
120. Wen-Hua Ren found evidence of the effectiveness of library instruction even in its current form when Ren saw enough empirical support for the conclusion that it improved undergraduate searching skills. See Wen-Hua Ren, "Library Instruction and College Student Self-Efficacy in Electronic Information Searching," Journal of Academic Librarianship 26 (September 2000): 323-328. The scope of instruction must, however, go beyond improving search skills and must be consistent with a mission that has, at its center, the expectations set forth by the ALA Presidential Committee on Information Literacy (see note 21), which incorporates elements of critical thinking. Steven J. Herro advocates the need for such inclusion, and Heidi Julien enumerates some objectives of such instruction. See Wen-Hua Ren, "Bibliographic Instruction and Critical Thinking," Journal of Adolescent & Adult Literacy 43 (March 2000): 554-558; Heidi Julien, "Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons," College & Research Libraries 61 (November 2000): 510-523. Also worth considering in this discussion of content of instruction are the possible implications and requirements imposed by Blandy and Libuti's "layers of learning." See Blandy & Libuti, "As the Cursor Blinks," pp. 291-293.
121. Wen-Hua Ren found evidence of the effectiveness of library instruction even in its current form when Ren saw enough empirical support for the conclusion that it improved undergraduate searching skills. See Wen-Hua Ren, "Library Instruction and College Student Self-Efficacy in Electronic Information Searching," Journal of Academic Librarianship 26 (September 2000): 323-328. The scope of instruction must, however, go beyond improving search skills and must be consistent with a mission that has, at its center, the expectations set forth by the ALA Presidential Committee on Information Literacy (see note 21), which incorporates elements of critical thinking. Steven J. Herro advocates the need for such inclusion, and Heidi Julien enumerates some objectives of such instruction. See Wen-Hua Ren, "Bibliographic Instruction and Critical Thinking," Journal of Adolescent & Adult Literacy 43 (March 2000): 554-558; Heidi Julien, "Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons," College & Research Libraries 61 (November 2000): 510-523. Also worth considering in this discussion of content of instruction are the possible implications and requirements imposed by Blandy and Libuti's "layers of learning." See Blandy & Libuti, "As the Cursor Blinks," pp. 291-293.
122. Wen-Hua Ren found evidence of the effectiveness of library instruction even in its current form when Ren saw enough empirical support for the conclusion that it improved undergraduate searching skills. See Wen-Hua Ren, "Library Instruction and College Student Self-Efficacy in Electronic Information Searching," Journal of Academic Librarianship 26 (September 2000): 323-328. The scope of instruction must, however, go beyond improving search skills and must be consistent with a mission that has, at its center, the expectations set forth by the ALA Presidential Committee on Information Literacy (see note 21), which incorporates elements of critical thinking. Steven J. Herro advocates the need for such inclusion, and Heidi Julien enumerates some objectives of such instruction. See Wen-Hua Ren, "Bibliographic Instruction and Critical Thinking," Journal of Adolescent & Adult Literacy 43 (March 2000): 554-558; Heidi Julien, "Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons," College & Research Libraries 61 (November 2000): 510-523. Also worth considering in this discussion of content of instruction are the possible implications and requirements imposed by Blandy and Libuti's "layers of learning." See Blandy & Libuti, "As the Cursor Blinks," pp. 291-293.
123. Association of College and Research Libraries, Academic Librarianship and the Redefining Scholarship Project: A Report from the Association of College and Research Libraries Task Force on Institutional Priorities and Faculty Rewards (Chicago, ILL: American Library Association, 1998).
124. Ranging from the transcendental to the practical, the proponents of all the varying views appear to agree on a minimal set of aptitudes that support the acquisition of knowledge and stimulate the analytical capabilities of the student.
125. Mary Biggs, "Librarians as Educators: Assessing Our Self-Image," Public & Access Services Quarterly 1 (1995): 41-50.
126. Ibid.
127. Ralph A. Wolff, "Using the Accreditation Process to Transform the Mission of the Library," New Directions for Higher Education (Summer 1995): 77-91.
128. Wen-Hua Ren, "Bibliographic Instruction and Critical Thinking," p. 328.
129. Carla J. Stoffle & Karen Williams, "The Instructional Program and Responsibilities of the Teaching Library," New Directions for Higher Education (Summer 1995): 63-75.
130. Ibid., p. 74.
131. William K. Stephenson, "Library Instruction - The Best Road to Development for Faculty, Librarians and Students," in Library Instruction and Faculty Development: Growth Opportunities in the Academic Community, edited by Nyal Z. Williams & Jack T. Tsukamoto (Ann Arbor, MI: Pierian Press, 1980), pp. 81-82.
132. According to Helen Rippier Wheeler, bibliographic instruction (BI) is generally considered "a quick fix, skill-producing finite library activity." See Helen Rippier Wheeler, The Bibliographic Instruction-Course Handbook: A Skills and Concepts Approach to the Undergraduate, Research Methodology, Credit Course - For College and University Personnel (Metuchen, NJ: The Scarecrow Press, 1988). Although Verlene J. Herrington provides a better historical overview of BI practices, his anticipation of future trends sees BI as an ancillary activity within the overriding mission of providing access to information. See Verlene J. Herrington, "Way Beyond BI: A Look to the Future," Journal of Academic Librarianship 24 (September 1998): 381-386.
133. According to Helen Rippier Wheeler, bibliographic instruction (BI) is generally considered "a quick fix, skill-producing finite library activity." See Helen Rippier Wheeler, The Bibliographic Instruction-Course Handbook: A Skills and Concepts Approach to the Undergraduate, Research Methodology, Credit Course - For College and University Personnel (Metuchen, NJ: The Scarecrow Press, 1988). Although Verlene J. Herrington provides a better historical overview of BI practices, his anticipation of future trends sees BI as an ancillary activity within the overriding mission of providing access to information. See Verlene J. Herrington, "Way Beyond BI: A Look to the Future," Journal of Academic Librarianship 24 (September 1998): 381-386.
134. All professional librarians, regardless of departmental affiliation, should be involved in this increased teaching activity.
135. The need for such a move is not a novel idea. Others have seen the necessity for redefining staff roles as a result of social and technological changes. See Consortium for Educational Technology for University Systems, The Academic Library in the Information Age: Changing Roles (Seal Beach, CA: California State University, 1997).
136. The picture of increasing costs in the face of decreasing budgets permeates the literature. For some discussion of the topic, see Barbara Bucker Higginbotham & Sally Bowdoin, Access Versus Assets: A Comprehensive Guide to Resource Sharing for Academic Librarians (Chicago: American Library Association, 1993) and Anthony M. Cummings et al., University Libraries and Scholarly Communication.