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ERIC Number: EJ884717
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1522-8959
Best of the Literature: Graduate Student Instruction
Calkins, Kaijsa J.
Public Services Quarterly, v3 n3-4 p221-226 2007
The recent literature on college and university library instruction largely focuses on undergraduate and, more specifically, first-year students. During a review, the author found that discussion of graduate students in library and information science literature is dominated by studies of information behavior and much less often on instruction methods and models specifically. While information behavior studies are useful when planning for instruction, the author selected articles that explicitly focused on the design, delivery, and assessment of instruction. Many of the projects described in these articles include innovative collaborations between librarians and discipline faculty and demonstrate a strong foundation in pedagogy. In order to cast a net widely and find the best selection possible, the author reviewed education literature as well as library and information science literature. The list of articles herein includes case studies of a variety of types of library instruction, including course-integrated sessions, program-level integrated instruction, and for-credit research courses. Included were articles that focused on a variety of disciplines, but somewhat unsurprisingly, much of the literature that the author reviewed discussed projects in education graduate programs. Library instruction for graduate students is a rich topic deserving of much discussion and research. The author hopes that this column points out a publishing opportunity for librarians working in many disciplines. This relatively short list represents the best of the author's review.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Higher Education
Audience: Media Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A