ACRL News Issue (B) of College & Research Libraries April 1988 / 217 Teaching lib rary and inform ation retrieval skills to acad em ic adm inistrators and support staff By the EBSS Bibliographic Instruction for E d u cato rs Committee B arbara Celone, Chair Addressing unique user needs within a traditional BI context. I n November 1984 C &R L News, pp. 5 4 6 -4 8 , published a document entitled, “BI Tip Sheet for Academic Administrators and Support S ta ff,” which was produced by this committee. The docu­ ment enumerated points one needs to consider in planning an orientation/instruction session for sec­ retaries, clerks, administrative assistants, coun­ selors, alumni directors, registrars, admissions offi­ cers, development officers, and the like. Response to the document was very positive, and many li­ brarians indicated the need for a second document to outline what to include in such sessions and how to teach them. For the past few years the committee has been undertaking that endeavor. We trust it will be use­ ful not only to those librarians planning to intro­ duce such a component into their bibliographic in­ struction programs, but also to those who are refining the programs they have already begun. Segments of the academic community other than faculty and students demonstrate very differ­ ent lib rary use patterns than their research- oriented counterparts. Academic administrators and support staff are rarely regular users, and what they need from the library is often a specific piece of information or a specific known item. They are the epitome of pragmatism— needing information that exactly and succinctly answers their question, and needing it quickly. Often they are sent to the library for someone else, and therefore are often not even sure what it is that they are seeking or how to begin. Librarians should be prepared to repeat bibliographic instruction programs for this group on a regular basis, because turnover among them is so high. In fact, much of the content of these pro­ grams is necessarily as much consciousness-raising and public relations as it is information-seeking skills. This document attempts to convey the ways in which these unique needs can be addressed within a traditional bibliographic instruction con­ text. The document is conceived as a carefully se­ lected smorgasbord of ideas. While not prescrip­ tive, it does represent the committee’s consensus on preferred content and practices based on personal experience and the experience of those authors listed in our bibliography. It has four sections: 1) Instructional Strategies; 2) Library Departments and Services; 3) Access to and Retrieval of Informa­ tion, and 4) Reference Tools. Each of the sections begins with a conceptual statement reflecting the thoughts committee members had about that section. 218 / C &RL News Much of the document, then, is a listing of op­ tions for content and a description of consider­ ations one must keep in mind in teaching these sessions. Depending on the audience, the time con­ straints, and the institutional structure, elements of this model can be selected for inclusion in a partic­ ular program. It is important to remember that limited, carefully selected content is most appro­ priate for this clientele—pick and choose from these offerings sparingly. Instructional strategies Before planning specific content, one must con­ sider the parameters within which one is offering the session, the priorities one has for outcomes, and the ways in which one might convey the content. As mentioned, it is important to keep in mind that, compared with faculty and students, academic ad­ ministrators and support staff are relatively infre­ quent library users, and ones who generally have specific, limited library use needs. As much as we want them to know about the library and be profi­ cient users, one of the most important messages conveyed in these instructional sessions is the sup­ portive role and value of the library and library staff in meeting information needs. The presenter’s ability to directly address the information needs of the group will influence their attitude toward the session and toward the library in general. In addi­ tion to the specific needs of the attendees, an under­ standing of how adults learn will affect the selec­ tion of instructional strategies. If a decision is necessary, sacrifice content in favor of gaining rap­ port in presentations and providing plenty of writ­ ten factual information for users to take back to the office. I. G eneral considerations affecting instructional decisions. I.A. Number of attendees. I.B . Size and characteristics of the room. I.C . Allotted time. I.D . Needs and characteristics of the attendees. I.E . Session objectives. I.F . Personal style of the presenter(s). II. Organization and fo rm a t o f the session. II. A. Introduction to the session. I I.A .l. Outline session’s objectives. II.A .2. Describe what is to be covered and what attendees can expect to come away with. II.A .3. Query a couple of attendees about their reasons for attending, thus focusing attention on specific objectives and individualizing the presen­ tation’s content. II.B . Session timing. I I . B . l . Most timeframes will necessitate an em­ phasis on lecture format. II. B. 2. Intersperse lecture/demonstration with 5 -10 minutes of “hands-on” examination, ques­ tions, or review. I I . B . 3. Avoid overloading attendees with too much information or veering off on tangents inap­ propriate for their expressed interests/needs. I I .B .4. Prioritize session objectives and restrict content to three or four major concepts or strategies in each segment of the session. II.C . Session conclusion. I I . C . 1. Recap what has been covered and ask for any last questions. II. C .2. If appropriate, allow time at the very end for a brief tour of the reference area, or other parts of the library. I I .C .3. If specific competencies are among your objectives, use a brief practice worksheet that re­ quires participants to use tools in the reference and/ or public catalog areas. II.D . Session follow-up. I I .D .l . Consider designing the session evalua­ tion instrument as an instructive review of the ses­ sion by prefacing questions with content from the session. Return it to the participants after it has been reviewed. II. D. 2. Provide a list of names and phone num­ bers of key contact persons. I I .D .3. Be as accessible as possible for a few weeks after the session for afterthoughts and follow-up. Consider scheduling office hours if nec­ essary. III. Presentation o f the instructional message. I I I . A. Effective communication and presenta­ tion skills. II I .A .l. Include a variety of stimuli, both aural and visual. I I I .A.2. Be aware of the “non-verbals,” such as eye contact, body language, and dress. III. A.3. Emphasize key points by varying speech rate, volume or pitch, and explicitly close your pre­ sentation by summarizing main points. III. A.4. Keep the tone of the session realistic but upbeat. While users should be prepared for time and budget limitations they are likely to confront, they need also to be encouraged to explore the re­ sources the library has to offer. I I I .A.5. Project a friendly, approachable, and competent image, which adds credence to the in­ structional message and encourages users to make use of services on an ongoing basis after the session. III.B . Teaching techniques. I I I .B .l . Select instructional method(s) appropri­ ate for adult learners, i.e. ‚ those that require active participation and those that allow the group to draw analogies from what they already know to what they are learning. Discussion and group work are highly recommended. I I I .B .2. Use a variety of instructional methods (e.g., media, questioning, “hands-on,” and brain­ storming) to sustain interest and to accommodate different learning styles. The variety, however, should be carefully chosen, since an undirected hodge-podge will detract from, rather than sup­ port, instructional objectives. I I I .B .3. Teach general concepts and basic strategies April 1988 / 219 of library use, where possible, rather than spe­ cific library resources. I I I . B . 4. Consider including one or two guest speakers from selected library units to provide vari­ ety in the presentation. I I I .B .5. Individualize the content and involve attendees by asking questions and soliciting com­ ments and examples from at least several individ­ uals. I I I .B .6. Give attendees handouts to take away, so they can review key points at their leisure in more detail. Flyers, brochures, and bibliographies are all helpful. Library departments and services An organizational chart of the library is helpful as a handout of “names to know,” but librarians should not expect users to perceive the library structure in those terms and should not confine themselves to this structure as a way to organize a general library orientation. Rather, the committee recommends organizing a presentation based on the needs academic administrators and support staff are likely to have. The following outline is one way in which library departments and services can be arranged for a thorough introduction to the li­ brary. Since all libraries differ in their collections and their services, varying amounts of attention will be devoted to each category. If specific user needs are known, or if a cursory library introduc­ tion is to be offered, even more streamlining will be called for. I. Orientation to the library. I.A. Library hours (regular, holiday and sum­ mer). I.B . General layout of the library. I.C . Library departments and their functions. I.D . Special collections and branch libraries. I.E . Contact persons within the library. I .F . Suggestions, comments and complaints. II. User privileges. II. A. Check-out and return of materials. I I.A .I . User registration. II.A .2. Loan periods for faculty, students, and staff. II.A .3. Renewals and fines for overdue materi­ als. II.A .4. Holds and recalls. I I .A .5. Searches for books not found on the shelves. II.A .6. Non-circulating and restricted circula­ tion collections. II.A .7. Bookdrops. II.B . Photocopying facilities. I I . B . l . Location and costs. I I .B .2. Departmental accounts. I I .B .3. Copyright rules and regulations. II.C . Interlibrary loan. I I . C .l . Policies governing IL L . I I .C .2. Reciprocal arrangements and consortia memberships. II. C .3. Procedures for requesting loans, photo­ copies, and microforms. I I .C .4. Departmental accounts. II.D . Document delivery. III. Acquisition o f library materials. III.A . Contact people in the library. I I I .A .l. Bibliographers. I I I . A.2. Acquisitions department. I I I . A.3. Serials department. III.B . Departmental budgets/fund allocations. III.C . Approval plans and standing orders. III.D . Gifts. IV. Inform ation services. IV.A. Reference and information desks. IV .B . Telephone reference service. IV .C . Catalog assistance, including service to users accessing catalogs remotely. IV .D . Computerized information retrieval. IV .E . Bibliographic instruction. I V .F . L ib ra ry brochures, new sletters, and handouts. Access to and retrieval of information Depending upon the library’s policies, access to and retrieval of information within the library may be entirely different processes for academic admin­ istrators and support staff. No matter what level of assistance is provided for “v .i.p .’s” on campus, it is almost certainly true that academic administrators will frequently send someone else to the library for them. A library session for this group must address the issues of 1) reasonable expectations for library service, and 2) defining information needs for li­ brarians and support staff. Library instruction for support staff should start with a basic introduction to the organization of material within the library system. In many cases support staff will have had little library experience of any kind and may indeed have no idea of the complexity of the academic library. Terms such as “bibliographic citation,” “serial,” or “call num­ ber” are likely to be meaningless to them. Most of them will have no use for a session on search strate­ gies in specific disciplines or on library research methodology. An instructional session for support staff must focus on the basics, i.e ., 1) how to ap­ proach the library with an information need, and 2) how to identify and retrieve an item from the li­ brary system. This process of access and retrieval can be divided into five instructional topics: ad­ vance preparation, reading citations, locating books, locating periodicals, and locating other types of information. I. Preparing the request. I.A. Defining the information need. I.A. 1. Clarifying the request, especially for sup­ port staff serving as intermediaries. I. A.2. Presenting all relevant information about the request in a clear and specific manner— who, 220 / C&RL News what, when, where, why, and how much. I.B . Planning library time. I . B . 1. Deciding whom to call or approach for as­ sistance. I .B .2. Estimating how long it will take to find the information or retrieve the item. I .B .3. Making sure you have library cards, per­ mission letters, or account numbers as appropriate. II. Reading citations. II.A . Identifying complete bibliographic cita­ tions. II.B . Distinguishing between book, journal, and other citations. I I .C . D eterm ining elem ents of the citation needed to locate an item. III. L ocating books. III. A. Using Library of Congress Subject Head­ ings or other appropriate source(s) to identify books by subject. III.B . Searching appropriate library catalog(s), e.g., card, COM, or online. I l l . C . Interpreting the information found on t catalog record. III.D . Identifying the location of a book within the library system. III .E . Understanding the library’s classification system(s) and interpreting call numbers. I II .F . Locating a book on the shelf. III.G . Taking appropriate steps if a book is not found in the catalog(s), i.e ., interlibrary loan, other resource centers, etc. III.H . Taking appropriate steps if a book is not found on the shelf, i.e ., reshelving areas, recalls, holds, reference assistance, etc. IV. Locating periodical articles. IV. A. Identifying and using printed or comput­ erized indexes and abstracts to locate periodical ci­ tations. IV .B . Interpreting entries from indexes, ab­ stracts, and printouts. IV .C . Searching appropriate catalog(s) or list(s) to determine if a periodical is owned and its loca­ tion. IV .D . Locating a periodical on the shelf. IV ,E . Taking appropriate steps if a periodical is not in the collection. IV .F . Taking appropriate steps if a periodical is not found on the shelf. V. Locating other types o f inform ation. V.A. Understanding the role of the reference li­ brarian and other staff. V .B . Consulting reference materials for other types of information such as biographical material, book reviews, documents, statistics, illustrations, and maps. V .C . Identifying other appropriate information sources such as government publications, media, commercial databases, special collections, and other resource center holdings. he Reference tools This section provides a list of sources which com­ mittee members believe will be most useful in meeting the general information needs of academic administrators and support staff. Inclusion in this list by no means indicates endorsement of the qual­ ity of information provided by the source: rather, these sources are comm only asked for and/or needed by these users. The list is by no means com­ prehensive. For example, indexes and abstracts are excluded entirely because there are too many possi­ bilities to list. In planning an instruction session, the librarian should tailor the list to the require­ ments of the individual group being addressed. The committee suggests that all sources be presented in subject or functional categories rather than by for­ mat and that reference librarians be presented as resources for identifying, accessing, and evaluating tools for any information need. A cadem ic rankings Gourman, Jack. Gourman R eport: A Rating o f G raduate and Professional Programs in American and International Universities. 3rd ed. rev. Los Angeles: National Education Standards, 1985. Gourman, Jack. Gourman R eport: A Rating o f Undergraduate Programs in American and Inter­ national Universities. 5th ed. rev. Los Angeles: Na­ tional Education Standards, 1985. National Academy of Sciences. An Assessment o f R esearch-D octorate Programs in the United States. 5 vols. Washington, D .C .: National Academy of Sciences Press, 1982. Association and organization directories Directory o f Directories. Detroit: Information E n terp rises; d istribu ted by G ale R esearch , 1980- . Encyclopedia o f Associations. Detroit: Gale Re­ search, 1956- Research Centers Directory. Detroit: Gale Re­ search, 1960- United States Government Manual. Washing­ ton, D .C .: Office of the Federal Register, 1935- Riographical sources and directories o f scholars A m erican Men and W om en o f Science. New York: R .R . Bowker, 1906- . Biography and Genealogy Master Index. 2d ed. Detroit: Gale Research, 1980. Biography and Genealogy Master Index: Sup­ plem ent. Detroit: Gale Research, 1981/82- . Directory o f Am erican Scholars: A Biographical Directory. New York: R .R . Bowker, 1942- . National Faculty Directory. Detroit: Gale Re­ search, 1970- W h o ’s W ho in A m erica: A B iographical Dictio- nary o f N otable Living Men and W omen. Chicago: Marquis Who’s Who, 1899/1900- . Many professional associations have member­ ship directories which should be consulted as well. April 1988 / 221 Book reviews B ook Review Digest. New York: H.W . Wilson, 1905- . B ook Review Index. Detroit: Gale Research, 1965- . Contemporary Psychology. Washington, D .C .: American Psychological Association, 1956- Contemporary Sociology. Washington, D .C .: American Sociological Association, 1972- E d u cation Index. New York: H .W . Wilson, 1929/32- . Business communications De Vries, Mary Ann. Secretary’s Almanac and F act Book. Englewood Cliffs, N .J.: Prentice-Hall, 1985. Doris, Lillian. C om plete Secretary’s H andbook. 5th ed. Englewood Cliffs, N .J.: Prentice-Hall, 1983. Education and school directories American Universities and Colleges. Washington, D .C.: American Council on Education, 1928- . Curriculum Information Center. C IC ’s School Directory: School Year 1986-87. Westport, Conn.: Market Data Retrieval, 1986. College Blue Book. New York: Macmillan Infor­ mation, 1923- C om m on w ealth Universities Y earbook. Lon­ don: Association of Commonwealth Universities, 1914- . H andbook o f Private Schools fo r American Boys and Girls. Boston: Porter Dargent, 1915- HEP: Higher Education Directory. Washing­ ton, D .C .: Higher Education Publications, 1983-. Patterson’s American Education. Mount Pros­ pect, I11.: Educational Directories, 1904- . P riv ate In d ep e n d e n t S chools. W allingford, Conn.: Bunting and Lyon, 1943- Study Abroad. Paris: UNESCO, 1948- . W orld o f Learning. London: Europa Publica­ tions, 1947- . Grants and foundations Annual Register o f Grant Support. Chicago: Marquis Academic Media, Marquis Who’s Who, 1969- . Bauer, David G. C om plete Grants Sourcebook fo r Higher Education. 2 d ed. New York: American Council on Education: Macmillan, 1985. C o r p o r a te F o u n d a tio n P rofiles. New York: Foundation Center, 1980- . Eads, Joan. Directory o f Foundation Funding S ou rces. W ashington, D .C .: A ssociation for Community-Based Education, 1982. Foundation Directory. New York: Foundation Center, 1960- Foundation Grants to Individuals. New York: Foundation Center, 1977- . Grants Register. New York: St. Martin’s Press, 1969/70- . Scholarships, Fellowships, Grants, and Loans. New York: Macmillan Information, 1975- Higher education accreditation A ccredited Institutions o f Postsecondary E duca­ tion. Washington, D .C .: American Council on Ed­ ucation, 1975- Western Association of Schools and Colleges. Di­ rectory o f A ccredited Institutions: Candidates fo r Accreditation. Oakland, Calif.: The Association, 1984- . Western Association of Schools and Colleges. Accrediting Commission for Senior Colleges and Universities. H andbook o f Accreditation. Rev. ed. Oakland, Calif.: The Association, 1982. Each regional accrediting association has the ac­ creditation requirements and lists of accredited in­ stitutions. The WASC Directory and Handbook have been listed as examples. Higher education curricula College Catalog Collection on M icrofiche. San Diego: Career Guidance Foundation, 1971— D irectory o f G raduate Programs. Princeton, N .J.: Educational Testing Service, 1983- . Hegner, Karen C ., ed. National College D ata­ bank. 4th ed. Princeton, N .J.: Peterson’s Guides, 1987. Peterson’s Annual Guides to G raduate Study. Princeton, N .J.: Peterson’s Guides, 1966/67- P eterson ’s Annual G uides to U ndergraduate Study. Princeton, N .J.: Peterson’s Guides, 1976-. Publishing directories Books in Print. New York: R.R. Bowker, 1948-. G ale Directory o f Publications. Detroit: Gale Research, 1987- Literary M arketplace. New York: R.R. Bowker, 1940- . U lrich’s International Periodicals D irectory. New York: R.R. Bowker, 1932- . Working Press o f the Nation. Chicago: National Research Bureau, 1945- . W riter’s Market. Cincinnati: W riter’s Digest, 1930- . Many subject fields also have directories of jour­ nals and publishers that are designed for scholars seeking to submit manuscripts. Quotations and proverbs Bartlett, John. Fam iliar Quotations. Boston: Little, Brown, 1855- . D a le, E d g ar. E d u c a t o r ’s Q u o te b o o k . Bloomington, Ind.: Phi Delta Kappa, 1984. Jackman, Michael, ed. Macmillan Book o f Busi­ ness and Econom ic Quotations. New York: Mac­ millan, 1984. Stevenson, Burton E. The Macmillan Book o f Proverbs, Maxims and F am ilia r Phrases. New York: Macmillan, 1987. 222 / C &RL News Statistics Boyer, Richard, and David Savageau. Places R ated Almanac. 2d ed. Chicago: Rand McNally, 1985. C ondition o f E ducation. Washington, D .C .: U.S. National Center for Education Statistics, 1975- . D igest o f E d u cation Statistics. Washington, D .C .: U.S. National Center for Education Statis­ tics, 1974- . Historical Statistics o f the United States, C olo­ nial Times to 1970. 2 vols. Washington, D .C .: U.S. Bureau of the Census, 1975. National Education Association. Rankings o f the States. Washington, D .C .: The Association, 1973-. Projections o f Education Statistics. Washington, D .C .: U.S. National Center for Education Statis­ tics, 1976- . Statistical Abstract o f the United States. Wash­ ington, D .C .: U.S. Bureau of the Census, 1878-. Statistical Yearbook. Paris: UNESCO, 1963-. Style manuals Achtert, Walter S., and Joseph Gibaldi. MLA Style Manual. New York: Modern Language Asso­ ciation of America, 1985. Chicago Manual o f Style. 13th ed. rev. Chicago: University of Chicago Press, 1983. Publication Manual o f the American Psychologi­ cal Association. 3 rd ed. Washington, D .C .: Ameri­ can Psychological Association, 1983. Turahian, Kate L. A M anual fo r W riters o f Term Papers, Theses, and Dissertations. 5th ed. Chicago: University of Chicago Press, 1987. Thesauri American Psychological Association. Thesaurus o f Psychological Index Terms. 4th ed. Washing­ ton, D .C .: The Association, 1985. Education Resources Information Center. T he­ saurus o f E R IC Descriptors. 11th ed. Phoenix, Ariz.: Oryx Press, 1986. Roget, Peter M. R oget’s International Thesau­ rus. 4th ed. New York: Crowell, 1977. U.S. Library of Congress. Subject Cataloging Division. Library o f Congress Subject Headings. 10th ed. 2 vols. Washington, D .C .: Library of Congress, 1986. Conclusion As this committee’s “BI Tip Sheet” indicated, a bibliographic instruction session for academic ad­ ministrators and support staff is, as with any other session, made or broken by planning. Not carefully considering the attendees’ needs, trying to cover too much, and being too entrenched in one’s out­ line to accommodate individual needs can make li­ brarians appear as anything but helpful individ­ uals. Balancing preparation and flexibility in instructional content and style is the key to teach­ ing this pragmatic-oriented group of users. One motivation for reaching out to this neglected group may be the public relations benefits of increased use and support, but another equally rewarding outcome is the knowledge that one has contributed to the lifelong learning skills of one’s colleagues in higher education. As lofty as this goal may seem, dynamic content and instructional style can help to make this dream a reality for everyone involved! Bibliography Association of College and Research Libraries. Bibliographic Instruction Section. Policy and Plan­ ning Committee. B ibliographic Instruction H and­ b o o k . Chicago: American Library Association, 1979. Association of College and Research Libraries. Education and Behavioral Sciences Section. Biblio­ graphic Instruction for Educators Committee. “BI Tip Sheet for Academic Administrators and Sup­ port S t a f f ,” C &R L N ew s 45 (Novem ber 1984): 546-48. Beaubien, Anne K ., Sharon A. Hogan, and Mary W. George. Learning the L ibrary: Concepts and M ethods fo r E ffective Bibliographic Instruc­ tion. New York: R .R . Bowker, 1982. Borda, Eva, and Mary E. Murray. “Introduc­ tion to Library Services for Allied Health Person­ nel,” Bulletin o f the M edical L ibrary Association 62 (October 1974):363-66. Cross, K. Patricia. Adults as L earn ers. San Francisco: Jossey-Bass, 1981. Ellison, John W. “Effective Library Instruction and the L earning P rocess,” C a th o lic L ib r a r y W orld 53 (November 1981): 182-84. Gilliam , Bodil H. “Beyond Bibliographic In ­ stru ction ,” Southeastern L ib ra ria n 31 (Spring 1981):8-10. Kennedy, Mary Ellen. “Bibliographic Instruc­ tion in the Academic Library: Looking at the Adult S tu d e n t,” R e fe r e n c e L ib r a r ia n , no. 10 (Spring/Summer 1984): 205-13. Knowles, Malcolm S. The Adult L earn er: A Ne­ glected Species. 3rd ed. Houston: Gulf Publishing, 1984. Knox, Alan B. Adult D evelopm ent and L earn ­ ing. San Francisco: Jossey-Bass, 1977. Lanese, Lorena D. “Applying Principles of Learning to Adult Training Programs,” E du ca­ tional Technology 23 (March 1984): 15-17. O berm an, Cerise, and K atina Strauch, eds. Theories o f B ibliographic Education: Designs fo r Teaching. New York: R.R. Bowker, 1982. Patterson, Thomas H. “Library Skills Workshop for Support P e rso n n e l,” RQ 19 (Sum m er 1980):351-53. Poyer, Robert K. “Improved Library Services Through User Education,” Bulletin o f the M edical L ibrary Association 65 (April 1977): 296-97. Renford, Beverly, and Linnea Hendrickson. B ib lio g ra p h ic In struction: A H a n d b o o k . New April 1988 / 223 York: Neal-Schuman, 1980. Roberts, Anne. L ibrary Instruction f o r L ib rari­ ans. Littleton, Colo.: Libraries Unlimited, 1982. Taylor, Daniel. “Library Orientation for Health Sciences Center Secretaries,” Bulletin o f the M edi­ cal Library Association 70 (October 1982) :4 1 1-12. W hite, Donald J. “ O rientation Course Aids Staff on the Jo b ,” Canadian Library Journal 36 (February/April 1979): 17-20. Williams, Christine C. “Designing Learning Ac­ tivities for Adults: A Practical Approach,” C om ­ munity Services Catalyst 14 (Fall 1984):8-12. Zemke, Ron, and Susan Zemke. “30 Things We Know for Sure about Adult Learning,” Training 18 (June 1981) :45-52. The com m ittee gratefully acknowledges the sample handouts, planning documents, forms, fly­ ers, exercises, scripts, schedules, bibliographies, and resource lists provided by the following librari­ ans who have offered instruction sessions for aca­ demic administrators and/or support staff: Sylvia Bender-Lamb (University of the Pacific), Donald Kenney (Virginia Polytechnic), and Thomas Pat­ terson (University of Maine at Orono). Ideas were also culled from a letter to the committee from Donald J. White (University of Victoria) describ­ ing their library’s program. E d itor’s Note: This docum ent was created by the B ibliographic Instruction fo r Educators C om m it­ tee o f the Education and B ehavioral Sciences Sec­ tion o f A C R L. C om m ittee m em bers w ho partici­ p ated in the creation o f this docum ent are: Em ily B ergm an, B arb ara C elon e, Mary C. C larkson, Tara Lynn Fulton (chair), Bonnie G ratch, Patricia M. K issinger, JoA nn M ulvihill, M ary M. N of- singer, D avid J. N orden, Jea n T hom pson, and Charles Thurston. BIS preconference will feature instruction in the Electronic Age A CRL’s Bibliographic Instruction Section will present a preconference at the ALA Annual Con­ ference in New Orleans entitled, “The Future of BI: Approaches in the Electronic Age.” The Dou­ ble Tree Hotel will be the site of the full-day work­ shop set for July 8, 1988. Sharon Hogan, director of libraries at Louisiana State University, and Christine Borgman, associate professor at the University of California, Los An­ geles, will be the keynote speakers during the morning. The afternoon session will consist of a series of b reak ou t m eetings addressing such topics as desktop CAI, the one-shot lecture, online catalog­ ing instruction, using appropriate technology for instructional purposes, electronic point-of-use in­ struction, teaching end-users to search, evaluation, and burnout. Presenters at these 30-minute work­ shops will include Deborah Murphy, data ar­ chive/reference librarian and author of B ib lio ­ m a n ia, University of C aliforn ia, Santa Cruz; Claudette Hagle, director of public services, Uni­ versity of Dallas; Sandra Ready, assistant dean, Mankato State University; Pauline Rankin, direc­ tor of instructional support, the LSU Instructional Resources Center; Allen Ritch, assistant to the uni­ versity librarian, University of California, Santa Cruz; Sarah Watstein, head of the Reference Divi­ sion, Hunter College, CUNY; Jane Kleiner, head of reference services, LSU Libraries; and Mignon Adams, director of library services, Philadelphia College of Pharmacy and Science. Registration information has been mailed to members of ACRL/BIS, RASD/MARS, L IR T , and deans and directors of library schools. The registra­ tion fee includes pastries, beverages and lunch, and has been set at $100 for BIS members; $105 for those with membership in ACRL but not BIS; $115 for ALA members not belonging to ACRL; and $135 for non-ALA members. Questions should be addressed to Jane Kleiner, Chair, 1988 BIS Precon­ ference, Reference Services Division, LSU L i­ braries, Baton Rouse, LA 70803. C re a tiv ity in th e w orkplace: F ro m co nception to a p p lic a tio n In keeping with the theme of fostering crea­ tivity and innovation, this year’s ACRL Presi­ dent’s Program is entitled, “Creativity in the Workplace: From Conception to Application.” The program will examine the concepts under­ lying the creative process and provide hands-on experience with techniques that can be used in library settings. The speakers will be Scott Isaksen, director of the Center for Studies in Creativity, in Buffalo, New York, and Susan Jurow, program officer for training at the Asso­ ciation of Research Libraries’ Office of Man­ agement Studies. In order to make the applications portion of the program as relevant as possible, the prob­ lems used to demonstrate techniques will be those commonly experienced in academic and research libraries. If there is a particular prob­ lem you would like to see treated, send your suggestion to: Creative Solution Needed, c/o Mary Ellen Davis, A CRL, 50 E. Huron St., Chicago, IL 60611. 224 / C &RL News RBMS Preconference, New Orleans “Libraries and Museums: Leaves From Each Other’s Books” is the theme of the Twenty-Ninth Preconference of the ACRL Rare Books and Manu­ scripts Section, to be held in New Orleans from July 5 -8 , 1988. The papers will focus on the relation­ ship between libraries, in particular special collec­ tions libraries, and the museum world. How does the difference in mission and context of the two worlds affect similar functions, such as processing and cataloging, services to the public, exhibits, public programs or fund raising? Is one institution more effective in some aspects than the other? How are similar materials handled in each type of insti­ tution? How do researchers use these materials? W hat can each institution learn from the other? These and other questions will be investigated by speakers from various types of libraries and muse­ ums. Included will be: William Cagle (director, Lilly Library, University of Indiana) on “Libraries in the Museum World”; Werner Gundersheimer (director, Folger Shakespeare Library) on ‘“Two Noble Kinsmen’: Libraries and Museums”; Nancy E. Gwinn (assistant director for collections man­ agement, Smithsonian Institution Libraries) on “Smithsonian Institution Libraries: Afoot in Three Camps”; Anthony Harvey (coordinator of plan­ ning and development, British Museum of Natural History) on “An Attitude of Mind: Marketing and the L ib raria n ” ; Thomas Schlereth (American Studies Department, University of Notre Dame) on “Words and Things: One Historian’s Craft”; and Deirdre C. Stam (School of Information Studies, Syracuse University) on “A Quest for a Code, or A Brief History of the Cataloguing of Art Objects by Means of the Computer.” There will also be a panel discussion on “Perspectives of Specialized Institu­ tions,” with Robert Martin (assistant director for special collections, Louisiana State University, Ba­ ton Rouge) as moderator, and the following partic­ E x ten ded cam pus com m ents A CRL’s Task Force to Review the Guidelines for Extended Campus Library Services has re­ quested written comments on those guidelines th at originally appeared in C &R L N ew s, M arch 1 982, pp. 8 6 - 8 8 . C orrespondence should be forwarded to the chair, Mary Joyce Pickett, 327 Eighth Street, Downers Grove, IL 60615, and should be received by June 1. The Task Force will also hold open hearings at the ALA Annual Conference in New Orleans and at the Off-Campus Library Services Confer­ ence in Charleston. Specific times and places for these hearings to be announced at a later date. ipants: Ralph Draughon (curator of manuscripts, The Historic New Orleans Collection), Michael Edmonds (head, Library Public Services, State Historical Society of Wisconsin), and Curtis Jerde (curator, Hogan Jazz Archive, Tulane University Library). To complement the plenary sessions, the Contin­ uing Education Committee has planned a variety of seminars intended to encourage discussion by Preconference participants on practical aspects of the program theme and other topical issues. Topics will include: conservation in special collections; ex­ hibition catalogs; grant proposals for preservation and access; interlibrary loan of rare materials; lo­ cating literary manuscripts and letters; security and risk management in special collections; short title catalog projects; handling of artifacts and art objects in special collections; and collecting fine printing in the South. The Preconference will open on Tuesday, July 5, with a reception at the Historic New Orleans Col­ lection, 533 Royal Street. Additional receptions will be held on Wednesday evening, July 6, at the Tulane University Library, and on Thursday eve­ ning, July 7, at the Hermitage Plantation, the re­ stored antebellum home of Dr. and Mrs. Robert C. Judice. Also on Thursday participants will be taken by bus to the campus of Louisiana State University in Baton Rouge for program events and a luncheon at the Faculty Club. Registration for the Preconference is limited to the first 250 applicants. The registration fee is $110 for ACRL members and $140 for non-members. The deadline for registration is June 3, 1988. Late registration will be accepted on a space-available basis after June 3 at an additional cost of $25 per person. Copies of the registration form can be ob­ tained by writing or calling: RBMS Preconference, ACRL/ALA, 50 E. Huron St., Chicago, IL 60611; (312) 944-6780; (800) 545-2433. The Preconference hotel is the Omni Royal Or­ leans in the French Quarter. Rates are $65 for sin­ gle, double and twin; $20 additional for a third person. A housing form will be sent upon receipt of registration. Alice Schreyer is chair of the Rare Books and Manuscripts Section of ACRL. Members of the Preconference Program C om m ittee are: Ann Gwyn (chair), John Cole, Ellen Dunlap, Joan Friedman, Robert Martin (chair, Local Arrange­ ments) and Barbara Paulson. Collection Development in the Electronic Age A Preconference to the ALA Annual Conference Sponsored by the Resources & Technical Services Division New Orleans, Louisiana July 8,1988 Goals & Objectives: This preconference will assess the current and future impact of information technology on collection development and present the state-of-the art in incorporating electronic media into the tradition of collection building. Audience: Library administrators and collection development staff charged with determining the form and substance of library collec­ tions and allocating funds to develop an institution’s resources. Location and Housing: The preconference will be held at the New Orleans Marriott. For housing information, see the January, 1988 issue of American Libraries. Faculty: Sam Demas, Collection Development, Mann Library, Cornell University; Hendrik Edelman, Professor, School of Communication, Information, and Library Studies‚ Rutgers University; Robert Hayes, Dean, School of Library and Information Science, UCLA; Sheila Intner, Associate Professor, Graduate School of Library and Information Science, Simmons College; Ken King‚ President, EDUCOM; Robert Miranda, President, Pergamon Press, Inc.; Jan Kennedy Olsen, Director, Mann Library, Cornell University; Carol Risher, Director of Copyright and New Technology, Association of American Publishers; Barbara Robinson, Management Consultant, and adjunct faculty, Catholic University School of Library and Information Science; Linda Stewart, Reference, Mann Library, Cornell University. S ch e d u le Part I: Framing the Issues 8:30 - 9:30 a.m. The Scholar & His Information: A Look at the 1990’s, K. King 9:30 -1 0 :3 0 a.m. Managing Scholarly Information: Implications & Strategies, R. Tayes 10:30 - 11:00 a.m. Coffee Break 11:00 - 12:00 p.m. Electronic Information: Public Policy Issues, C. Risher and B. Robinson 12:00 - 1:30 p.m. Lunch (On Your Own) Part II: Meeting the Challenges 1:30 - 2:15 p.m. Financing Electronic Media: A Survey of Current Theory & Practice, H. Edelman 2:15 - 3:45 p.m. Mainstreaming Electronic Formats, S. Demas, S. Intner, R.Miranda, & L. Stewart 3:45 - 4:15 p.m. Coffee Break 4:15 - 5:00 p.m. A New Paradigm for Scholarly Information & The Research Library, J. K. Olsen 5:00 - 6:30 p.m. Wine and Cheese Reception Registration: Registration fees are $90 for ALA/RTSD personal members, $100 for ALA personal members, and $110 for non­ members of ALA. Fee covers registration, coffee breaks, and wine and cheese reception. Lunch is not included. Registrations post­ marked before June 10,1988 will be accepted on a first-come, first- served basis. (Limit is 150 persons.) To register, contact RTSD Preconferences by phone or mail: RTSD Preconferences/ALA 50 East Huron Street Chicago, IL 60611 312/944-6780 ext. 319