LIBRES v3n05 'Bibliographic Instruction on Electronic Resources for the Humanities' URL = http://hegel.lib.ncsu.edu/stacks/serials/libres/libres-v3n05-bibliographic_instruction_on_electronic_resources_for_the_humanities.txt LIBRES 3.5 Feature Article LIBRES: Library and Information Science Research (ISSN: 1058-6768 published monthly) May 20, 1993 [Volume 3, Number 5] Table of Contents Research Report: Bibliographic Instruction on Electronic Resources for the Humanities (898 lines) by Martha Fleming ======================================================================= Bibliographic Instruction on Electronic Resources for the Humanities by Martha Fleming (comments and discussion welcome) I. INTRODUCTION Electronic sources of information are becoming increasingly vital to humanistic research despite the overall reluctance of scholars to use these resources (Batt and Martell 1991, 7). Due to this lack of interest, the role of the academic librarian becomes vital. With online technology expanding at an increasingly rapid rate, librarians will take on most of the responsibility for introducing undergraduate students studying humanistic disciplines to the vast wealth of information available to them through electronic resources. The policies adopted by academic libraries toward the use of computerized information could well determine the amount of success a future scholar will have in his or her field (Behar 1987, 57-8). Historically databases containing humanistic research have lagged behind databases in other academic disciplines. Ambiguous or "soft" vocabulary used in the description of ideas and theories surrounding humanistic research can make retrieval difficult and therefore less effective (Stern 1988, 162). However the benefits of computerized technology are now beginning to outweigh the disadvantages. For instance, while browsing bibliographic databases the searcher can print citations immediately, thus reducing the possibility of miscopying a reference. A literature search performed online takes a fraction of the time required to search for citations manually. In addition, it provides a researcher with a quick overview of literature available on his or her topic of interest (Kirkham 1989, 53-54). Despite the numerous advantages provided by online searching, many humanistic scholars and faculty are reluctant to integrate bibliographic databases into their research. When bibliographic databases first became readily available in the 1970s and 1980s, they were not particularly useful to humanistic scholars due to the lack of retrospective data (Stern 1988, 163). Humanists also require many primary sources in their research and most of the earlier databases provided only secondary sources (Pankake 1991, 9-10). In the nineties, humanistic databases are becoming more comprehensive in scope. Retrospective conversion of old data on to databases has increased recall and thoroughness. For instance, the Smithsonian Institution Bibliographic Information Systems database provides online access to vast archival collections. Other sources such as JANET, located at the University of London, can access old books throughout Europe which may not be available to American scholars through any other means. On a more practical level, OCLC locates monographs at any member library and provides bibliographic information. Online ready reference sources Such as Books in Print and National Faculty Directory could save hours of time in the library (Pankake 1991, 11-12). With increasing pressure placed on scholars to publish frequently in the academic world, these online tools could prove to be indispensable in the future. In short they could mean the difference between success and failure as competition for faculty positions becomes more intense. Since so many traditional scholars tend to ignore computerized information retrieval, the role of the academic library becomes increasingly important. However two major obstacles to providing access to electronic databases are the issues of funding and cooperation between librarians and faculty (Farrell 1991, 70). Online information retrieval can be costly and many institutions find that they must considerably redistribute their resources in order to offer the service. This redistribution often necessitates cuts in some areas of the budget. Online searching offers the greatest benefits to students in scientific and medical disciplines. For this reason, colleges and universities which focus on a liberal arts curriculum must make difficult decisions regarding what and how much to sacrifice to provide online access to their students (Farrell 1991, 71). The second issue concerns the involvement of faculty with bibliographic instruction. Cooperation between faculty and librarians can help insure that the new technologies will not continue to be ignored. Ideally, librarians should be fully aware of the resources available to students in the humanities. However they must also justify the time, energy, resources and money invested by optimizing the availability of these resources (Farrell 1991, 70-1). Undergraduate curricula in humanistic disciplines must address the new technologies so that future scholars will not be limited because they are unaware of the potential usefulness of bibliographic databases. Purpose of the Study The availability of electronic reference tools both online and ondisc to undergraduates majoring in a humanistic discipline serves as the basis for this study. Colleges which offer a predominantly humanistic curriculum need to make their students aware of the electronic resources available. Knowledge of these resources could play an important role in the student's future success in his or her field. The role of the Academic librarian as well as that of the teaching faculty also affects the availability of these new technologies to the students. The librarian has the opportunity to introduce these new more sophisticated reference materials to the students through bibliographic instruction as well as personal or one-on-one sessions with the students. Finally cooperation between the teaching faculty and the academic library can motivate students to learn more about electronic resources available through the library. If research skills, including those which involve electronic formats, are integrated into the curriculum from the first introductory course, students will be more likely to use the library to meet their informational needs (Allen 1989, 105). Definition of Terms For the purposes of this study an academic library is defined as the library of a four-year, liberal arts college. Students at these institutions are ideal subjects for studying how effectively faculty and academic librarians are integrating electronic bibliographic resources into humanistic disciplines on the undergraduate level. Limitations of the Study This study surveys only academic librarians working in four-year, liberal arts colleges in three states. Due to this limited sample, the results of the survey do not necessarily represent the use of electronic bibliographic resources by humanities students in all academic institutions. II. REVIEW OF THE LITERATURE The demand for more electronic instruction in humanistic disciplines was the focus of an entire issue of Library Hi Tech in 1991. In this volume, various authors discuss the research needs and expectations of scholars in these fields and how libraries can most effectively accommodate them. The quality and quantity of electronic databases both ondisc and online have improved radically in the past several years. However, many who do research in the humanities still prefer manual methods of research (Batt and Martell 1991, 7) Scholars' reluctance to adapt electronic resources into their research methodology is discussed in several of the articles. According to Stephan Wiberly Jr., scholars in the humanities tend to rely upon influential peers and concentrate on highly specialized areas of study. He also notes a reluctance among faculty to ask questions of reference librarians because they do not want to reveal their lack of technological knowledge (Wiberley 1991, 17). Since those teaching humanities courses are, overall, unfamiliar with many of the electronic resources, both Marcia Pankake and David Farrell assert in their respective articles that academic librarians must take the initiative to educate both faculty and students to the potential usefulness of electronic resources. Marcia Pankake suggests that libraries deduce scholar's needs through the use of citation studies to provide optimum access to relevant information (Pankake 1991, 10). David Farrell agrees that humanistic teaching and research are changing radically; however he questions the library's ability to meet the needs of future scholars in the humanities. He emphasizes the importance of having well- trained librarians working with faculty to educate undergraduates to the electronic resources available to them through the library (Farrell 1991, 71). Geraldine Walker and Steven D. Atkinson reflect this opinion in their article also appearing in this 1991 issue of _Library Hi Tech_. In addition to library and faculty cooperation, they stress the importance of these electronic research tools to the potential success or failure of a student who wishes to pursue a career in a humanistic discipline (Walker and Atkinson 1991, 23). Several studies published in the last several years confirm the correlation between library instruction and improved research skills among undergraduates. In 1992, A. Emmeli Adler published a summary of a bibliographic lecture he presents to undergraduates at Saint Martin's College library. During this presentation, he shows the first ten minutes of a forty-minute DIALOG video to illustrate the advantages of computerized searching, thus encouraging students to look into electronic searching as an alternative to manual research (Adler 1992, 23). Mary Beth Allen also focuses on one-hour bibliographic instruction sessions in her article suitably entitled, "Focusing the One-Shot Lecture." However, she contends that a series of shorter instructional sessions integrated into an English writing course proved more effective than one lecture. In the article, she stresses that cooperation from instructors is of the utmost importance to making the lectures successful. She asserts that if the library is meeting an immediate information need for the students they will not resist instruction and will be more likely to use the library later (Allen 1989, 105). A study performed by Eugene A. Engeldinger, Paul Stuart, and Leonard E. Gibbs, discusses the possibility of integrating progressively more advanced bibliographic instruction into a social work curriculum. The authors of this article assert that each individual department within a college has a responsibility to teach the student how to do effective research within his or her discipline. They go on to argue that such instruction would build a solid base which students could advance upon through-out their careers (Engeldinger, Stuart, and Gibbs 1988, 119-122). Eugene A. Engeldinger also stresses the importance of encouraging critical thinking on the part of the student. Like Allen, he believes that the students must be meeting a practical information need to effectively learn library skills. However he also suggests that students be taught to analyze the quality of the information they locate. Engeldinger suggests that an assignment should follow each BI session in which the students practice what they have learned. This assignment should involve analyzing and criticizing a particular article. The class discussion should be focused on the opinions of the students who should be encouraged to question the author's point of view. The object of this exercise is to enable the student to arrive at an informed opinion based on factual evidence. Engeldinger believes that this type of classroom discussion will make students more critical of information they locate in the library (Engeldinger 1988, 201). Forest Hansen, professor of philosophy, and Joann H. Lee, college librarian at Lake Forest College, took bibliographic instruction one step further by completely integrating ancient Greek history with library instruction. The librarian attended all the classes, participated in class lectures, and supervised library research exercises (Hansen and Lee 1985, 66). Although students had initial difficulty adjusting to the large amount of research required, they soon discovered that thorough research helped them focus their topics. Both Hansen and Lee found this course format to be extremely relevant to the larger goals of the university. In teaching students comprehensive library skills, the professor and the librarian enabled students to collect and evaluate information without guidance. They were encouraging the students to become independent learners (Hansen and Lee 1985, 73). Although there is much evidence to support the fact that bibliographic instruction integrated into a course is more effective than simply one lecture, the usefulness of computerized sources is not so well documented. Linda G. Ackerson, Jeanne G. Howard, and Virginia E. Young (1991, 140- 141) discuss an experiment they carried out involving technical writing classes at the University of Alabama. In a study carried out over several years, they divided the classes into experimental and control groups. The library presented both groups with a standard bibliographic instruction session. However only the students in the experimental group used specialized computerized electronic resources available in the SEL Scientific Communications Laboratory. Although the librarians noted a gradual improvement of the experimental group over the control group in bibliographic quality, they can not as yet drawn any definite conclusions as to the value of computerized library instruction. Kathryn Sullivan takes a more definite stance in her article discussing the use of Infotrac at Winona State University. She contends that although computerized searching is of great value to undergraduates, it should not be viewed as a replacement for all print sources. She cites the increasing popularity of CD-ROM products as a potential stumbling block to teaching undergraduates effective research. Since CD-ROMs are extremely user friendly, once undergraduates begin using these products they could ignore the alternative resources (Sullivan 1989, 63). However the ondisc databases do offer many advantages and should not be ignored by college libraries. When Winona State University subscribed to DIALOG, the librarians found that for budgeting reasons they had to deny this service to a large portion of the student body. The library faculty at the college, believing it unfair to deny students access to online databases, acquired the CD-ROM product, Infotrac, so that all students could perform electronic literature searches. Although the author clarifies that a CD-ROM should not be considered a replacement for an online database, the ondisc product can still serve as an effective link to print sources. Ideally undergraduate students would benefit most from integrating both ondisc and online database searches into their research. However since the financial constraints on colleges often prevent this, ondisc products can provide a comparatively economical alternative (Sullivan 1989, 13). Joseph Behar's article "Access to Electronic Information: Problems in Resource Allocation and Policy Formation," also focuses on issues surrounding electronic access to information and library policy. A questionnaire attached as an appendix poses questions concerning resource availability, faculty involvement, and funding (Behar 1987, 59-60) Although CD-ROM technology is still rather uncertain, these products promise to improve access to information while saving the institution money. However, external factors such as budget and available supporting technology could effect the potential usefulness of these products in the near future (Halsey 1989, 56). Teaching students to effectively use computerized resources as a means of strengthening their research skills is still a relatively new challenge to academic librarians. However, the importance of these more sophisticated formats to success in virtually any area of scholarly research is becoming more evident in the nineties. The literature indicates that the most effective bibliographic instruction encompasses information which will be of immediate use to a student. Therefore all undergraduate students, even those majoring in a humanistic discipline, should at least have a passing familiarity with the electronic resources which could enhance the quality of their research. III. METHODOLOGY In order to gain an overview of what sort of bibliographic instruction is typical of predominantly undergraduate institutions, a questionnaire and a letter explaining the survey was sent to a random sample of approximately 100 four-year colleges in the states of Pennsylvania, Indiana, and Michigan (see Appendix A and Appendix B). Although the number of institutions surveyed is limited due to time and cost, the schools were selected from the list of colleges provided in The College Blue Books. The colleges selected for the sample all support four-year programs leading to Bachelor degrees. Overall the questionnaire is designed to determine whether academic librarians view electronic searching as a valuable asset to their libraries and effectively integrate these resources into the humanities curriculum. The items on the questionnaire determine whether electronic resources are available through the library and which departments utilize these resources the most. The questionnaire also focuses on how much "hands on" involvement individual students have with searching the databases. In addition, the presence of ondisc databases is also taken into consideration. The disc products a college chooses to purchase may provide a strong indication of which departments emphasize electronic research in their curricula. Another factor considered is the amount of library/ faculty cooperation existing in various institutions. The issues dealt with in this questionnaire are based on the studies by Behar (1987, 59-60) and Engeldinger, Stuart and Gibbs (1988, 199-122) both of which are discussed in chapter II. IV. FINDINGS Sixty institutions responded to the Questionnaire used for this study. The survey questionnaires were sent to 100 colleges and 60 were returned. Therefore, there was as response rate of 60% Although the availability of computerized resources for humanities students is increasing rapidly, use of computers in these disciplines is still significantly less than those in more scientifically oriented fields. Academic departments in the sciences and social sciences use online databases most frequently (see Table 1). Despite the fact that the literature clearly indicates that online databases are of most value to students in the sciences, those studying the social sciences appear to be using electronic resources just as frequently as science majors (Farrell 1991, 71). Students in the arts and humanities use these databases significantly less (see Table 1). Databases can provide quick access to bibliographic references. However, only 18% of those institutions responding to question 1 on the questionnaire had undergraduates majoring in a humanistic discipline take advantage of these resources. A total of 36 (60%) of the responding colleges offer students and faculty access to online databases while 55 or 92% make CD-ROM products available to the library's patrons (see Table 2). These results indicate that four-year college libraries are responding to the demand for more electronic instruction for their undergraduates. However, as Table 1 indicates humanistic departments only account for 18% of online searches. This result indicates that humanistic departments are still not taking significant advantage of these resources. Academic librarians can have a great influence over the amount of interest students have in electronic resources. Bibliographic instruction as well as general reference service provide librarians in academic institutions numerous opportunities to educate students as to the availability and use of electronic resources. One way to interest students would be to allow them to observe an online search. However, most libraries responding to the survey (57%) perform online searches without the student present. Only 42% allow the students to observe the search being done, while 37% actually allow the student to search online databases themselves (see Table 3). Seeing the search being performed or actually searching databases such as OCLC's Firstsearch themselves helps undergraduates to become more aware of the resources available to them through commercial online databases and also pique their curiosity about other electronic resources. Another excellent opportunity for academic librarians to educate undergraduate humanities majors on the potential usefulness of electronic resources is through bibliographic instruction sessions, both formal and informal. A majority (78%) of colleges responding to the survey conduct formal BI sessions to those expressing interest while 20% of the institutions offer informal BI (see Table 4). During these sessions, the academic librarian has the opportunity not only to demonstrate the electronic resources but he or she can also show the students how these resources can meet their informational needs. According to the literature, the most successful bibliographic instruction sessions not only assist students in meeting their information needs but also encourage critical analysis of the materials acquired (Engeldinger 1988, 201). Based upon these assumptions bibliographic instruction integrated into course work would be the most effective method for teaching undergraduates library skills. Seventy percent of the institutions responding to the survey do indeed offer BI as a part of course curriculum, while 29% offer BI as a one-time lecture given during freshman orientation (see Table 5). However, professors in the sciences and social sciences request bibliographic instruction to be integrated into course work more often than instructors in the humanities (see Table 6). In fact 47% of the departments in the social science offer course-integrated BI. Forty-three percent of the colleges have professors in the sciences request course-integrated BI for science- oriented subjects while 37% of the humanities departments request this type of instruction. The larger percentage (47%) in the social sciences can perhaps account for the increasing interest students in the social sciences are displaying in electronic bibliographic resources. These results are also reflected in the survey findings. Two of the most popular ondisc products, according to the results of the survey, are ERIC and PsycLit both of which are oriented towards disciplines in the social sciences (see Table 7). MLA, one of the most important indexes for literature scholars, is only owned by 30% of the responding institutions. The amount of CD-ROM products owned by the respondents to the survey varies radically. Another issue which can effect a student's interest in online databases is cost. A large percentage (56%) of the colleges responding to the survey would pay for at least part of the search (see Table 8). Some schools (33%) even offer online services to students free of charge, thereby providing the students with an excellent opportunity to become familiar with the resources available through online bibliographic databases. However, 38% of the institutions participating in the survey are unable to offer online access to students without charge. Although searching online databases can become extremely expensive, the majority (60%) of the colleges reported that no cutbacks are necessary to provide this service to the campus community (see Table 9). However some institutions did report having to cut back in either their serials or monographs budget in order to provide online access. The issue of cooperation between academic faculty and the library can also affect the availability of these resources to students. Most of the schools leave the responsibility of policy making for electronic resources to the librarian (see Table 10). Only 15% of the responding institutions indicated that academic faculty are involved with policy making for the use and maintenance of electronic resources. This lack of involvement of the faculty coupled with an overall disinterest on the part of humanities faculty indicated in the survey could account for humanities undergraduates not taking full advantage of the electronic resources available to them. V. CONCLUSION As the twentieth century ends, library resources are rapidly evolving from print formats to electronic formats. Evidence of this shift can be found in virtually any academic library. Card catalogs are being replaced by OPACs and CD-ROMs and online databases are beginning to replace print indexes. In short, the modern academic library is no longer simply an archive for information but a place to facilitate access to materials. As discussed in chapter IV, most of the institutions responding to this survey provide access to either online or ondisc databases containing bibliographic references for those studying humanistic disciplines. The problem appears to be that humanities undergraduates simply receive less thorough instruction about electronic bibliographic resources than their counterparts in the "hard" sciences and social sciences. Electronic resources in the humanities are expanding at an increasingly rapid rate in the nineties and humanities scholars should follow the lead of faculty in the social sciences and begin integrating these resources into their courses more frequently. This type of integrated instruction will enable future humanistic scholars to perform research effectively and efficiently in electronic environments. There are numerous electronic bibliographic resources available to students in four-year liberal arts colleges for humanities research. Based upon the results of the survey performed for this study, four-year college libraries are indeed offering students access to electronic resources at minimal cost. In addition, virtually all the institutions responding offer some form of bibliographic instruction to the academic communities they serve. Academic librarians have the unique opportunity to provide instruction in these new technologies to future scholars. Academic librarians must take the initiative to educate future and present scholars as to the electronic resources available. As discussed earlier, cooperation between the teaching faculty and the library is of the utmost importance to successfully educating undergraduates about library resources. Based on the results of this study there is less cooperation between humanities faculty and the library than between the library and sciences and social sciences. As electronic resources which serve humanities scholars increase in scope and include more retrospective data their importance to humanities research will increase dramatically. Knowledge of electronic sources of information will become vital to future scholars. The ability to utilize these new technologies will play a significant role in the future success of humanities scholars. The future will bring even more electronic technologies to the library and reference librarians will become more important than ever. APPENDIX A COMPUTERIZED BIBLIOGRAPHIC INSTRUCTION FOR THE HUMANITIES STUDENT Survey 1. If your institution provides access to online electronic databases, which academic departments most frequently use the systems? A.Science and technologies C. Arts and humanities B.Social sciences D. Other 2. What databases or other electronic sources of information may be accessed by students? Circle any that apply. A.Online commercial databases (ie Dialog, BRS, Lexis) B.Ondisc databases C.Other, please explain. 3. Are online database searches performed by library personnel or are students able to access services individually? A.Student performs searches B.Librarian performs searches with student present C.Librarian performs searches without student present D.Other, please explain. 4. Is there any formal bibliographic instruction in either online or ondisc database searching for students? A.yes B.no 5. If instruction is offered, when is it offered and how does it fit into the student's curriculum? A. BI takes place as simply an orientation process B. BI is a part of the curriculum for certain courses C. Both 6. Which departments at your institution require subject related bibliographic instruction in electronic formats? Circle any that apply. A. Science and technology D. Education B. Medical E. Humanities C. Social Sciences F. None 7. What types of ondisc products does your institution own? Circle any that apply. A. ABI Inform D. ERIC B. PAIS E. Psych lit. C. MLA F. Medline D. ERIC G. Other 8. If your answer was G for question #7, what CD-ROM products does your institution own? 9. Who pays for the costs involved with searching online commercial databases? A. Students B. Subsidized by the college C. Library will preform ready reference searches free of charge 10. How has providing access to electronic databases affected your budget? In what areas have if any have there been cut backs in order to provide this service? A. Personnel B. Selections of monographs C. Selections of serials D. Providing information in an electronic format has not required cut backs in other areas of the budget. E. Other, please explain. 12. How is general policy making handled in relation to the development of online bibliographic retrieval services? Is the faculty involved with the process? A. Library committee involving both library staff and faculty members B. Library staff shares responsibility C. Responsibility is allocated to one department of the library such as reference D. One person on the staff is responsible for all online searches E. Other, please explain. Thank you for your cooperation. You can return this survey in the self-addressed, stamped envelope to me at this address. Martha K. Fleming 4992 S. Medina Line Rd. Doylestown, OH 44230 APPENDIX B December 27, 1992 Dear Librarian: Re: Computerized Bibliographic Instruction for the Humanities Student My name is Martha Fleming and I am presently a graduate student in the School of Library and Information Science at Kent State University. I am writing to request your assistance with my research project entitled Computerized Bibliographic Instruction for the Humanities Student. My interest centers around the methods by which various liberal arts colleges that support a strong humanities curriculum instruct students about electronic resources such as online databases and ondisc products. Your response to the questionnaire will be kept completely anonymous. You are not required to sign your name to individual questionnaires and only the investigator has access to the survey data. Although your participation is vital to the successful completion of this study, all responses are completely voluntary and you may withdraw from participation at any time without penalty. If you are interested, a copy of the results of this study will be available upon request. If you have any questions please feel free to contact me at 216-336-8268 or my research advisor, Dr. Lois Buttlar, at 216-672-2782. If you have any further questions regarding research at Kent State University you may contact Dr. Eugene Wenninger, Office of Research and Sponsored Programs at 216- 672-2070. Thank you very much for taking the time to look over this questionnaire. Your cooperation is greatly appreciated. Your may return the questionnaire in the enclosed self- addressed stamped envelope to me at the following address: Martha Fleming 4992 S. Medina Line Rd. Doylestown, OH 44230 Sincerely, Martha K. Fleming Graduate Student Table 1 Frequency of Use of Online Databases by Academic Department. ____________________________________________________________ Department f % ____________________________________________________________ Science/technology 33 55 Social sciences 33 55 Arts and humanities 11 18 Other 5 8 ____________________________________________________________ Table 2 Bibliographic Electronic Resources That Students can Access ____________________________________________________________ Type f % ____________________________________________________________ Online commercial databases 36 60 Ondisc or CD-ROM products 55 92 Other 12 20 ____________________________________________________________ Table 3 Who Performs Online Database Searches. ____________________________________________________________ Searcher f % ____________________________________________________________ Student 22 37 Librarian 34 57 Librarian with student present 25 42 Other 7 12 ____________________________________________________________ Table 4 Availability of Bibliographic Instruction ____________________________________________________________ Type of Bibliographic Instruction Available f % ____________________________________________________________ Formal 47 78 Informal 12 20 ____________________________________________________________ Table 5 BI in the Curriculum ____________________________________________________________ Bibliographic Instruction in the Curriculum f % ____________________________________________________________ BI given during orientation 29 48 BI is a part of course curriculum 42 70 ____________________________________________________________ Table 6 Departments requiring subject related BI ____________________________________________________________ Departments f % ____________________________________________________________ Science/Technology 26 43 Medical 11 18 Social Sciences 28 47 Education 19 31 Humanities 22 37 Other 17 28 ____________________________________________________________ Table 7 Types of CD-ROM products owned ____________________________________________________________ Product f % ____________________________________________________________ ABI Inform 10 17 PAIS 9 15 MLA 18 30 ERIC 33 56 PSYCH LIT 28 46 MEDLINE 12 20 Other 53 88 ____________________________________________________________ Table 8 Financing for Online Searching ____________________________________________________________ Who pays the cost of online searching f % ____________________________________________________________ Students 23 38 Subsidized by college 33 56 Free of charge 20 33 ____________________________________________________________ Table 9 Areas in which cut backs were made to support Electronic Resources ____________________________________________________________ Impacts of electronic resources on library budget f % ____________________________________________________________ Personnel 0 0 Selections of monographs 6 10 Selections of serials 9 15 No cut backs necessary 36 60 Other 8 13 ____________________________________________________________ Table 10 Policy Makers for Electronic Resources ____________________________________________________________ Policy makers for electronic resources f % ____________________________________________________________ Both staff and faculty members 9 15 Library staff shares responsibility 26 43 One department in the library 10 16 One librarian 14 23 Other 9 15 ____________________________________________________________ BIBLIOGRAPHY Ackerson, Linda G., Jeanne G. Howard, and Virginia E. Young. (1991). Assessing the relationship between library instruction methods and the quality of undergraduate research. _Research Strategies_ 9 (Summer): 139-41. Adler, A. Emmeli. 1992. Advanced library instruction for undergraduate students. _PNLA Quarterly_ 56 (Winter): 22-3. Allen, Mary Beth. 1990. Focusing the one-shot lecture. _Research Strategies_ 7 (Summer): 100-5. Anthes, Susan H. 1985. High tech/high touch; Academic libraries respond to change in the behavioral sciences. _Behavioral and Social Sciences Librarian_ 5 (1): 53-65. Ball State University, Muncie, Indiana. 1981. Department of Library Science. Final report of the course related library instruction program. 1978-1981. Washington D.C. : Council on Library Resources, Inc, National Endowment for the Humanities. ERIC, ED 213-413. Batt, Fred and Charles Martell. 1991. Humanities in the 1990s: An introduction. _Library Hi Tech_ 9 (1): 7-8. Behar, Joseph. 1987. "Access to Electronic Information: Problems in Resource Allocation and Policy Formation." In _Databases in the Humanities and Social Sciences_--4, ed. Lawrence G. McCrank, 55-59. Medford, New Jersey : Learned Information Inc. Dimitroff, Alexandra, Francis Blouin, Carolyn O. Frost, Barbara McAdam, and Carla J. Stoffle. 1990. Alliance for information: Michigan librarians and library faculty join forces for the future. _Research Strategies_ 8 (2): 52-58. Engeldinger, Eugene A. 1988. Bibliographic instruction and critical thinking: the contribution of the annotated bibliography. _RQ_ 28 (2): 195-202. Engeldinger, Eugene A., Paul Stuart, and Leonard E. Gibbs. 1988. Bibliographic instruction for social work students. _Research Strategies_ 6 (3): 118-126. Farrell, David. 1991. The Humanities in the 1990s: A perspective for research libraries and librarians. _Library Hi Tech_ 9 (1): 69-71. Halsley, Richard S. 1989. Learning about CD-ROM technology: An educator's perspective on sources, issues, criteria, breakthroughs, and research. _Information Technology and Libraries_ 8 (1): 57-62. Hansen, Forest and Joann H. Lee. 1985. Ancient Greek history as a library instruction course. _Research Strategies_ 3 (2): 65-7. Kirkham, Sandi. _How to find information in the humanities_. London: Library Association Publishing Limited, 1989. Pankake, Marcia. 1991. Humanities research in the 90s: What scholars need; What librarians can do. _Library Hi Tech_ 9 (1): 9-15. Stern, Peter. 1988. Online in the humanities: Problems and possibilities. _The Journal of Academic Librarianship_ 14 (July): 161-164. Sullivan, Kathryn. 1989. Infotrac at Winona State University, Minnesota: Winona State University,. ERIC, ED 324 017. Walker, Geraldene and Steven D. Atkinson. 1991. Information access in the humanities: Perils and pitfalls. _Library Hi Tech_ 9 (1): 23-33. Wiberley, Stephen E. Jr. 1991. Habits of humanists: Scholarly behavior and new information technologies. _Library Hi Tech_ 9 (1): 17-21. *Copyright Declaration* Works published in LIBRES are the intellectual property of the person who originally submitted teh work. Permission from the author prior to re-publication in any other medium is required. Notification of the LIBRES editors before publishing or speaking about LIBRES would be appreciated. The Editorial Group: ===================================================================== Diane K. Kovacs - Chief dkovacs@kentvm dkovacs@kentvm.kent.edu Julie Gedeon jgedeon@kentvm jgedeon@kentvm.kent.edu Leslie Haas lhaas@kentvm lhaas@kentvm.kent.edu Tona Henderson tah6@psuvm tah6@psuvm.psu.edu Don Kraft kraft@bit.csc.lsu.edu Elizabeth Lane elane3@ua1vm.ua.edu Amey Park apark@kentvm apark@kentvm.kent.edu Kara Robinson krobinso@kentvm krobinso@kentvm.kent.edu Barbara Schloman bschloma@kentvm bschloma@kentvm.kent.edu ==================================================================== Barbara Berger Tom Froehlich tfroehli@kentvm tfroehli@kentvm.kent.edu Ellen Detlefsen ellen@pittvms ellen@idis.lis.pitt.edu Rosemary Dumont rdumont@kentvm rdumont@kentvm.kent.edu Stevan Harnad harnad@princeton.edu Ann Okerson ann@cni.org =====================================================================