Lary, 'Diverse Feet on the Information Path', LIBRES v4n01 (February 28, 1994) URL = http://hegel.lib.ncsu.edu/stacks/serials/libres/libres-v4n01-lary-diverse.txt LIBRES: Library and Information Science Research Electronic Journal __________________________________________________________________ ISSN 1058-6768 February 28, 1994 Volume 4 Issue 1 Quarterly LIBRE4N1 LARY Information Paths Marilyn Lary Diverse Feet on the Information Path All informational professionals know that library users come with a variety of needs, competencies and learning styles. More than possibly any other definable group, reference librarians have attempted to respond to these disparities in users for years. For the most part, this response has been not centered on the single user. Formal instruction/direction in usage of library materials has almost always consisted of group based efforts: 1) lecture to a group, 2) orientation sessions within the library's reference area with or without exercises to increase/enhance search skills, 3) "walking tours" of libraries' physical arrangements, and 4) a use of the library class scheduled to meet a specific number of times. Although these alternatives began as conscientious efforts to increase students' information-seeking skills, the immediate effects were not often very successful and the long-term gains were negligible. Information providers cannot continue to offer these traditional but ineffective methods in efforts to help library users learn. In an educational environment, particularly one in which so many disparate needs must be addressed, the user must more than ever before be responsible for his/her own learning. For effective, positive usage of information sources to take place, various methods to direct students in identifying and retrieving information must be made available. The growing number of library users, the explosive amount of information, and the more pressing personal need for individuals to become knowledgeable in information-seeking behaviors demand educated and self-reliant information seekers. Any reference librarian is able to identify methods which will help form a successful information seeker. All one need do is reflect on the development/growth of his/her own professional expertise. What is an effective reference librarian anyway? Right..."an educated and self-reliant information seeker!" By becoming proficient in a limited area/subject/discipline and, then, applying this information-seeking behavior to additional subjects, reference librarians broaden and strengthen their own skills and abilities. It is time to describe these behaviors, to develop methods for inculcating them into a learner's education, and to make learners aware of the benefits of such skills and abilities. Information-seeking skills belong in the hands of the one with the information need. There must be guides along the way, but librarians must hope to produce "graduates" too: those who know where the information is likely to be, how to access it, and how to retrieve it. It is incumbent upon us to make the means for obtaining these informational retrieval skills available. Librarians cannot, on the basis of sheer numbers, help everyone, every day, on every(any) topic. That possibility is beyond the profession. But we can help users learn to help themselves...and that's what growing is all about. People use the materials that they need at a given moment. They, also, if given a choice, use those materials which are most beneficial to them at that moment. For many librarians, that would be a printed source; for others, an effective presentation may be an audio tape or a computer program which can be repeated any number of times. Methods and learning styles do matter; for most people, in fact, learning style is critical to success. Librarians must provide alternative methods. Certainly, this country can afford nothing less than that each of its people work at top capacity with all appropriate methods. Failure of a student to acquire effective information seeking/retrieving skills must be a failure of the student, not a failure of the methods. Do you allow students to lounge on the floor as you dispense information; may they interrupt presentations to clarify statements; are they given the choice of a self-paced exercise or a computer assisted program? May they work on an exercise for a week or more; may they search for information on a topic of their own choosing? Or must they sit upright at tables, wait until a presentation is finished to ask a question and gather all information and direction from a lecture? Must they turn in an exercise sheet at the end of the scheduled class period; do they have access to duplicate/supplemental materials to refresh their memories? Are they able to obtain extra help, if needed? If not, why not? Yes, all the above mean extra preparation, extended concern and support, a wide plethora of learning mechanisms, and much more work. But that is the point of teaching: providing a stimulating environment, providing interested persons to give direction, and providing opportunities to learn and polish one's skills. Reference librarianship is a full-time job, though most reference personnel are responsible for a great many other duties. No one has time to re-do, re-structure and, basically, re-make their instructional experiences. But it has to be done. Time honored practices have not produced the information savvy that our information seekers need. It's time to begin our journey into the twenty-first century. Next issue, we'll look at specific methods for particular informational needs. Marilyn Lary is Library Director, Dalton College, Dalton, Georgia. _____ Articles and Sections of this issue of _LIBRES: Library and Information Science Research Electronic Journal_ may be retrieved via anonymous ftp to cc.curtin.edu.au or via e-mail message addressed to LISTSERV@KENTVM or LISTSERV@KENTVM.KENT.EDU (instructions below) Papers may be submitted at anytime by email or send/file to: Diane K. Kovacs- Editor-in-Chief, _LIBRES: Library and Information Science Research Electronic Journal, EDITORS@KENTVM.KENT.EDU _________________________________ *Copyright Declaration* Copyright of articles published by LIBRES: Library and Information Science Electronic Journal is held by the author of a given article. 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