Lary, 'Information Paths', LIBRES v4n02-3 URL = http://hegel.lib.ncsu.edu/stacks/serials/libres/libres-v4n02-3-lary-information LIBRES: Library and Information Science Research Electronic Journal __________________________________________________________________ ISSN 1058-6768 August 28, 1994 Volume 4 Issue 2/3 Quarterly LIBRE4N2 LARY Information Paths Marilyn Lary Crawling, Skipping, or Running For many years, educators have advocated that the secret of effective teaching was individualized instruction presenting information to students which was relevant to their needs, as well as to their abilities. For the most part, this philosophical commitment still underlines current lip service in support of educational change. In reality, individualized instruction has OFTEN NOT been incorporated into educational environments, nor has the concept of learning styles greatly affected educational environments. Librarians have little influence on individual faculty members' teaching methods, individualized or not; but provisions should be made for various learning styles in library bibliographic sesssions. Today's technology suggests all types of methods which would both support different learning styles and provide for individualized opportunities. Assuming that student themselves will select the instructional method which is most appropriate for their own, individualized learning, we might include various methods: lecture presentations, discussion sessions, independent research projects, peer teaching programs, computer based instruction, 'learn by doing' library exercises. There is every reason to believe that such an offering of methods would enhance student learning, as well as improve retention of information. In an academic environment with progressive student services, it may be possible to obtain a learning style inventory for each student and use those results to match students' preferred learning methods with appropriate instructional methods. But such an inventory is not a prerequisite for developing alternative methods for learning. Librarians in colleges which offer honor programs should make themselves aware of the different learning style preferences of gifted students, in order that accommodations be available for this more easily identified group. For example, gifted students generally prefer less structured methods and less auditory based methods of instruction (like lectures, recitations, etc.) than do students in general. However, both groups most prefer teaching games. Do ANY libraries have teaching games centered around library resource instruction? I'll bet not! Much more easily implemented are environmental conditions which, also, affect the ease with which students learn. For us "traditionalists" from the late 60s and early 70s, students taking notes lying on the floor or studying in a prone position may be disconcerting. But these postures can actually contribute to student success in learning. Most libraries could provide a REALLY casual study area with sofas, pillows on the floor, beanbags, etc. [Of course, this does not address the difficulties arising from such an environment!] Different levels of light, for those who like "bright" or "dim" study areas, are probably already available in most libraries, as are quiet study areas, group/study rooms, and 'silence please' sections. With a variety of physical environments, students are able support their preferred learning styles. Options in teaching methods would, hopefully, allow them to become more mentally challenged, as well. _____ 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: Andy Exon, Ph.D. 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. If an article is re-published elsewhere it must include a statement that it was originally published in LIBRES. 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