ABSTRACTS
from Draft:

_Teaching Information Retrieval and Evaluation Skills to Education Students and Practitioners:_

_A Casebook of Applications_

This W.E.B.B. listing of the abstracts from an early draft of the book includes dialogue from the cases, which was part of the first layout design. as well as early cases re-thought and rearranged in the final publication. The following Table of Contents is from the final manuscript, and reflects considerable rearrangement of thought. Permission to use the Table of contents was granted by Pat Foley, ALA. Reproduction in whole or in part is permissible provided this Header remains intact.

Table of Contents


Foreword  By Patricia Senn Breivik 	         	         i	

Acknowledgements   			       	               iii

Table  of Contents		                                 v

Introduction  
By  Patricia O'Brien  Libutti and Bonnie Gratch , Editors      vii

Case Studies:  Applications from the  Field

I. High School to Undergraduate Students 

1. Teaching Internet: Global Networking in the High School          
	    By Kathleen Green 	  	                        1
	
2.  Preparing Undergraduates for Research Projects in  Classroom 
Management

	   By Jean Caspers			               15

3. Introducing  Undergraduates in Special Education 
   to the Resources  of the  Education Library

	    By Helga Visscher	                               29
								
4. Undergraduate Introduction to ERIC on CD-ROM 

	    By Michael L. Tillman  		               40
	
	
II. Graduate Students, Faculty and Practitioners
	     By Peter Monat	 		               50
	
6. Practitioners as Researchers: Keyword  Searching of 
   Online Journal Indexes with Graduate Students   

	    By Prue Stelling 		                       60
	
7. One-to-One Instruction for Doctoral Students or Faculty 

	    By Claudia Morner 			               72

	
8.  Teaching Doctoral Students to Access and Search 
    the Library's Online Catalog and Other Databases
   
            By Anaclare F. Evans  	                      80

9.  Introduction to Internet Resources for Graduate Education Students
            By Sally J. Jacobs	 			      90


10. Integrating the School Library Media Center Into the Classroom: 
	  Introducing a Student Teacher to Resource-Based Teaching
	   By Frances F. Jacobson.		            101

11.Conclusions: The Case as Practice and the Case as Story 
	  By Bonnie Gratch 
          and Patricia O'Brien  Libutti, Editors            113

12 Reflective Practitioner Literature: 
   A Selective Annotated Bibliography

	  By Carla Rosenquist-Buhler		            126

APPENDICES:
Appendix A: Information Retrieval and Evaluation 

Skills for Education Students     	                    131
	   
Appendix B:Instructional Planning and Reflection Guides     147 

Appendix C: About the  Authors 	                            150

_Teaching Information Retrieval and Evaluation Skills to Education Students and Practitioners: A Casebook of Applications_ has evolved from an earlier ACRL-Education and Behavioral Sciences Section's Bibliographic Instruction for Educators Committee (BIE) publication. The document, _Information Retrieval and Evaluation Skills for Education Students, was published in _College and Research Library News_, October 1992 and in _ERIC (ED 351 038)_. The audience for the document was educators: practitioners and students. What students in education needed to know to be information-literate was identified by stating goals and objectives. Two brief scenarios as well as lesson plans for a session on information literacy skills for an undergraduate and graduate-level course were included.

An ACRL Initiative Fund supported the preparation and drafts of the manuscript. As others no doubt are aware, committee projects, such as this one, are truly labors of love and the result of a dedicated group of BI advocates! We hope the abstracts will prove useful and we recommend looking at the full cases in the _Casebook_, which will be available at the ALA Store in New York City. The book is also available by contacting ACRL Publications, ALA. 50 E. Huron St., Chicago, IL 60611. ISBN:0-8389-7813-4.

Cost: Members, ACRL: $22.50; non-members: $26.50.
Call 1-800-545-2433 for further information about ordering a copy.

Patricia Libutti, libutti@mary.fordham.edu

Bonnie Gratch, bgratch@galileo.stmarys-ca.edu

Editors

________________________ABSTRACTS FROM DRAFT OF CASEBOOK:_______________

Library Instruction for Undergraduates: Preparation for Research Projects in Classroom Management

"It occurred to me that perhaps they felt my information must not be very important if the professor was allowing the others to leave with no makeup session planned."

ABSTRACT
The librarian was asked by the instructor of the undergraduate classroom management class to teach his students how to search the library's online catalog, the ERIC database accessible from that catalog, and to physically locate the items retrieved in the library. The students were about to begin a research project for which they had already selected topics. The session was to involve 26 students for 75 minutes and was to take place in the library classroom.

Teaching Internet: Population K-12

By Kathleen Green, Computer Science Educator East High School, Salt Lake City, Utah (Kathleen is now Technology Coordinator, Ontario Central School District, Wayne High School, Ontario Center, NY. Email:russgreen@aol.com)

ABSTRACT:
Students of all ages are gaining access to the Internet. In my class called Global Networking, students learn the tools of the Internet for researching topics in any discipline. These tools include gopher, veronica, archie, ftp, telnet, www, and mosaic. In conjunction with other curricular courses, students search the Internet for information which is appropriate for their research project. In addition, students are encouraged to make contact via email with experts on the Net. Altogether, students have gained another means for information gathering when doing research projects. Further, students learn mapping skills, global awareness, cooperative learning, network etiquette, and critical writing.

Wooing of Professionals into Library Literacy Training for Their Students
By Jill Althage, Reference Librarian/Collection Development in the Social Sciences at the Ronald Williams Library,
Northeastern Illinois University, 5500 North St. Louis, Chicago, IL 60625
E-Mail:ujalthag@uxa.ecn.bgu.edu

"Could you find materials about homeless women in five minutes or less? Come to learn about your library."

ABSTRACT:
The author met with the Sociology Department on November 16, 1994 to demonstrate the new library classroom equipment, wow them with the new library on-line systems, and to discuss library literacy needs with their students. She hoped to get a clearer idea of their goals for the Library Computer Literacy Requirement. (This case was not included in the final manuscript, but was considered to open up ideas about partnership needing a venue of its own.)

Practitioners as Researchers: Keyword Searching of Online Journal Indexes for Graduate Students

By Prue Stelling, Reference Librarian/Bibliographer for the School of Education and Human Development: Binghamton University: Bartle Library,
P. O. Box 6012 Binghamton, New York 13902
Email: pstellin@library.lib.binghamton.edu

" There was an audible sigh of relief and several excited questions as I worked with other examples suggested by the students."

ABSTRACT:
Graduate students taking a course about Social Science research were taught to use the online journal index, a part of the automated Library Information System. The students used keyword searching techniques, refined their topics and retrieved articles that described specific research designs.

Teaching Doctoral Students to Access and Search the Library's Online Public Access Catalog and Other Databases
By Anaclare F. Evans Head, Database Management Technical Services Wayne State University Libraries
Detroit, Michigan 48202 313-577-4006
Email: aevans@cms.cc.wayne.edu

"Now, I asked myself,"what are you going to do with this class for two hours since you've done the introductory library lecture before and know that doctoral students think they know all about the library? "

ABSTRACT:
The librarian was asked by the instructor of the research methods course in education to teach his students how to access the library's online public access catalog, how to search the catalog, how to locate materials so identified, how to search the other databases available through the catalog, and to point out other materials and services which the students might find useful. Emphasis was to be placed on those services which the student might access from his personal computer and those which would make more efficient use of the student's time. The session would be for 25 students and would last for about two hours in the library classroom.

Undergraduate Introduction to ERIC on CD-ROM
By Michael L. Tillman Curriculum Materials Librarian State University of New York at Cortland, Memorial Library, Cortland, New York
13045 Email:tillman@snycorva.cortland.edu

"As a matter of fact, the learning environment for this session will probably be close to perfect. Because of this I must consciously resist the temptation to cram too much into the 75 minute session."

ABSTRACT:
As a part of an introductory education course students are required to complete a two-part library instruction sequence. Fifteen elementary education majors (primarily juniors) met in the library on two separate occasions for 75-minutes. The first session focused on curriculum materials; the second session _Undergraduate Introduction to ERIC on CD-ROM_ is the basis for this case study. Students were introduced to the ERIC database and a basic ERIC on CD-ROM search strategy.

One-on-One Instruction for Doctoral Students or Faculty
By Claudia J. Morner Associate University Librarian for Access Services,
O'Neill Library 410 Boston College Chestnut Hill, MA 02167.
(Claudia Morner is now University Librarian, University of New Hampshire, Durham, NH.
Email:cjmorner@christa.unh.edu

"How do you know when you have found enough information, that your literature review is complete?"
ABSTRACT:
Because doctoral students have unique and specialized information needs, library instruction at this level is best conducted on an individual basis. This case illustrates one-on-one instruction. It describes an instructional session in which a doctoral student is interviewed and then asked to use electronic databases (ERIC, Dissertation Abstracts, and ABI-INFORM) to perform a series of library research tasks which are designed to show the librarian what the student knows. Based on this library performance, the librarian offers advice and appropriate instruction.

Introduction to Internet Resources for Graduate Education Students
By Sally J. Jacobs, Reference Librarian, Virginia Commonwealth University, James Branch Cabell Library, 901 Park Ave. Box 2033, Richmond, Virginia 23284.
Email: saljacobs@gems.vcu.edu

"Many of the School of Education faculty feel there is a need for their graduate students to be made aware of Internet resources and their possible uses, but they have not yet integrated the Internet into their course curriculum."

ABSTRACT:
Several professors from the School of Education expressed interest in the library offering a session to their graduate students on accessing education related resources through the Internet. Areas covered included an introduction to and maneuvering through the Internet; searching for resources by topic; access to list servers, full-text resources and libraries' catalogs; the highlighting of selected sources such as the Virginia Public Education Network, and discussion of currency, validity, and value of Internet resources. The session was planned for twenty students in the Library's electronic classroom for approximately two hours.

Playing With the Cards You've Got: Designing Situated Internet Instruction For Faculty and Graduate Students
By Patricia Libutti, Education Subject Specialist, Fordham University Libraries @ Lincoln Center, Quinn Library, 113 W. 60th Street, New York, NY 10023
email:libutti@mary.fordham.edu

ABSTRACT:
The teaching role of librarians includes analyzing the specific learner characteristics and interests. It also involves brainstorming options when local technology is configured differently than expected, and seeing new design possibilities for instructional delivery. The author used the available technology to create instructional options that permitted Faculty and Students to have an _Electronic Scholar's Notebook_ as part of their session. This material was prepared through negociation and partnership with the Computer System's administration to obtain and maintain a 15,000 block VAX account. Copyright-free, Education-specific Internet resources were archived, edited, and then made available for disssemination (in both print and electronic formats) for student reference. The history of the development of the Workshop sessions is outlined. The specific session described focuses on the design that incorporates situation-specific factors, learning goals and learner interests.

Noted Student Dialogue During Class Session:

Ability level: "You're talking about CONNECTIVITY and I don't even know where the button is to turn on the computer!!!" / "It's taking me too long to type-I'm behind."

Familiarity with computers/system: "I've used Compuserve-but I've never used this system."/ "Is this the same stuff as the SPSS classes?"

Pacing: "There's too much paper here and I don't have time to learn all this!" / "I know some of this stuff-isn't there a way to skip on?"

Material selection:"That guy on the tape is a dork--give us a break!"/ "The tape showing all the things that lady could do with Internet-- that one was the best."

Material arrangement:" Which paper do I need now? I'm confused by so much here, and I have no way to stand it up!"/ " I like being able to just send this stuff back to my own account. "

Interesting Resources:" Who cares about an Ed. Psych job in Scranton? I want to know about jobs in THIS area." / " Hey, look, there's a discussion list on qualitative assessment!"

Motivation to learn: "WHY do I have to master another system? Why can't I just HAVE it by typing in what I want? I've had to learn SPSS on this VAX, now I have to learn E-mail, and I'm trying out a new word processing program...does it ever stop???" / " This stuff is great---wish I saw these ERIC lesson plans a long time ago!"

( This case was not included in the final publication, since it covered the same territory as the case listed above (Jacobs, S.). A later version of this case was presented as part of a panel at the New York State Library Association Bibliographic Instruction Round Table, Judy Anderson, Presider, October, 1995.)

Integrating the School Library Media Center Into the Classroom: Introducing a Student Teacher to Resource-Based Teaching
By Frances F. Jacobson University Laboratory High School Librarian, University of Illinois at Urbana-Champaign, 1212 W. Springfield Ave. Urbana, IL 61801 217-333-1589
Email: francey@ux1.cso.uiuc.edu

ABSTRACT
The library media specialist was asked by the eighth-grade English teacher to work with a new student teacher on an introductory research skills unit covering the civil rights movement, taught annually in conjunction with a literature unit on Richard Wright's _Black Boy_. This is the first time a student teacher has been involved in teaching this particular unit. The classroom teacher would like her to have the experience of planning a project with the library media specialist and also of learning about some of the resources and services of the library media center. There are three daily sections of this class with approximately 25 students in each section. The student teacher is to conduct one 50-minute lesson in the classroom. The classes will come to the media center on the following three days, the media specialist using the first 25 minutes of the first day for formal teaching. During the remaining time in the library, the student teacher and the media specialist will coach and advise the students as they conduct their research.

Tests and Measurements: Teaching Graduate Students the Use and Purpose of Tests and Assessment Tools
By Peter C. Monat, Ward Barnes Education Library, University of Missouri-St. Louis, St. Louis, MO.
ABSTRACT:
The reference librarian was asked by the professor to introduce and instruct students in the use and purpose of educational and psychological tests. The session included the history and purpose of psychological tests; tools used to critique tests; what specific components of the tests were; and lastly, how the tests could be found in the library. ERIC (CIJE and RIE) (in paper and CD-ROM versions) was covered also although considerably less emphasis was placed on this part of the instruction. The session demonstra- ted that substantial modifications of what was covered wasnecessary to explain in detail the testing materials. Open-ended instruction time and cooperation from the professor was of tremendous help in teaching the class.

Library Lecture/Demonstration for Upper Level Undergraduate Students in an Introductory Special Education Course
By Helga Visscher, Reference Librarian Education Library, University of Alabama PO Box 870266, Tuscaloosa, AL 35487-0266.
E-mail: hvissche@ua1vm.ua.edu

" I encouraged students to mark or highlight the reference titles which they would consider useful to them. Due to the pressure of time, I discouraged them from getting into any detail about their curriculum material assignment."
ABSTRACT:
For the SPE 241 class, _Introduction to Mental Retardation_, Dr. Hazel Cobb brings in her class of 22 students to the reference area of the Education Library for a lecture demonstration session on library resources appropriate for the course. In a 50- minute session instruction in ERIC on CD ROM and other materials in Special Education are introduced. Individual hands-on instruction is provided immediately after class. Students are encouraged to return at their convenience to use ERIC on CD ROM, by signing up for a reserved time.