way beyond bi: a look to the future

Way beyond BI: A Look to the Future

by Verlene J. Herrington

This article discusses how

technology is defining the

future role of library

instruction. The present model

of bibliographic instruction

(BI) is built on the negative

assumptions that the library

system is deficient and that the

library user is neither capable

nor self-sufficient. This article

proposes a new model based

on a positive belief system.

Verlene J. Herrington is Corporate Librarian

at AC Communication Systems (a joint

venture of Lucent Technologies and GTE),

2500 W. Utopia Rd., Phoenix, Arizona 85027

< herr@v@agcs corn >

L ibraries have evolved from using card catalogs and dumb terminals to using PC workstations featuring

CD-ROM, print networks and access to the Internet. The librarian of today does not worry so much about access points,

but agonizes over ownership versus access issues. The myriad of information choices create a dilemma, while the tedium of searching for information is alleviated. The literature teems with exclamations about how technology dramatically trans- forms the library.’

Herbert Achleitner proposes that a paradigm shift is imminent for the academic library.2 However, in the area of library instruction, the changes brought about by technology appear to be more superficial than substantive. Inherent to any model or paradigm are underlying beliefs and principles. For a model to truly change, these basic principles must be examined, revised, or even discarded. Many colleges and universities feature Web-based “Vir- tual Libraries” or “Digital Libraries,” but these are mainly just a menu of electronic sources. Some even have computer- assisted library instruction. However, not much has changed, except the format. Instead of a lecture format, library instruction is computer delivered. Instead of printed directions, the directions are provided electronically on help screens. These are not examples of a substantive change. The main difference is that a vari- ety of formats and fancier, electronic tools are being used. A new model of library instruction, spawned by technological advances in the library, has not emerged because the underlying beliefs remain the same.

For the purpose of this article, the terms bibliographic instruction (BI), library instruction, and user education will be used interchangeably. There is a history of controversy over the definition of user education, but traditionally library instruc-

tion refers to introductory tours, classroom instruction focusing on library resources, computer-assisted instruction, audiovisual or audio instruction, signage, and library publications.3 User education may include information literacy, which also has numerous definitions and resultant ambi- guity.4

The present model of library instruction assumes that the library user is not self-sufficient and that the library is too complex. The library system, as well as the library user, is deficient. The library user needs remediated! The purpose of this article is to suggest a new model of library instruction. This model proposes new beliefs and assumptions about the role of library instruction in an emerging electronic library.

PARADIGM~HIFTINTHE ELECTRONICLIBRARY

Information technology defines the future role of the library. When society shifted from an agrarian paradigm to an industrial paradigm, each shift produced opportuni- ties and created crisis. The same is true now in the electronic information age. Can the library successfully shift to the provi- sion of global, digitized information service?5

Achleitner believes that technology demands a change in the mindset about library services; technology calls for new models. He writes:

We are entering a time of complexity and complexity demands new models, a larger framework and new worldviews. The library has inherited the rules and techniques of yesterday, yet information technology has pushed people and orga- nizations into a crisis state. The old rules are no longer valid and new rules have yet to emerge. This is normal in a time of crises and revolutionary change; new rules are here, and we have to unlearn and releam6

September 1998 381

The problem with library instruction is that new technology-primarily computers-has thrust the library into the electronic information age, but models of service delivery have not changed. The assumptions and expectations of instructional librarians are largely a product of familiarity with specific tools and techniques. Librarians cling desperately to the old ways.7 The library is entering the 21 st century with many of the same trappings of the library of decades ago. Jerry Camp- bell urges librarians to seek out changes in their role in order to accommodate the emerging electronic information environment. He writes that librarians should be willing to sacrifice any organizational model or specific practice in order to better carry out the mission of the library.8

James Rettig calls for BI librarians to examine their beliefs and values regarding the purpose and value of library instruction.’ Although BI is an established fix- ture in most academic libraries, many unresolved issues surround it. Rettig feels that the BI debate is based on a belief structure, but that this belief structure is very abstract-so much so that it probably does not even effect service.

Although trite, the concept of a paradigm shift sprang from the scientific model, but is now applied to non-scientific aspects of life.” A scientific paradigm describes everything which the science is based on-all of its laws, beliefs, procedures, and methods+verything upon which it bases its life. However, the term cannot be applied to library instruction, because a new model has not emerged; the same beliefs are held.

Thirty years ago, Thomas Kuhn described a paradigm shift in science.’ ’ Until then, science was an accumulation of all that had been learned over history with each new law ad&g to the mass of scientific knowledge, not radically changing it. Kuhn theorized that science might encounter a law so significantly different that science would have to change its worldview or paradigm of its environment.

Peter F. Drucker, founding father of the science of management, believes that a paradigm shift means not only changes in procedures and methods-that is, the per- formance of a particular job-but also the reconstruction of reality and beliefs. He maintains that the digitized world necessi- tates the transforming of visions, goals, and values.” The most common example of a recent, world-altering paradigm shift is the World Wide Web (WWW). Just as

the invention of the printing press changed the world, the WWW has forever altered society. For example, the old model views text as linear, whereas the new paradigm sees text (i.e., hypertext) as branching, linking, integrating, and even interactive discourse. Profound change results in fundamental shifts in thinking and new models. The old framework loses validity and a new framework emerges. In the case of library instruction, the same beliefs are held; the worldview is the same. Instruc- tion is needed because the library user needs help in using a complicated library.

“The library is entering the 21 st century with many of the same

trappings of the library of decades ago.”

BI EVOLVEDASTHECOMPLEXITY OFTHELIBRARY GREW

Peter Hemon, using primary source mate- rial, found little evidence of library instruction until the 1870s.13 By this time, the structure of American scholarship changed and research was expected. Her- non found that prior to 1870, librarians were preoccupied with the organization of the library and did not give library lec- tures. However, according to him, this 19th century BI was not common and was generally tied to the energy and personal- ity of one person. When the person left the library the BI program ceased to exist. In 1876, Melvil Dewey published an article in the first issue of American Library Jour- nal urging librarians to go beyond building and caring for collections and properly arranging books; librarians were prompted to become educators and to teach the reader how to select books wisely.14

Mary Salony reports that BI struggled for acceptance during the beginning of the 20th century (1901- 1920) and was not an integrated part of the library structure.‘5 However, by the 1930s the need for library instruction was emphasized in the literature; librarians reported new approaches in bibliographic instruction.16 From 1945 to 1970, collections underwent tremendous growth and new techniques of organization and retrieval were developed. By 1950, the library field emphasized technical services, not library instruction. Jesse Shera even advised librarians not to pursue the teaching role.17 However, by the 1960s advances in computers and networked technologies

made the library more complex; there was a new interest in library education.‘*

A common thread running through the decades is that BI evolved as the complexity of the library grew. Innovative technology has changed library instruction for decades. In the 1960s instructional librarians used slides, films, and even closed- circuit television. By 1967, the literature reports that 40 universities used computer- assisted instruction with the “teaching machine” b$ng very popular for library instruction. By the 1960s and 1970s computers were introduced to help the librarians run the library, but were still not for the library user. Online public access catalogs (OPACs) showed up in libraries by the 1980s and commercial and local databases were used by some library patrons. By the 1980s library instruction and information technology blossomed side by side; information technology was both the subject and the catalyst for a growin body of library instruction efforts. 50 By the 1990s electronic pub- lishing, the WWW, e-mail, and listserves changed the way that scholars gathered and organized information.

Technology has made information retrieval easy, compared to the traditional print search, but yet more complicated. Anita Kay Lowry describes this oxymo- ron:

In recent years, the information environment in which students and scholars work has become simultaneously simpler and more complex. It has become simpler because systems, designed now for end users rather than trained information professionals, are simplifying the mechanics of information retrieval, alleviating much of the tedium and physical effort. The information environment has become more complex because users have more choices of information sources. New skills, knowledge and modes of conceptualization are needed in the search process if users are to fully exploit computer-base information sources.2’

THE PROBLEM WITH BI

As libraries become more complex and as more information is available with faster and easier access, it appears the future of library instruction is becoming even more important in the academic library. Library users are going to need more instruction-- more remediation! However, this assump- tion may root be true, according to many library researchers.

Although firmly entrenched in the academic library world, library instruction

382 The Journal of Academic Librarianship

has critics. Millicent Palmer, in a paper FUTUREOF LIBRARYINSTRUCTION necessary because the system is not deli- written 25 years ago, criticizes BI for

Rettig postulates that the very nature of the cient. The system does what it is supposed

instructing in an intellectual vacuum and library user in the 1990s exhibits an exter- to do; it enables the user to gain access to

relying too much on the general, all-purpose lecture.22 Palmer writes that librari-

nal push for change in the BI world.31 information. The system should focus on

Today students grow up with Sega, Nin- the many sources of information available

ans have “a stubbornly persistent concept, tendo, and the WWW. They tend to be

and not on the mechanics of using the sys- the library lecture, which imparts ,,;il familiar and comfortable with computers,

tem.38 needed library knowledge forever. with many having had computer instruc-

Library systems should not have com- Some criticisms span the decades; student plicated instructions, either in print or on motivation is still lacking and generic

tion in public school and having personal computers at home. Students today have

help screens, and no workshops should be instruction sessions trivialize information

high expectations for computers. Ross needed. If a system needs a dense instruc-

gathering; course-related ins&uction is no LaBaugh writes that library users attribute

tion manual. it is the clearest sign of more than oral bibliography.

Tom Eadie, probably the most outspo- much authority to information obtained

design failure.39 An information retrieval

from a computer; if it was created on a system will not be used if it is more diffi-

ken critic of BI, has galled many librarians computer, exists in a computer, or came cult for patrons to have information than

by stating that library instruction is a self- out of a computer, some will view it as for them not to have it.40 Users will aban-

serving waste of time. He states that user don a program rather than spend time

education activities enhance the librarians more valid, up-to-date, and credible than a print format version.32 Students expect

reading instructions or a manual or attend-

claim to faculty status and provides the ing a class.41 They just want to start using

answer before the question has arisen; this immediate feedback from interactive systems. Library users of the 1980s were con-

a system; they do not want it explained to

is presumptuous and possibly even super- them and they do not want to spend time

fluou~.~~ Eadie believes that user educa- tent with locating citations; library users

tion came into being not because users today want it all. They want the informa-

learnin 4F

it. All they want is for it to work.

asked for it but because librarians thought tion now; they do not want to learn or read anything-they just want to sit down and Focus on User Independence

it would be good for them. Joanne Bessler, who joins the BI critics, writes that

use the system. LaBaugh says, “It’s fast Library instruction needs to focus on

instructional librarians appear to know food for fast times.“33 helping the user become more indepen-

that BI is good for patrons-whether the dent in locating and retrieving informa-

patrons want it or not.26 Rettig describes tion. Studies have shown that self-help is

library instruction as a remedial response “Library systems must be so the preferred method of instruction over

to tht!brary systems’ failures or deficien- easy to use and transparent that handouts and workshops.43 In 188 1, at the American Libraries Association

cies.L’ Eadie maintains that group instruction

is the wave of the past and that the electronic library has to change the role of the instructional librarian. He states:

there is no need fir library (ALA) conference, the purpose of library

instruction.” instruction was discussed and objectives developed. From the following objectives, the concept of information literacy

Jerry Campbell warns that academic took root: The librarian has traditionally worked as the interface between the patron and the information. But, now patrons are not necessarily located in the library. They won’t be available for tours and won’t be looking for information on how to find everything. They want highly specific instruction on dealing with the needs of the moment.*’

Whether the discussion relates to this century or the last century, the mission of the academic library still focuses on providing information-regardless of format and speed of access. Donald Riggs writes that, although the library mission has not changed, the way the mission is achieved certainly has.29 Things change, but stay the same. Charles B. Lowry maintains that regardless of all of the changes, libraries are still in the business of providing information, not in providing information technology or in preserving the traditional library model. He writes, “We must for- mulate a vision that will result in a foundation for the virtual library that is as good as the old paradigm.“30

librarianship -must soon make certain deliberate and fundamental changes. Librarians must focus on the core mission of the profession, namely making it possible for people to get information.34 Instructional librarians should transfer energy away from teaching to become more directly involved in system design.35 If BI evolved out of a need, then it seems logical that the solution is to make the library system easier to use and thereby minimize the need for compensatory user instruction. The following points summa- rize research findings regarding library instruction.

Focus on Systems So Easy to Use That Library Instruction Is not Needed

Librarians need to devote energy to designing systems which give users a feel- ing of control.36 Library systems must be so easy to use and transparent that there is no need for library instruction.37 Compli- cated systems place a strain on the users and the library staff. Remediation, in the form of library instruction, should not be

l Students need to develop the art of dis- crimination-to be able to judge the value of books and to develop critical judgment;

l Students need to become independent learners-to teach themselves; and

l Students need to continue to read and study-to become lifelong learners.44

It is interesting to note that over 117 years ago, user independence and self- help was a proclaimed objective for library instruction by the ALA!

Focus on “Point of Need”

Studies have shown that to be effective instruction must be presented at the time of need. Library systems should be designed to provide help for the user at the “point of need.” Virginia Tiefel feels that the problem with current methods of library instruction is that there is the lack of transference of knowledge from one library lecture to the needs of other course assignments.45 Students have difficulty recognizing the relevance of BI.46 Stu-

September 1998 383

dents often do not know how to apply or even remember the information-seeking skills acquired from one course when doing assignments for subsequent courses.47 Information should be provided when the search begins, and instruction must be given at the time students need to use information; this does not mean hours or days before, but at the point they begin to look for information.

Focus on Building Information Literacy Skills into the System

Information literacy concepts should be built into the system so users can select and evaluate information independently. For example, sources of all formats can be linked by subject and the user guided from general to specific sources. Also, at the “point of need,” basic instruction on search techniques, including Boolean searching, should be available on the system.4*

Is SUCH A SYSTEM POSSIBLE?

When discussing BI’s future, the literature is full of accolades for the Ohio State Uni- versity (OSU) library system-the Gate- way-developed over the past 10 years. In searching the WWW and reviewing library systems, the Gateway immediately stands out as unique. Here is a library system built on a positive foundation of beliefs and assumptions; the library is easy to use and the library user is capable and independent. The system incorporates all of the design characteristics listed above and provides one successful model for library instruction that incorporates many of the findings outlined in the previous section.

Fred Roecker lists four reasons why Library User Education at OSU in the mid-1980s decided to develop the Gate- way. First, the library had changed and the traditional BI services did not appear to be working. Retention of library instruction and application by students often was poor. Reference librarians were still inun- dated with questions, including those directly addressed by workshops only days or even hours before. Second, new electronic sources were constantly being added to the library; these databases were complex and required workshops and classes. Third, the library students were also changing with more non-traditional and continuing education students; these students did not have time for workshops and often needed library service when the reference desk was closed. Fourth, the traditional workshops, flyers, and tours were beginning to be questioned for their effec-

tiveness and adaptability; library publications were very labor intensive and costly to produce.49

The Gateway started evolving, using HyperCard in the 1980s and now the latest hypertext version on the WWW. The Gateway is designed to be flexible and to expand its capacity to fill new user needs such as advanced searching for graduate students and faculty members, remote access for users from offices or dorms, and availability when the library is closed.50 The Gateway system is designed to help students identify, find, evaluate, and select the most useful information for their needs without help of library staff. The Gateway is easy and seamless; all sources are linked and integrated using a “subject” framework. The Gateway has few help screens and is not accompanied by handouts or workshops. These are not needed to use the system. The Gateway provides help for the user at the “point of need.” The Gateway is designed with information literacy concepts incorporated into the system. Printed materials, general orientation workshops, and tours are not needed.

Roecker agrees with many of the criticisms leveled at BI (e.g., remedial response to the library system’s failures and BI provides the answer before the question has arisen), but he disagrees with the suggestion that BI be eliminated. Instead, he suggests that instructional librarians focus on designing user-friendly interfaces, not on teaching,

The Gateway is an ingenious step toward a new paradigm of library instruction for the emerging electronic library. With a seemingly unlimited source of global information available, the future library system could be designed to point to information held in the library, sources available from an online information source, on the Internet or on an intranet. For example, if a library user needs information on a subject such as “asynchronous transfer mode,” the library catalog would integrate and link all sources, regardless of format, ownership, or location. Perhaps a patron does not know that an excellent dictionary of ATM exists on the WWW. When searching the online catalog, the WWW dictionary record appears right alongside the other more traditional records. However, this record is different, since a click of the mouse on the high- lighted WWW address leads the patron directly to the information. The library customer does not need to write down the call number, nor does he or she even have to go to the library. The information is

accessed immediately from home, office, or dorm. Furthermore, this information is not even owned or licensed by the library.

THE VISION: TOWARD A NEW PARADIGM

A paradigm implies shared assumptions, concepts, values, and practices-a shared view of the world. The current model of library instruction assumes that the library is so complex that the library user cannot access the information; therefore, remediation is needed. The library system, as well as the library user, is deficient. The library user is also not self-sufficient. The current model is not linked to the primary mission of the library, but is linked to the goal of teaching.

A new model of library instruction assumes just the opposite: the library system is easy to use, and there is no need for library instruction or even printed materials. A new model of library instruction calls for instructional librarians to focus on the system and not teaching. This model carries positive assumptions about the library and the library user. The library user values independence and is capable. The system enables the user to access information at the point of need. A new model drives the mission of the library- to enable the user to access information. This model emphasizes the user’s self-suf- ficiency and the seamless integration of technologies into library service.

ALL THINGS CHANGE

The change to a new model may be diffi- cult for the library staff. Change is hard because the unknown arouses fear. After all, a change does not always mean a change for the better. Riggs urges library managers to be positive and reject the belief that the library staff will not accept new thinking. He writes,

However, we should be more positive and trust that the staff generally recog- nizes that past ideas and models are obs,olete. Technology should be received as an enabler, a tool, that helps us realize our goals and objectives more effi- ciently.5’

This new model does not suggest that libraries get rid of instructional librarians. However, it does propose that the purpose of library instruction and the role of the instructional librarian be re-examined. Instead of focusing on teaching, instructional librarians could collaborate with systems personnel in developing user- friendly interfaces and the content for the online subject guides. Instead of develop-


ing instruction to serve a limited number of library users, at a predetermined time, instructional librarians could be developing online help screens which would be available at the “point of need” anywhere-library, dorm room, office, or home-and any time.

“Instead of developing instruction to serve a limited

number of library users, at a predetermined time,

instructional librarians could be developing online help screens which would be available at the

‘point of need’ anywhere-

library, dorm room, office, or

home-and any time.”

THE VISION

This new paradigm is a vision of the future. Since technology is the change agent, this new paradigm requires a sophisticated library system with smart workstations, networked CD-ROMs, and Internet access. Another prerequisite is the desire to make it happen. Drucker states that managing is not just passive adaptive behavior. It means taking action to make the desired results come to pass, and it implies responsibility for attempting to shape the environment.52

Many reference and instructional librarians will be skeptical about the suggestion that a system could be so easy to use that the library patron would not need their assistance. But, this is the vision and this will be the future. Old methods and practices cannot be forced into the radically changing electronic world. Who would have dreamed that the world would be connected through the WWW?

CONCLUSION

Even with the profound changes brought about in libraries because of information technology, libraries still have the same mission they had in the last century-to provide access to information. Although the duties may have changed, the goals of librarianship are basically the same as in the time of Dewey, Ranganathan, and Ortega y Gasset: to serve the user, bridge information and user, and serve as a filter interposed between the user and the information.

The new library instruction model fea- tures a library system, which is user- friendly, seamless, efficient, and effective. This system will serve the user and act as thefilter and bridge between the information and the user. This new model is based on a positive belief system and assumes that the library user wants to be self-sufficient and that the library system is easy to use. Vision is the act of anticipating what may come to be. Libraries just need the technology and the talent to make this vision a reality for the 2 1 st century.

Books to the Electronic World,” The Reference Librarian 51/52 (1995): 31-51. 16. Ibid., p. 38. 17. Frances L. Hopkins, “A Century of Biblio- graphic Instruction: The Historical Claim to Professional and Academic Legitimacy,” Col- lege & Research Libraries 43 (May 1982): 192-198. 18. Rice-Lively & Racine, “The Role of Aca- demic Librarians,” p. 33. 19. Salony, “Library Instruction Revisited.. .,” p. 35.

NOTES AND REFERENCES

20. Harvey Sager, “Implications for Biblio- graphic Instruction,” in The Impact of Emerg- ing Technologies on Reference Service and

1. Charles B. Lowry, “Preparing for the Tech- nological Future,” in The Impact ofEmerging Technologies on Reference Service and Biblio- graphic Instruction, edited by Gary M. Pitkin (Westport, CT: Greenwood Press, 1995) pp. 96-121. 2. Herbert K. Achleitner, “Information Trans- fer, Information Technology, and the New Information Professional,” in The Impact of Emerging Technologies on Reference Service and Bibliographic Instruction, pp. 137-149. 3. Tom Eadie, “Immodest Proposals: User Instruction for Students Does Not Work,” Library Journal 115 (October 1990): 42-45. 4. Loanne Snavely & Natasha Cooper, “The Information Literacy Debate,” Journal ofAca- demic Librarianship 23 (January 1997): 9- 13. 5. Achleitner, “Information Transfer. .,” p. 137. 6. Ibid., p. 140. 7. Jerry D. Campbell, “Choosing to Have a Future,” American Libraries 24 (June 1993): 560-566. 8. Ibid., p. 562. 9. James Rettig, “The Convergence of Twain or Titanic Collision? BI and Reference in the 1990’s Sea of Change,” Reference Services Review 23 (Spring 1995): 7-20. 10. When doing a simple WWW search on the term, sites focusing on religion, communication, medicine, education, business, advertis- ing, and engineering, to name just a few, proclaim a “paradigm shift” in their field. A site even advertised “Paradigm Shift Vita- mins.”

Bibliographic bzstruction, pp. 49-62. 2 1. Anita Kay Lowry, “Beyond BI: Informa- tion Literacy in the Electronic Age,” Research Strategies 8 (Winter 1990): 22-27. 22. Millicent Palmer, “Problems in Academic Library Instruction Our Own Creation?” Cath- olic Library World 43 (April 1972): 447-452. 23. Ibid., p. 448. 24. Tom Eadie, “Beyond Immodesty: Ques- tioning the Benefits of BI, ” Research Strate- gies 10 (Summer 1992): 105-l IO. 25. Ibid., p. 107. 26. Joanne Bessler, “Do Library Patrons Know What’s Good for Them?” Journal of Academic Librarianship I6 (May 1990): 76- 85. 27. Rettig, “The Convergence. .,” p. 13. 28. Eadie, “Beyond Immodesty. . .,” p. I 10. 29. Donald E. Riggs, “What’s in Store for Academic Libraries? Leadership and Manage- ment Issues,” Journal of Academic Librarian- ship 23 (January 1997): 3-8. 30. Lowry, “Preparing. .,” p. 95. 3 I. Rettig, “Convergence. .,” p. IO. 32. Ross T. LaBaugh, “BI is a Proper Noun,” Research Strategies IO (Winter 1992): 34-39. 33. Ibid., p. 37. 34. Campbell, “Choosing ,” p. 560. 35. Brian Nielsen, “What They Say They Do and What They Do: Assessing Online Catalog Use Instruction through Transaction Monitor- ing,” Information Technology and Libraries 5 (March 1986): 28-34.

1 1. Tim Healy, “Thomas Kuhn” [Online]. Available: http://www-elec-eng.scu.edu/ kuhn.html (May 12, 1997). 12. Peter F. Drucker, Managing for the Future: The 1990s and Beyond (New York: Dutton, 1992). 13. Peter Hernon, “Instruction in the Use of Academic Libraries: A Preliminary Study of the Early Years as Based on Selective Extant Materials,” Journal of Library History 17 (Winter 1982): 16-38. 14. Mary L. Rice-Lively & J. Drew Racine, “The Role of Academic Librarians in the Era of Information Technology,” Journal of Aca- demic Librarianship 23 (January 1997): 3 l-4 1. 15. Mary F. Salony, “The History of Biblio- graphic Instruction: Changing Trends from

36. Rettig, “Convergence 0’ p. 13; Tiefel, “Library User Education,” p. 329. 37. Nielsen, “What They Say . ,” p. 33. 38. Virginia M. Tiefel, “Library User Educa- tion: Examining Its Past, Projecting Its Future.” Library Trends 44 (Fall 1995): 3 18- 338. 39. John Sedgwick, “The Complexity Prob- lem,” The Atlantic Monthly 271 (March 1993): 96-104. 40. Rettig, “Convergence . ,” p. 13. 41. Tiefel, “Library User Education ,” p. 329. 42. Charles McClure, “A User Perspective in Developing Internet Services,” Computers in Libraries 12 (April 1992): 53-55. 43. Tiefel. “Library User Education 0’ p. 335. 44. Ibid., p. 320. 45. Ibid., p. 335. 46. Palmer, “Problems . ,” p. 8.

September 1998 385

47. Tiefel, “Library User Education . . ,” 50. Ibid., p. 113.

p. 335. 51. Riggs, “What in Store ,” p. 3.

48. Ibid., p. 336. 52. Drucker, Managing for the Future . . .,” 49. Fred Roecker, “The Gateway: User Educa- p. 13. tion in a Changing Environment,” Research 53. Rice-Lively & Racine, “The Role of Aca- Strategies 10 (Summer 1992): 11 l-l 14. demic Librarians . .,” p. 32.


way beyond bi: a look to the future

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