The role of freshman writing in academic bibliographic instruction

The Role of Freshman Writing in Academic Bibliographic Instruction by Donald

A. Barclay and Darcie Reimann

The history of freshman writing programs and bibliographic instruction (BI) is reviewed to determine the extent to which freshman writing is used as a vehicle for BI, the perceptions of BI librarians, and the instruction methods used for the delivery of BI. Survey results are analyzed and recommendations made.

C

omposltlon

CI.\ It

Amenc~n

Instltutlons

‘~5 the Red Bnck

the Dlssentlng

orat exdnundtlons) English

H lth cumculums

tests.

nntten

essays

the

texhmg

the

umverslt>

mstructlon

(BI)

an

tuxlxly

Alled

b>

all

treshman

went

a senes

continues 19605

ot

course

Around ot H ntlng towards

pro-

,wd re\lslnp

almost

ellnundted

all

In the Idst I5 teachers

and Amenc,m

tram

the curr~culuni

once

htandbjs

ot

course ’ Some

based on pre-\r nt-

wntlng

Bntlsh

the

rl hands-on

Ing

drattlng

,ibandoncd

,Ind

approach

>cxrs

that

approach

cess-oriented

wbJects the

hale

literature

l

BI

l

Instructlon

wnt-

paper altogether

Both

and chronologlcall~.

this

has paralleled

~rltmg

has been

BI s replxement

of

the tour and the canned Iecturelonentatlon N Ith hands-on and the texhlnp Throughout literature

lnstructlon ot cntlc,d these \edrs

ot both freshman

hds Included

xt~cles

on

active lexmng thlnkrng

treshtor

methods

tor

texhlnp

research to fwhmen

Whrls

the

suggests

paamount toaxd luni

trddlttondl

wntlng

xceptdnce

LIS the

n‘ltural

th,lt trehhman role

In

BI

course-rrl,ltrd instruction

wgpebt>

IS not a5 Important

in

past

Houz\rrr

no

the

and BI

recelbed

BI ‘Ind Idzntttwd

methods

tor

freshman

tre\hni,~n

today rl\ It \\A studwh

either ot these hqpothsw shonrd

ot

ha3 a

nio\rnient

that

~nttng the

~ntlnp ths

ot

all\

xross-the-cumcu-

explored schlng

of change wntlng horn

ot

“While the traditional acceptance of freshman writing as the ‘natural’ ally of BI suggests that freshman writing has a paramount role in BI, the movement toward courserelated, across-the-curriculum instruction suggests that freshman writing is not as important today as it was in the past.”

BI

taught

perception

courses as a \ehlcle

wrmng

of trebhmdn

In the a+

HII~-

tor BI

BI and

frs.rhmdn

phllo~ophlcAl~

to H htch treshrwn

llbranans

treshni,ln

gre,lt change

citent

nian wnttng

mg ha\ e gone 30 far A to do do Cl!, M Ith the wearch

The prm-

~‘111 ,Iddress

that \\cre

frchhmdn

tsxhers

for BI

stud!

IS

the end ot the

grdmnm&cAcorrectness

this

of

under-

changes

The

llbrdr)

more than rl llbrxy peddgog)

topics

1s ‘In

btdtus ot trebh-

tnclude

That

dnd often requires

protound

toddy

beg&w moving

ds a vehicle

par-

IS composed

wnting

teacher\

man mntmg clpal

recent

n research paper

ds somethmg

tour

of the current

l

At about the sdme time that BI began to emerge

In the trsshmdn

whdt tallow

mg IS used as ‘1 vehicle

It trddttlon,lllj

young or nen students 3tudentb to HI-W

Instead.

exdmmdtlon

seen as an dppropndte

students

course

pur-

to JoIn the debCue on

M hether or not BI belongs

has long

with composltlon. ~ntmg

It 1s not the pnmarj

and

more

scene

tor BI because

\ehlcle

tar BI

pose of this article

cornpositIon

even

the freshman has been

should (or should not) be used db ‘1

Lehicle

Blbhographlc

on the acadenuc

been closely

and

based

exams

pf

~ntlng

wntlng

the trddltlonal

(based on Latin

entered

taken

In har

and the Scot-

replaced

cumculum

course

today

LJnl\ersltles.

Ac,ldenucs.

tlhh LJm\ersmes Osbndge

nmvdl

IS taught

umiersltles

Its roots In 18th- ,md 19th-century U%en buch Inno\,Itl\c Bntlsh

Bntdln

on

Barclay

ho\h

pro\ IdIng

ni,lnj

hd\e hlrn-

Ftudents

the pletsrrsd

such

In\tructlon

but she dtd not exanune rib rl srpxate Chadleg

treshmdn

wnttnp

and Ga~ryck

dtd not Isolate

\ ta the treshman

M rtttng couw

tn thetr

stud)

tnstructlon

Assoct‘tltlon

of

Itbrat)

of Research

’ The

Ltbrxtch

present

study

( ARL)

db a \rhtclz

nltemdtl\e

for BI

I

N nttng

and to IdentlfJ

\ehtcles tor ottenng

Butldlnp

to

on the present

BI

stud!

Analysis of Response

Number of Instltutlons Surveyed

Size of Instltutlon

In

awmpts

she\\ the extent to u hlch treshtn‘jn set\es

Chl-square

BI

provided

Ilbrxtes

Table 1

component In BI ’ Slnularl~

tuture

b) Carnegte

Number of Instrtutrons Responding

II

‘ljpe of Institution

Expected

h

7 46

2

6

3

_ 3_ ‘0

3

IO

3

5 33

-I

12

the extent to \\hlch BI h,ls evolved beyond

5

81

46

13 I8

trJdtttondl

methods ot ttwructton

6

36

73

I9 I9

espec~lly

necess,tr>

7

27

I3

I439

8

81

4-l

43 IX

9

5

2

ltnes1tga1lons

dowtwztng

~111 be able to deternune

ot

xademtc

the

neworhs

ot electronic

I:, the

Itbrane\

spread ot global computer the proltterdtton

Thts

‘It ‘1 tttne when

and

tntormdtton

5

6 10

167

tools dre both ch‘tngtng and expdndtng the role

ot

academic

Itbranes

In general

~IIou

Itbrartan>

of

BI

rhetr

trends

BI

drclstons

programs

thub

xademtc

thts stud)

to cotnpxe

current

drtd

and ot

Also

m&e

~111

the nature to

more

ndttondl Informed

about tuture directions

tor BI dt

tsxh

trsbhnwt

denuc

Ilbrarj

mrtters

not successtul

their tnrlttutlon\

how to use an aca-

Foundatton

that program

twtls oj Htgher Edttcuttotl

’ While

hluehlbduer

conclude th,lt ,1~untor-college the tre>hman

“While most of the literature has dwelt on the virtues of using the freshman writing course as a vehicle for BI, some writers have cast doubts on this notion.”

tul ’ hlore discuss

~rtttng

class

recently.

trddtttonal

tng tnstructors. the patnng course

course ‘-’

dom

program for

(204)

was success-

Sheklott

,md Blrdwll

Itbrxtnans

a for-credit

Dtscusslon llbrarl

Their

program

tor

‘1 JoIntI\

nn

ebtabltbhed

‘1s Hell

supwised

destgnrd

to proktde

apprrctatton

ot

methods of rebexch

the

Fotd

tecommends ~lth

pro-

student\

\tlth \[a-

For

propramb

lend themselves

trsshman

Ihe! often requtre rewxrch drscrtbtng

mdn

Ittsrature

In

descllbed

‘1 BI

rhetonc,4

1980

p,lpsr>

,md dte

’ specltlc

appstiuzd Bxon

proprdtn

structures

ot

H ntlng because

grdtn\ ot BI and thetr telntlonshlp h,l\s

NOI h ~rttlng

to BI

Ldhen b> most undergr,tdu,ttss

lintlng

rumple.

Itbrxtan>

depxtrnsnt

Furthennors

xt~cle~

teaching

dnd

progtams

hI,m!

of BI

db their call

obJectt\c>

that BI

English

tn

’ ha\e renwned

pie idea> tn the Ilter,uure closeI>

Bloch

tatth tn the compdttblltty

u tth tte\hman Hrttlng gram

Itterature

report on a BI/freshman-wrtt-

cooperdtt\e

I938

wrtt-

h,ls root> tn both

dnd composttton

and hldttts Ing

tor BI

xtd

pto-

to ttehhIn

the

some ~rtt-

that

bet\ieen

the

Ilbranans

rndy

of Itbra>

ot the trsbhmrln

to teach Itbrat! tout se

rehexch

” Ftn,lll>

longer

xptte

”

common

research

paper\

w nttng clas:,

reseatch

\4nttng

and

research

has pointed out the ttnpos.\tbtltt>

no

Bodt

of tt! Ing

require\

on tnanq campuses

tn&\

\enw. BI

\onw

only

tor

~innttnp cla>be> u hen rebexch

tt

authors fre\hnian

\\nltnp

Perh‘lpb m rs>pon>s

to huch cnttctsm

emphws

\dnt to subject hd\e r\plotcd

on txtbng

nidttel.‘5

BI

iecent

prd+og>

that adapted the

BI

to

I 360

population In>tttutton>

obwned

Il>ted

Head

ot

It d response three \+eehb d

questtontvure

t\\o matltng

~lsldsd

ot I49 completed quc~tlont-wre~

able data In all In>tnutton

size c,ttegones

the response late dtd not \ dr> N Ith the \tze ot the Inbttlutlon T~lbls

(12 = 2 XX I ~p> (Yi). we

I \\ere obtdlned

the d,lt,l were coded Computer centet petsonnel heyed [he coded 1teni4 Into the \etsttj

matnframe

pro\ tde basic chl-,qude Horher

and

used

descnptlls

dndlJ\I\

rcle-

the data Input by compxmg prIntout>

to the onptn,~l

Jnd m&np

to

h\tdtl\ttc\ dnd

The

brnfied

LIIII-

ShS

dat,~

Input

the hemor ‘tuthor 3 ,tbsts[,tnt

the sentor dulhot

and

the xcurx>

ot

the computer questtonrwreb

needed correcllonx

Results

’

Dunng the

N~S ‘1 tot,4

) Ot the tnstttutlons wr\eJed 123 t-165 ) dtd not respond or prollded unus-

or to

111 the Camrgtr

and untvctw-

In the wnple

ldenttcal

~‘15 then

Btbltogrdphtc

at the colleges

Ths

I>

cotn-

horn

In IaLe

and ease ot ‘~dnunlstta-

not recet\ed wIthIn

response

36 ids

)

1545

to suggeb;h ‘I’?\\ thlb

prdd$ogg can compliment The

~dh

”

&rItcle~

the n‘tture ot current

sample

bdhed on an

WAS completed

Ones the que~tlonnwe>

no

betng taught In many other dlrclpllne>

posltton

the

ties tdentltted

tn d treshtwtn

\i htch

to pro\tds

the current

to

matled

contltcth

lo the Increwnglq

ot not awgntng

ds pxt

be

\\nttn.g texhers

concelle

In rebponse prxtlce

there wy

tnstltutlons 20cli

re\ tssd qursttonndtre

second.

Ttetcl

Procedure

Hubbxd

conipo\It1on

H rtt-

er3 h,\\e cdst doubts on this notton sugge\th

The

tnntled

+llr

hds dwelt

tng course as Cl vehicle tor BI.

ot the u>e ot treshman

tng as a \ehlcle

non

Instruction

most ot the Itterature

return rdte

for opttmdl clxttv

wrtttng

on Ihe \ trtue~ ot ustnp the trshhmdn

Literature Review

505

Itr\trtw

1992 to develop and retune a quebttonnatre

I

Ci’htlr

272 (A

to be sutftctent

A ptlot study

htghltghts

ltbrary

thought

of

LJstng J ran-

generator

mere tdentttled

ssttmdted

and ~rtt-

a de~elopmcwtl

s 4 Cllrs~fil~~t,y

number

lids

progr,tms

and Sorensen

ot

Htlh

was able to

cooperatt\e

that bnng together BI

wa\

487

the 1991-1992 students

Inhtltulton> \tudrnts

3%

xademlc

recetved

reporting (n=91

(n=l-l71 770)

BI

>ex.

tram Of

recetied

the these

Bib tn

(n=9.983)

Figure 1 Forms of Instruction

some term of BI taped

receiving (n=8 738)

Penxttage of Students l-aught Via Each Form of lnst~ct~oo

Uere

679

LI\~ A LecturelDzmonstratmo

wntlng-students

D AudmlVldeo

(n=S-l

E Short Course F Semester-long

the

students

miportance

treshmnn

somew hdt important.

bemg

\ery

615

(n=X4)

as being

23cC (I-I=? 1) ranked being

somewhat

(n=22)

reported

T n

All Other Shtdents

0

Freshman Wnttng

60000

In

Paper

to

the

lnltlal

yuestlon

to nhrch

treshnidn

serves JS a \ehlcle

total

wnple BI w

man-antmg hion

of

for BI

this means

this

bdslc

Lending

further

ranked trcshmdn treshman

offenng

BI

than one week uere

oftered

tlons

(n=S.l46)ot

ot students

enrolled

Instnutlons

BI course totaled

ofHhlch2Cr

number

nere

class

a srmrster-long

13c7r (n=l9l total

wntmg

reported

courses

(n=8.630)

recel\ Ing BI. see Figure Self-progrdmmed aided

lnstt-uctlon

oftered

at 265

reaching

more

of the mstltu-

ot the 10~1 number

or

tar 4’“r

ot student3

1

BI

(n=37)

a total

these students,

dbove

Iastlng

dnd such courses accounted

computer-

workbooks)

was

of the mstltutlons

ot

29.395 (n=27

students 491)

Ot

recel\cd

wd rl treshmnn

Figure 4

adwsorp

students

Iw

dppomtmcnts The

to

dt 175 number

these students.

(n=23) ot

385

research course,

OnI>

7ci

individual

reterence

of the Institu-

ds part

see Figure

(n=lO)

of

utdlzmg

to be 3.277

(n=1.213)

were con-

ot d freshman mstnutlons

BI by means ot dudiotdpe

eotdps

The number

or vld-

of students retell

or videotape

BI

respondent

The

college

instruction

mg

&as Jc”r

txt

that

\has treshcourse

I\

support to this concluof BI Ilbrdnans

~rltmg

as \ery

program

As

miportant

one

tvplcal

The Lsntmg pro-

commented

cess

and

intomidtion-gdthenng

process

hale

\ome

strong commonaltws

and com-

plement \hlp

helped

H nh

Other

these natural l~nhs

one mother

hdle

the

u\ forge d close relatlonwntlnp-progr,mi

respondents

made

ments on the unportdnce Ing tor teaching an acadenuc Repdrdtng

offered

dudiotdpe

Of

2 the

their

llbranans

students

such scrvlces was reported

wntlng

cldss.

ser\ ice dlloH-

schedule

u~th

was offered tlons

~nting

3

term-paper

ducting

(e g

91ci

xc

the

but less than a seme>ter

at l-lCi(n=X)

Instruction

students

to BI

Slon IS the tact that 615 to

39pi ot

236 187

students supports the conclu-

that

Important

Servtce

a

‘1s 16ci

2 35)

more than J third ot the sample

Advtsoty

StratIOIl

dnd

N ntmg as being

(l-=

the extent

rscelked Term-

arttlng

Important,

response

~ntlng the

Video

Important

Discussion

Students

rrgxdmg

Audto-

rankIngs

“The fact that more than a third of the sample was freshman-writing students supports the conclusion that this basic college course is important to BI.”

1OOOOO

Self-Pro-

\ery

freshma?

three

rdnked tresh-

treshm,m

not dt dll importdnt’

Role of Freshman Writing by Type of Instruction

grammed

LMO

and

’ Total

Important

wntmg

to

not at all Important

being

man

rankrd

untlng

usmp a three point scale.

were as folloas

8oooo

345

tor

H ho responded ot

with onr being

Figure 2 Freshman Writing and Type of Instruction

reach-

Freshman

accounted

their BI program

I 39

was offered

3701 of these students

BI coordinators

Course

G Term-Paper Ad\ ,sory Sen ICB

Demoo-

\tu-

I??) ot the lnstltutlons

(n=

ing d total of 160.563

C Method not pweo

Lecture/

885

instruction freshman-wntlng

Iecture/demonstratlon

by 895

B Self-Programmed

120000

ot student\

Of the students

dents

(0=23b,J87)

‘O T

ot the total number

receiving

man wntlng several semmx and

a

nw

com-

ot treshman

students

H nt-

how to use

Ilbrq H h&It courses besides frehhae

Important

respondents

\ehlcIes

menuoned

or treshman-onentatlon few

fxulty

blmll,lr

rsported

oftenng

Sqxrmbrr

tor BI

freshman courses onwhot

199-l

215

llbrtiirq onentatlons particular course The

that xe

course

Still

or sublect

drea ids

prc\&nce

type ot

predonundnt

the tmdlng

ture/demonstratlon

suggest

tux ot BI remains

hIghI)

4s tor the extended

that the prac-

trddltlonLtl BI course.

no doubt th,\t such cour>e> ha\e tial to probide

more

the poten-

m-depth

InstructIon

than can be g~\en In a one-shot The

dewabIlIty

mstructlon

dents commented offer

‘1 BI

course)

lacked

L~dnunlstratlve 65

BI

support

‘1 required

to

do

teH

This suggest5

mwtutlons

rcgatdlesh

All

tor onI1 h.l\e

and the desire

the resource5 courhej

and/or so

xcounted

ot students recel\ Inp BI

that rslatlvel~

both

to otter

ot the potentA

BI

bsnr-

tlth

Ot

41

>tudents

grammed

Bl

undenakmg

945

undertook

belt-pro-

of A freshm‘m-wntlng

Thlh

Indicate

method the

1s percel\ed

tradItIonA

contmues

class

It

ha\e

to

place

m,ly

al>o

be Important

electromc

computer-

near

to note

tor

tuture

studies

this

horn the rellhas changed

btud)

\\eere col-

cdn tocus on M hat

are rsplxlng

treshman

M ntmg

a:, \ ehlcles

tor library

Studies

cdn also tocub on ho\\ extending

tuturs

BI

another

drerl npe

and

lnstructlon

the

courw

could

uhe

ot

also ewmlne

the

as a kehlcle

frehhman

tlon

wa

freshman-wntlng

LXWS

BI progr,un>

Iesb Ilhell

man-w rltlng

programs

Other tradItIonal remain 684

grams It

the

do not rrquu-e

lellance

on

COUIW

In>tructlon

as

aclo\\-the-curriculum

Ies\

Ilbrxy

Inbtructlon

to the

Ilter,lture

pro-

paper\’

14

with

Hrltmg-

programs

to folio\\

smphwzrs

other

rebpondentb

M rltlng

through

H hlch the11 Inqtltutlons

pro\ Ided

BI

Ie.\pondent

no

Inno\atl\e

than

Ilbted

fleshman

courses

Il\ted

method

listed ~orh~hop~

be ,wumed

to be mno\atl\e

xe (or bhould be

ot

A ttx

H hlch ma> In that the!

~nstructlon Aematl\e\

cprc~tic BI plograrn man 15riting

u hether

Becaulr

Tbto paths emerge

51ze

course

role

ot

In BI

purpoxtull> program

the

Inves-

shifting

a~ a\ tram

be xhwed

b>

an Inbtltutlon

> BI

the fleshman-\+

and tocusmp

In+xd or

course\. an undertAng

co\crrd

TL~O-J erl~ colleges though

techniques

lecturc/demonstratlons.

In the pre\ I-

talh

wntlng

1s dn

college

cur-

part ot the tit o->ear

thlh study doe\ not dlwn-

pulsh the depth of m~tructlon

pro\ Ided to

nught

at d xtretch’

rc\e,ll

Hhether

Ilbramm

‘we more

tlndlnps

of thlh btudj

srlt-pro,uranuwd eielythlng book

to

tram the

In\tructlon

A

their

Such

or

Inno\atl\e

d

not

BI

than

the

be

sbpec~nll!

\\ here

S~ni~lruI>

pcrcwh

Includes

brtHren

Iateht

trddltlon4 In

computel-Jldrd

n101e tocused

A studsnt receI\ Ing I6 hour3

thlb one could

re\eal

ot In~tructlon

In n ssmestsr-long

proplCmuned

lnstructwn

isoorh-

stud>

ths \rlrwt~ In

than

ot beltx‘tdenuc

xrosb

the dlscl-

such LI path would

brnetwnl

or

bleahlng

>llbJect-nl,lJor

In

tre>hlnan-I\ rmnp

Instltuuon\ courxe

de-emphablzed

ulth

respondent

suggest

\erq

the

shnunated

instruction

each student

BI courbe

Into

or do the> s~rnplj

tor 50 nilnuteb

stud\

were not part of thlb

treshman

ledming

ds an altem.l-

Though

the past I\

reported

though the English

hd\

rsbexch

not ea.\)

One

little FUCCS~~ 111 cit~r-

trl m_c to trehhman

rmng

on requuxd

that should require

In,o actl\e

Incorporat-

to tolot BI to

freshman-wrttlng

Thlh could

and one respondent instruction

one-

One path would be to de-empha-

the

takmg

BI lIbranan<

the trA-

tor Ilbrandns

ot txult)

Are

the cumcu-

tor the prxtlcr

general-education

lecturr/demonstra-

tuture htudle:\ might

currentI>

term paper dnd the tradItIonA

course

decwon

the terni

I\ broad

on trekh-

of con\ enisnce

i‘r a mmiage

OI a bound cducmonal tlon

or not d

5 reliance

of

dh xtlve

to both

planes

Study Limitations

Also

’ The ‘m>\iers to these

wggeht

con-

path5

\rhlch

xros>

the cooperation

OU> Item> on the quebtlonnalle

rlculum

can

BI

mktltutlorv

to the method\

Important

que>tlons

the

hhot lecture

such a> the

pIa> In the relldnce

man-H nt1n.g courbe

on

BI Ilbranans

tlgate ~5halt this term means at dltterent

listed one-on-one

btudy e\en

txtors

method\

reliance

InnovatIons

Iexn~np and

BI

In the tom

dnd the t,lvonng

I more hands-on than Irc-

ture/demonstratlon~ tile

d completeI!,

ot InstructIon

respondent>

recelvlng

This stands In contrabt

such

progres\

become more ‘O-2 I -

llbranes

be\ era1

In the acadrnuc

the tl~dltlonal

on the trssh-

Hoper-

ot contact

Iecture/demonw~tlon

lum tlowil

Wh,lt

the

tradItIonA

Are

trexhman-wntlng

a~ mwtutlon>

the

Thrh

the most tr,ldl-

suggest that m practice

dln,ltorh

Though

point

court

tinue

those

research

the

together

Ques-

to rely on tresh-

class

of BI Ilbran-

their Instruction

frebhm‘ln-antlng ot

Instruc-

method5 ot pro\ ldmg BI

IOH It they Hlsh

pxhages

\intlng rrlwwe

of all Itbru?,-rnstructlon

Taken

-Wc( ot

their

Ot ,111 the student\ reccl\ed

rrnwns

NearI>

\e~y much In pl,~e

Ilbrx)

not

Include

M hen

btu-

tor pro\ldrng

recel\e

the hea\>

and BI coor-

In x,ldenw

course

‘ins on this trddltlonal

but also how

program5

large

transfer

hbrar!

a heshm‘ln

illu\trate\

tre\hman-urltlng

tor BI

as to uni-

adnut

\ehlcle

of BI

status ot \+rltmg cooldlnator\

c,wd@ Inmuctlon

that

antlng

BI In the xadenuc

role do otgmlzatlonal

common

be of great Inter-

college>

all recipient5

\ anes ns the ped,lgog> ot

this relatIonshIp

and

Conclusion

rmng courbe

lionA \tudw

IS

stud)

dents

“The freshman-writing course remains the most important vehicle for providing BI in the academic library. Nearly 40% of all recipients of BI receive their instruction via a freshman writing class.”

of

\UIOW

turthrr

would

the most unportdnt

Future

tre>hman

collep

college3 ds Iiell

bit) 5 Gate\\al

the

tar

buch lntormdtlon est to two-year

tools along the lines of Ohlo State LJnl\erand

bet\\een

III tmo-)cx

dnd

The

the ettects

heIt-programmed

relatIonshIp

\rntmg

number\ ot tHo-vex-college

Ilbranans

in con-

ntmg COUIX

as other courses

The

\er\ltles

InstructIon

hbrnr>

be\ ond the tre~hmm-\i

show hou llbranes rn3truction

v+Ith the freshmdn-w

as uell

tlonh that might be addressed

that her Instl-

selt-paced In the

lunctlon

mntmg

the d&l ot course\

onI4

Instruction

commented

aided-lnstructlon

t)pe\

treshmdn

md could Ao

ot ‘I Iectureldernonstrat~on

‘13 best bulted tor beginners

u III

tution

‘1

that selt-programmed

One rebpondent

on

since

class

111 the tradltlonA

trr~hnwv\\ntmp

Indlcatr

HIII

that

ot BI. the Horhbooh

be admlnlstered

ante

Itbranes

use \elf-progrdnuiied

th,u Instruc-

tion AS pxt ma)

\h ho

one-hhot lecture

Ike to

would

the resources

courses

‘1s ‘1 student

ot rebpon-

I preferabl!

course

but

together.

that the!

same

to measunnp

dre presently

ot such courses

became e\ Ident L\ hen A number

In addition

lected.

there I\

the

Implications for Further Research

th.lt 6V’c

ot all students receI\ Ing BI do 50 \ ~a lec-

session

IS counted

come> In tor d 50-nunute

of the fleshman-wntmg

coupled ~lth

coune

not tied to an)

no smgle

re\erbe urltlng

the and

department

BI

Ilnk rt\en

111que\tlon

caret nothing about BI The vxond

possible

path \\oould be fog

BI Ilbrandns

to accept treshnwn

~ntlng

‘1 \Au,lble

xtd

to

IO~ICA

Al!

A

Ilbr.~lJ

mstructlon

and work

tlon prowded tike

and

Provldmg would

to make the lnstruc-

to freshman

u nters as effec-

long-lasting

ds

possible

effectI\ e BI to freshman

require

BI

hbranans

wnters

to learn

as

much as possible

about the nature of the

treshman-anttng

course

tlons

BI llbranans

by studying

by conducting

wth

compohltton

of

freshman

wth

e\tensl\ e lwson Instructors.

the needs. Interests

hbrandn

~rltmp

their respective fields,

v.ork

with

I2 Just

as

must keep up and taculty

In

N ho want to

freshman

muht keep up wth

the faculty,

by

fields ,md must knon

so BI llbranans

effectively

students

work

and

and ahlImes

students

subJect-specialists

the needs ot the students their

mstltu-

ot the pedagogy of cornpow

tlon

learning

at their

could best achleke this

wntmg

that subject

and students

Notes and References I Wnrtrcd Bqan Homer The Root5 ot Modem U’ntmg InstructIon Eighteenth- and Nmeteenth-Centun Bnwn ’ Rlrrro~~ &I m 8 ISpnnp 1990) 322-31.5 2 DU lpht Purdb A Polenucal Hwon ot Freshman Composmon III Our Time College Engllbh -I8 t December 19861 791-792 3 Teresa B Mcnzchmg Trend< m BMloLgrnphlc Iwtructlon In the 1980s 4 Companwn ot Data tram n\ro Sur\c)\ Reseurth SrrmrqreJ 7 (Winter 19891 -l-I? -I Otis Chadlek and Jacquelbn Gainck Blhllographx Inwuctmn Trends m Resexch Llbrarleb Resmrc /I Srturegws 7 I Summer lYX9) 106-113 5 Haskel hl Block dnd Sldneb hldttls The Research Paper 4 Co-operatl\e Approach Cu//rye&trqlrs/r 13 ~Jmuan 1952, ‘12-115 6 James E Ford The Natural 4lllance benteen LIbranan\ and Engll>h Teachers rn Cource-Related Llhran U\e Inwxctron College & Rrseutth Ltbtcrtre\ -t3 r Septemher 198’1 379-384 7 hlar) K Brown and Tqlor E Hubbard An Evpermient m Teaching Rebearch hlethods to Undergraduates at lJm\ersq ot 4ld& F~wbanks ’ Ittrptol ttrg L’trrletsrn 7iVll

llltl~

4lll

ltrrrt

tlcrrrorld

Cotrfetrtr1

f

~College Park MD I-rnl\erslt\ ot hlaqland Prebs 19X0) pp 607-615 8 Bill hluehlbauer Snl\mg the Riddle ot Blbllographx In~tructmn dt the T\\o-kcar College Cfvtlttllttlr~ cp Jlrtllot Collqu LtDtmrt~s 3 1Fal1 19X-l) -l7-51 Y Suwn D Skeklort Regdmmg Control wer a Nonrequired BI Program Research Strategies 5 tSummer 1987, 121-12.5 IO Douglas BIrdAl Llhrq Sk11ls and Freshman English 4 Llhrxwl \ Per$pectl\c Colleqt~ Cottlpos/r/otl trtuf Comtllollc 111,011 37 ~Mav

19861

2’7-233

I I _ \‘qgnia -P Soren\en Blhllographlc Instructmn In rl De\elopmentdl Studies Proprdm 4 Pawed Course Approxh Restvmh Shtrmyrc 6 IFAl lY88, 161-167

I2 Vuyma Tlefel L~branes and Llbranans a> Depicted m Freshman En&h Textbooks Collrge Eqlrsll -l-l (September 1982, -lY1SOS 13 Soma Bode Relevance m Blbllographlc InstructIon The Pursuit College & Research Llbranes 15 (January 19X-l) 59-65 1-l See tar example Marcella Henry ,md Vlctona Leather Blhhogrnphw Instruction across the Cumculum Cottlttrltrlrn c7trd Jwlrot Colleqt~ Lthnztres 4 tSpnng 1986, -!51X Bxhxa hlac4dam and Barbara Kemp Blbllopraphlc lnstructlon and Cntlcal Inquu-v in the Undergraduate Cumculum rlw Rr]eretrc e Ltbrurrmr 2-l I 198Y I 232-24-l IS 4 search ot the ERIC on CD-ROhl databaNe trom lY82 to December 1992 weals 57 put&shed articles on course-related or courhe-integrated hlhllopraphlc mstructwn 16 ROSAT LaBaugh BI 15 a Proper Noun ’ Rewutc h Slrmrgtes 10 t b inter 19Y2) 3-l-39 I7 Barbara Flcter Common Ground The CompowonlBlbllographlc InstructIon Connection in Procmfitr~s 01 rite St dr Ntirrntrol Cotr~ertvrc c of Iire A ssoc immti

01 Colleqe

mid

(ChIcago 4zcoclatlon of Colllege K: Rehetich LItvane> 1997) pp IS-!15X IX Donald 4 Barclq Undewandm_g the Freshman 1vnter The Pedqog) ot Compow tion and It> Relevance to Blhllogr~phrc Instruction in Ptotfwhqr of r/w S~ulr Resrurt

Nmotrtrl

/I LtBtarrt~~

Corttrttwc

e ot r/w ? \soc tttitott of Col-

pp 133- 13.5 19 Cxnegre Foundation tor the 4d\ancement ot Teachmg A Cldbslficatlon ot Inwtutwns ot Higher Education (Lamrence\~lle NJ Pnnceton Uni\cr>it\ Prrs5 1987, Institutions Included In the stud! fell Into one ot the tollow In@ Cxncge catcgones Research Crnl\er\ltleb I X, II Doctorate-Grdntmg Colleges and Uru\er~ltle~ I K II Comprehensl\c Colleges I R II Liberal 4rts Colleges I Kc II Schools ot Enpmeenng School\ of Busmesb and hlanapement Schools ot 4rt hluw ,md Desyn Teachers College5 and Other Specldllzed Institution te g senlce xademleh) On the grounds that the) uere entIreI> unlIkeI) to otter twhmnn-\rntmg courses the tolloHm@ Carnegie cntegones of >peclalrzed mstrtutmns uerc entIreI\ excluded from the population Spewllzed Instltutlonc Relyon and Theolop\ Speclahzed In\tltutmns hledlA Schools Specialized Irwtuutmns Other Health Professions Speclallzed In>titutlons La\\ School> and Spccldlrzed Inbtltutlons Corporate College> ELen with thrs attempt to screen out Inwtutlon\ \< hlch do not ofter trebhmdn wnting courses fl\r ot the m>tltutlons sunqed reported that the] did not offer fre\hman courses ot dnk sort Instltutlon\ trom the Camegle categon Two year Junior and Techmcal CoIleye\ \rere excluded tar reasons of tocu> and to lout the stud) to a manageable \Ize 20 See PhIlIp J Snuth and Virginia Tietel The Intormdtlon Gatwav Deqmng rl FrontEnd Interface to Enhance IAran Instruction Rt~rretrc-r Srn I( es RtT\ ttw 20 ( I YYZ I 37-48 lest? md

Resmtch

Lhtmres

21 See Laura A Pilkmgton 4 New Reference Resource The Interacwe hledla Center Refetence Ldwmrrm 40 ( 1993, 157168 22 See LaBaugh BI Is a Proper Noun Flster Common Ground dnd BarclaF Understanding the Freshmdn ii’nter