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Library Instruction in PublicLibrariesPatricia F. Beilke aa Associate Professor, Library Science, Ball State University,Muncie, IN, 47306Published online: 17 Mar 2009.

To cite this article: Patricia F. Beilke (1984) Library Instruction in Public Libraries, TheReference Librarian, 3:10, 123-133, DOI: 10.1300/J120v03n10_14

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Library Instruction in Public Libraries: A Dream Deferred, A Goal to Actualize

Patricia F. Beilke

Public librarians are educators too. Although some public librar- ians may be startled to consider the provision of education as part of their roles, few would challenge that the provision of information to users at the time it is necded and in the form that it is necded is part of their professional aims. Many would concur that provision of programs to stimulate new uses of information is among the ac- tivities acknowledged as those provided by public libraries. Ian Malley' says few librarians have had any professional preparation for user education. User education, as seen by Malley, involves l i - brarians in education, instruction and learning. Keith G. E. Harris2 points out that preparation in education is needed by some librar- ians.

DEFINITIONS

Facilitation of transfer of information is the ultimate goal of ref- erence service. This ultimate goal is stated in the January 1976 Developmental Guidelines,' adopted by the Reference and Adult Services Division, American Library Association. Thc Develop- mental Guidelines state that substantive interaction with users on direct and indirect levels is the means by which reference librarians ensure optimum uses of information. Examples of these interactions range from the explanation of the use of bibliographical aids-

Patricia F. Beilke is Associate Professor of Library Science, Ball State University. Mun- cie. IN 47306.

@ 1984 by The Howonh Prcas, Inc. All rights reserved. 123

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catalogs, information data bases and reference works-to interpre- tative tours and lectures. For the present discussion, these activities concerning ways to locate and pursue information will be referred to as library instruction.

Education is defined as "the act or process of imparting knowl- edge or skill."4 Library education cncompasses library instruction but is not limited to the pursuit of information concerning library re- sources. Library adult education is influenced by the needs and interests of users, societal trends, and the nature of the topic being addressed. The breadth of the term library adult cducation was ex- plained by Margaret E. Monroe" in her article "Adult Services in the Third Millennium." According to Monroe, trends in adult edu- cation have implications for public library adult services.

NEED FOR LIBRARY ADULT EDUCATION

Carolyn A. Kirkendall and Carla J . Stoffle6 acknowledge that library instruction programs have never been widely established in public libraries; however, they avow that the recent explosion in the information-gatheringhformation-cxchane fields as well as the current emphasis on the adult independent learner offer many opportunities for developing continuous working relationships be- tween public librarians and patrons. Kirkendall and Stoffle predict that effective use of the public library will be an important and growing part of total reference service.

Although few librarians may be professionally prepared for their roles in user education, the need for librarians to perform these roles has persisted for many years. Patricia Senn Breivik7 indicatcs that some visionary librarians were concerned about library instruction in the 1870s. In 1959 Monroe* stated that public libraries had cre- ated the field of library adult education in the previous thirty years. She indicated that library adult educational services may be varied as to the means by which they promote or provide continuing cumulative experiences for adults. The services may include: (1) readers' advisory activities with individuals or groups, (2) sequen- tial group programs in the form of presentations or discussions, or (3) programs developed cooperatively with other community groups whereby library materials, skills or insights make appropriate con- tributions.

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Patricia F. Beilke

TRENDS

Monroe9 anticipates an increase in the population of adults by 2000 A.D. These adults will be 65 years of age or older and in rela- tively good health. She says these adults will have leisure, be ac- customed to the use of public library services, and be oriented to-

' ward learning to satisfy their varieties of interests. Monroelo counsels that adult service librarians will need understanding of life tasks of various groups of older adults. Danny Cunningham" says shifts in population in the 1980s and 1990s indicate there will be re- newed emphasis on library adult education. Cunningham says pub- lic library services for persons in the 35-54 year age group should be accelerated. Interests of persons in this age group can be used as bases for the public library adult education programs. Cunningham says basic interests of persons in this age group "include self-edu- cation, travel and hobbies, career change, financial investment, planning for retirement, and health care. "

Other trends which affect library adult education are those asso- ciated with changes within society. Alvin Toffler and John Naisbitt are well-known for their writings about the future. Toffleri2 writes of a Third Wave civilization where information, including imagina- tion, will be very important. According to Tofflcr the Third Wave civilization will be a world which may be characterized as new in values, technologies, geopolitical relationships, lifestyles and modes of. communication. Naisbitti3 examines scveral new trends. Two trends which have potential implications for librarians who provide adult education programs are:

The American socicty is moving in dual directions of high tech-high touch. Thc introduction of every new technology is accompanied by a compensatory human response-or the new technology is rejected.

The most important trend in this century is the continuing shift of the United States from a representative dcrnocracy to a participatory democracy.

Toffler and Naisbitt emphasize changes in technologies. These changes will lead to changes in many persons' relationships with: one another, the machines used to accomplish work or pursue lei- sure activities, and institutions. There will be an accelerated necd for sensitivity in human relationships, because traditional responses

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126 LIBRARY INSTRUCTION AND REFERENCE SERVICES

will no longer be sufficient. More individuals will seek to participate actively in the institutions which affect their lives rather than relying on others to represcnt them.

IMPLICATIONS OF TRENDS

Rapid changes in technologies and increased participation of citi- zens in the institutions of society have implications for the con- tinuing education of librarians. Greater sensitivity will be needed for working with other individuals and organizations by librarians as they plan, implement, and evaluate library adult education pro- grams. Changes in technologies will lead to greater need for library users to become updated about new ways of gaining access to infor- mation, information related to their interests. As public library adult education programs are provided, library instruction will need to be considered as a necessary component of each program. To meet the needs mandated by accelerated technological changes and increased adult participation in institutions, F. William Summcrsf4 stresses that greater emphasis should be placed on group and intcrpersonal communication skills for reference librarians.

Professional readings can provide guidance for reference librar- ians concerning interpersonal communications. Katzls discusses the importance ofdeve6ping rapport with a patron in volume I1 of his third edition of Introduction to Reference Work. Katzl6 provides suggestions for readings ~ o n c e r n i n ~ b o t h verbal and nonverbal com- munications. One can observe that some users can be alienated by a reference librarian who does not approach the patron and conducts the reference interview from a distance of five or six feet. In a like manner, reference librarians who conduct library adult education programs need to gain the confidence of the participants. Librarians who are new to their educational duties may wish to examine their own nonverbal behaviors. Useful information is provided in paper- back books about nonverbal behavior, such as Erving Goffman'sl7 The Presentation of Selfin Everyday Life and How to Read a Person Like a Book by Gerard I . Nierenberg and Henry H. Calero.I8 Other useful books about working with groups include: Walter M. Lif- ton's Groups: Facilitating individual Growth and Societal Change19 and Herbert A. Thelen's Dynamics of Groups at Work.2o

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Parricia F. Beilke

GOALS OF LIBRARY ADULT EDUCATION

Effective library adult education programs provided by public li- brarians must have subject matter related to the needs and interests of the intended participants. A written statement of the goals of the library adult education program is a useful way to begin. Reference librarians may find it useful to think of the dcvelopment of goals for library adult education from various points of view. One useful ap- proach may be to state the goals in terms of what ideally a library patron may strive to become. Thelenzl provides some useful sug- gestions. He describes the "humane person" as one who is: (1) in- volved in his culture, (2) aware of his belongingness to the human species and (3) involved in the environment of his society. Thclen elaborates on this involvement in the environment as including: be- longing to informal and formal organizations, having a position and status, solving problems, as well as competing for comfort, powcr, prestige, and thc world's goods. Thclen concludes that the humane person is a member of a society, a citizen. In the opinion of this writer, a public librarian can validly develop library adult education programs with aims for contributing to the development of fully functioning citizens. Jesse H. Shera22 asserts repeatedly that the goals of the library are the goals of society. ~ i b r a r ~ hstruction should be incorporated into each library adult education program. B r e i ~ i k ~ ~ says the needs of library employees for library instruction sliould be considered also.

HouleZ4 contends that it is difficult to know which goals of a public library are educational and which are not. In the opinion of this writer library adult education goals tend to be diffused under various programming efforts. Library instruction is frequently viewed as one component of library adult education. If it were to be viewed as a necessary component of every library adult education program, it would be considered and planned for whenever any type of library adult education is developed. Givens25 says public librarians provide user instruction in many situations without giving the instruction a name. Givens prcdicts that this condition is likcly to change since the concept of life-long learning and the role of li- braries as agents of change in life-long learning are gaining wide ac- ceptance. Givens foresees that user instruction will become a fixture in public libraries as it has become in schools and colleges.

Peter M a r ~ h a l l , ~ ~ reference librarian in Bexley London Borough,

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England, reminds librarians not to ignore the needs of citizens who have a problem of literacy or basic understanding. He suggests that it is easy to satisfy needs of those persons who have already acquired basic reference skills. He says it is a more difficult task to work with persons who have not acquired basic reference skills and where a higher level of motivation is needed. Marshall points out that the need to acquire reference shlls arises urgently with demands made by either employment or unemployment and by other activities as- sociated with the economic facts of life. His list of practical tools, although oriented toward library practices in England, provides guidance for reference librarians who wish to collect comparable materials in the U.S. These practical materials will help citizens with very basic and urgent information needs develop their com- petencies in acquiring information for then~selves. Marshall~7 ad- vises reference librarians to collect materials which can be used at a very fundamental level to instruct patrons how to locate: (1) materials in libraries, (2) information in general reference sources, e .g . , dictionaries and encyclopedias, (3) application forms. and (4) instructions for filling out the application forms. Clcarly, oppor- tunities for working with community agencies will occur to im- aginative public library reference librarians who are stimulated by Marshall's suggestions. Additional groups to serve may be sug- gested by examining Thomas Childer's The Information Poor irz America. 28

Ron Serivener,z9 Branch Librarian, Woodbridge, Suffolk, England, says a user education course in a public library can pro- mote good public relations and better understanding between the library staff and the library users. The prototype course which he and his staff developed had three goals:

1. To encourage users to help themselves in the library; 2. To provide an awareness of other library services available

through the county library; 3. To develop or improve relationships between staff members

and the public.

Scrivener's program30 deserves study by public librarians. The eight meetings he describes incorporate tours and varicties of prac- tical activities as well as informative presentations. Orientation tours, the mysteries of catalogs and classification, microfiche cata- log use, services for children, reference and information services,

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Patricia F. Beilke 129

and computerization were among the topics covered. Half-hour cof- fee brcaks separated the two forty-five minute sessions which com- prised each meeting. This approach of Scrivener and his staff illus- trates the person-oriented approach to reference service advocated by McFadyen3' whereby learners are not passive receivers of infor- mation but bring their own experiences to the concept of informa- tion thus making and remaking their own understandings. Practical steps essential to the establishment of the library adult education course described by Scrivener32 were:

1. Endorsement of the county library director and the library trustees;

2. Help and participation of a competent and enthusiastic library staff;

3. The willingness of professional colleagues to give up one eve- ning of their time.

IMPORTANCE OF INSTRUCTIONAL OBJECTIVES

After goals are established, learning objectives need to be written in terms of what each library instruction participant will be able to do as a result of having participated in the planned sequence of learning activities. Learning objectives specify in what ways the goals will be actualized and justify why particular teaching-learning events take place." B~reivik3~ points out that at the conclusion of an instructional session each participant should be able to do something new and be confident about doing it.

EVALUATION BASED ON OBJECTIVES

A well-written set of objectives is important, because evaluation of the extent to which each participant is achieving the desired ob- jective is much easier if the objective is appropriately written. Robert F. Mager's paperback Preparing Instructional objective^^^ ,is useful for persons who need guidance about the writing of ob- jectives. Advisory groups composed of library staff members and/or library patrons can be useful for review of both goals and ob- jectives. Each objective must bc measurablc.

Breivik's36 instructive comments about evaluation indicate that

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130 LIBRARY INSTRUCTION AND REFERENCE SERVICES

evaluative plans need to be made concerning learning outcomes, learning experiences, instructional presentations, learners' atti- tudes, as well as the total program. Particularly helpful are the forms she provides for evaluation of a workshop37 and of a learner's attitudes.38

CONCLUSION

Reference librarians in public libraries can initiate new and im- proved programs of library instruction. To do so, library adult education programs must address needs of library users or potential users in a rapidly changing communication environment. The library instruction component of each of the library education pro- grams needs to be designed. Goals and objectives for the library adult education programs must be written and, when possible, re- viewed by advisory committees. Evaluation should be planned.

Librarians need to be prepared to function as educators. Much of the information which users wish to obtain must be transferred in face-to-face encounters, in small groups and, in some cases, in large groups. Professional preparation in the areas of adult education and interpersonal communications can help. Professional readings can help. Insights gained from these readings can facilitate the friendly, approachable image librarians wish to project. Participation in professional associations and inservice meetings can contribute to professional growth. Librarians need practice in planning, imple- menting and evaluating educational programs from a behavioral ap- proach while using verbal and nonverbal communication skills.

Effective library instruction occurs in a personal context. Ef- fective library instruction involves the human dimension as well as the imparting of knowledge and skills about the most recent means of locating and accessing information. The teachable-moment for a child occurs when interest in a curricular project is supported by ex- pert guidance provided in a warm supportive environment. An adult, likewise, responds favorably to learning environments which meet current interests and needs. New competencies gained from socially-supportive learning sessions can fulfill the library user's as- pirations as a life-long learner. Library instruction offered in the context of library adult education programs will no longer be a dream deferred. Now is the time to plan for the competencies to be gained.

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Patricia F. Beilke 131

REFERENCES

I. Ian Malley, "National Clearinghouses for User Education." Libri 32 (March l982):55.

2. Keith G. E. Harris, "User Education," Lihri 32 (December 1982):331. 3. Reference and Adult Services Division. American Library Association, "A Com-

mitment to Information Services: Developmental Guidelines,'' RQ I 8 (Spring 1979):275-76. 4. The American Heritage Dictionary of he English Language. (1970), s.v. "Edu-

cation." 5. Margaret E. Monroe. "Adull Services in the Third Millennium," RQ 18 (Spring

1979):272. 6. Carolyn A. Kirkendall and Carla J. Stoffle. "Instruction," in 7he Service ln~pfrarive

for Libraries: Essays in Honor of Margarer E . Monroe, ed. Gail A. Schlacter (Littleton, Col- orado: Libraries Unlimited. 1982). pp. 56-57.

7. Patricia Senn Breivik. Planning rhe Library Insrrucrion Program (Chicago: Ameri- can Library Association. 1982). p. 124.

8. Margaret E. Monroe. "Educating Librarians for the Work o f Library Adult Edu- cation," Lihrary Trends 8 (July 1959):91

9. Idem, "Adult Services in the Third Millennium." p. 272. 10. Ibid.. p. 273. I I. Danny Cunningham, "Papulation Shifis Demand Library Response," Arnerica~~ Li-

braries 13 (September 1982):505. 12. Alvin Toftlcr. 7he 7hird Wave (New York: William Morrow and Company; 1980),

pp. 368, 18. 13. John Naisbitt, "The Major National and International Societal Problems and Issues

Whose Resolutions Require Information Service in the Year 2000," in Srraregies for Meeting rhe Informarion Needs of Socieg' in rhe Year 2000, ed. Manho Boaz (Littleton, Colorado: Lihraries Unlimited, 1981). pp. 30-31.

14. F. William Summers. "Education for Reference Service," in 7he Service Impera- tive for Libraries: Essays in Honor of Margarer E. Monroe, ed. by Gail A. Schlacter (Lit- tleton. Colorxdo: Libraries Unlimited, 1982). pp. 166-67.

15. W~ll iam A. Kntz, lntroduc~ion ro Refermce Work. 3rd ed., 2 vols. (New York: McGraw-Hill Book Company, 1978), vol. 2: Reference Services and Reference Processes. pp. 62-78. . .

16. Ibid., pp. 79-80. 17. Erving Goffman, 7lle Presenrarion of Selfin Everydoy Life (Garden City, New York:

Doubledav and Comuanv. 1959). 18. derard I. ~ i e r e i b e r ~ and Henry H. Calero, How ro Read a Person Like a Book

(New York: Hawthorn Books. 1971: Pocket Books, A Division of Simon and Schuster, 1973).

19. Walter M . Lifion. Croups: Facilitating Individual Growlh and Societal Change (New York: John Wiley and Sons, 1972).

20. Herben A. Thelen. Dynamics of Groups or Work (Chicago: The University of Chicago Press, 1954).

21. Idcm, "Comments on 'What I t ,Means to Become Humane,' " in To Nunure Humaneness: Commirmenr for rhe '70'5, cds. Mary-Margaret Scobey and Grace Graham (Washington. D.C.: Association for Supervision and Curriculum Development. NEA. 1970). i. 29-30.

22. Jesse H. Shera, "Response," in Changing Times: Changing Libraries, eds. George S. Bonn and Svlvia Fabisoff (Urbana-Chamosinn, Illinois: Graduate School o f Librarv . - Science. univerkty of Illinois, 1978). p. 15.

23. Breivik, p. 48. 24. Cyril 0. Houle, "Adult Education." in Encyclopedia of Educarional Research, 4th

ed.. ed. Roben L . Ebel (New York: The Macmillan Company, 1969). p. 52.

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132 LIBRARY INSTRUCTION AND REFERENCE SERVICES

25. Johnnie E. Givens. "User Instruction: Assessing Needs for the Future.'' in Reference Services and Library Educarion: Essays in Honor of Frances Necl Cheney, eds. Edwin S. Cleavcs and John Mark Tucker (Lexington. Massachusctts: D.C. Heath and Com- pany. 19831, p. 99.

26. Petcr Marshall. "Our Role as Rescue-Educators in sn Age of Basic Needs Infor- mation." Libraq' Associarion Record 84 (February 1982):57

27. Ibid.. pp. 57-58. 28. Thomas Childers, ' f ie Informarion Poor in America (Metuchcn. New Jcrsey: Scare-

crow Prcss. 1975). 29. Ron Scrivener, "User Education in Public Libraries-A Practicsl Excrcise." in Sec-

ond lnrernarional Conference on L i b r a n User Eil~rcarion Pmcwdings. Kcble C o l l q e Ox- ford. 7-10 July 1981 (Loughborough. Leiccstershire. England: Loughborough University of Technology. INFUSE Publications. 1982). pp. 64. 61.

30. Ihid.. pp. 65-66. 31. Don McFadyen. "The Psychology of Inquiry: Refcrcncc Service and thc Concept of

InformationIExpcrience." in 7lrr ProJ%onal D ~ ~ ~ r l o p r n r t r ~ ($,/rhr L ibrar~on and b ~ ~ k n ~ ~ o r ~ o n Worker. Aslib Reader Series, vol. 3, ed. Patricia Layzcll Ward (London: Aslih. 1980). p. 133.

32. Scrivcner. p. 61. 33. Measuring and Arraining rite Goals oJ Edr,crrrio,~, by Wilhur B. Brookover. Chair-

man (Alexandria. Virginia: Association Ibr Supervision and Curriculunl Dcvelopment. 1980). pp. 6-7.

34. Brcivik. p. 59. 35. Roben F. Magcr. Preparing Insmrr r io~~ol O b j w ~ i w s . 2nd cd. (Bclmont. Calilbrni;~:

Feoron Publishers. 1975). 36. Breivik. p. 97. 37. lbid.. p. 101. 38. Ibid., p. 106.

SELECTED BIBLIOGRAPHY

7he Americnn Hcrirage Dicrionary of rhe Englisl~ Language. 1970. S.v "Education." Breivik, Patricia Senn. Planniny rhe Library Insrrucriorr Program. Chicago: Amcric:m Li -

brary Association. 1982. Childers, Thomas, nre Informafion Poor in Amerira. Meluchen. New Jcrsey: Scare-

crow Press, 1975. Cunningham, Danny. "Population Shifts Demand Library Response." Amcrican Libraries

I 3 (September l982):505. Givens, Johnnie E. "User Instruction: Assessing Nccds for the Future." In Rrfrrence Ser-

vices and Libran' Educarion: Essa?s in Honor of Frances Nee1 Qlon.?. pp. 95-108. Edited by Edwin S. Gleaves and John Mark Tuckcr. Lexington. Massachuseus: D.C. Heath and Company. 1983.

Gofiman, Ervrng. The Presenrarion of Self ill Everday Life. Garden City. Ncw York: Doubleday and Company. 1959.

Harris, Keith G. E. "User Education." Libr i 32 (December 1982):327-36. Houlc, Cyril 0." Adult Education." In Encyclopedia of Educarional Research. 4th cd..

pp. 51-57. Editcd by Roben L. Ebel. New York: The Macrnillan Company. 1969. Katz. William A, lnrroducrion ro Reference Work. 3rd ed. Vol. 2: Reference Servicrs ond

Reference Processes. New York: McGraw-Hill Book Company. 1978. Kirkendall. Carolyn A., and Stoifle. Carla J. "Instruction." In rite Srrvicr 1mperari1,c for

Li6rarie.s: Essays in Honor of Margaret E. Monroe. pp. 42-93. Edited by Gail A. Schlacter. Littleton. Colorado: Libraries Unlimited. 1982.

Lifton, Walter M . Groups: Fariliraring lndividunl Growrh and Socieral Change. Ncw York: John Wilcy and Sons. 1972.

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McFadyen, Don. "The Psychology of Inquiry: Reference Service and the Concept of In- formation1Experience." In 771e Professional Developmenr of rhe Librarian and Informa- tion Worker. Aslib Reader Series. Vol. 3, pp. 125-34. Witcd by Patricia Layzell Ward. London: Aslib, 1980.

Mager. Robert F. Preparing lnsrrucrional Objectives, 2nd ed. Belmont California: Fearon Publishcrs, 1975.

Malley. Ian. "National Clearinghouses for User Education.'' Libri 32 (March 1982): 54-67. Marshall, Peter. "Our Role as Rescue-Educators in an Age of Basic Needs Infomiation."

Libraq Associorion Record 84 (February 1982): 57-58. Measuring and Anoining the Goals of Educurion. By Wilbur B. Brookover, Chairman.

Alexandria. Virginia: Association, for Supervision and Curriculum Development, 1980. Monroe, Margaret E. "Adult Services in the Third Millennium." RQ 18 (Spring

1979):267-73. . "Educating Librar~ans for the Work o f Library Adult Education." Library Trends

8 (July 1959):91-107. Naisbitt, John. "The Major National and International Societal Problems and Issues Whose

Rcsulutions Require Information Service in the Year 2000." In Brare~ies for Meeting the Informarion Needs of Socieq in rhe Year 2000. pp. 30-42. Edited by Martha Boaz. Little- ton, Colorado: Libraries Unlimited, 1981.

Nierenberg. Gerard 1.. and Calero, Heniy H. How ro Reada Person Liken Book. New York: Hawthorn Books, 1971; Pockct Books, A Division of Simon and Schustcr, 1973.

Reference and Adult Services Division. American Library Association. "A Commitment to Information Services: Devclopmcntal Guidclmcs." RQ I 8 (Spring 1979):275-78.

Scrivener, Ron. "User Education in Public Libraries-A Practical Exercise." In Secot~d lnrernorionol Conferencp on Library U.wr Educorion Proceedings, Kehle College 0,rford. 7-10 July 1981. pp. 60-66. Loughborough. Leicestershire. England: Loughborough Univers~ty of Technology, INFUSE Publications, 1982.

Shera. Jesse H. "Response." In Changing Times: Changing Libraries, pp. 14-22. Edited by George S. Bonn and Sylvia Fahisoff. Urbana-Champaign, Illjnois: Graduatc School of Library Science. University of Illinois. 1978.

Summers. F. William. "Education for Reference Scrvicc." In T71e Service Imperorive for Libraries: Essays in Honor of Margaret E. Monroe. pp. 157.168. Edited by Gail A.

. Schlacter. Littleton. Colorado: Libraries Unlimited. 1982. Thelen, Herbert A. "Comments on 'What It Means to Become Humane.' " In To Nurrure

H~rmaneness: Con~fnirnref~r for rhe '70's. pp. 27-32. Edited by Mary-Margaret Scobey and Grace Graham. Washington. D.C.: Association for Supervision and Curriculum Development. NEA. 1970.

, Dyamics of Groups or Work. Chicago: Thc University of Chicago Prcss, 1954. Toffler. Alvin. The Third Wave. New York: William Morrow and Company, 1980.

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