The librarian as a cooperating instructor

Download The librarian as a cooperating instructor

Post on 25-Mar-2017

213 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

<ul><li><p>This article was downloaded by: [UQ Library]On: 20 November 2014, At: 08:38Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK</p><p>Peabody Journal of EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/hpje20</p><p>The librarian as a cooperating instructorPaul W. Paustian a &amp; Dorothy Martin ba Director, Social Studies Division , Stephens College , Columbia, Missourib Social Studies Division Librarian , Stephens College , Columbia, MissouriPublished online: 04 Nov 2009.</p><p>To cite this article: Paul W. Paustian &amp; Dorothy Martin (1935) The librarian as a cooperating instructor, Peabody Journal ofEducation, 12:5, 242-245, DOI: 10.1080/01619563509535272</p><p>To link to this article: http://dx.doi.org/10.1080/01619563509535272</p><p>PLEASE SCROLL DOWN FOR ARTICLE</p><p>Taylor &amp; Francis makes every effort to ensure the accuracy of all the information (the Content) contained in thepublications on our platform. However, Taylor &amp; Francis, our agents, and our licensors make no representationsor warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Anyopinions and views expressed in this publication are the opinions and views of the authors, and are not theviews of or endorsed by Taylor &amp; Francis. The accuracy of the Content should not be relied upon and should beindependently verified with primary sources of information. Taylor and Francis shall not be liable for any losses,actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoevercaused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.</p><p>This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms &amp; Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions</p><p>http://www.tandfonline.com/loi/hpje20http://www.tandfonline.com/action/showCitFormats?doi=10.1080/01619563509535272http://dx.doi.org/10.1080/01619563509535272http://www.tandfonline.com/page/terms-and-conditionshttp://www.tandfonline.com/page/terms-and-conditions</p></li><li><p>THE LIBRARIAN AS A COOPERATINGINSTRUCTOR</p><p>PAUL W. PAUSTIAN,Director, Social Studies Division, Stephens College, Columbia, Missouri</p><p>DOROTHY MARTIN,Social Studies Division Librarian, Stephens College, Columbia, Missouri</p><p>For several years Stephens College1 has been engaged in an intensivelibrary program. Among its objectives are: centering the whole instruc-tional program around the library; aiding students in the more intelligentand effective use of books; increasing the emphasis upon individualized in-struction by bringing students, faculty members and books more naturallyand closely together in the various library units. In the fall of 1933 aSocial Science Division Library was established on an experimental basis.</p><p>1.Any library functions acceptably only when it is used intelligently and</p><p>intensively by those for whom it exists. The Social Science Division Libraryis located adjacent to the class rooms and faculty offices of that division. Itcontains approximately twelve hundred books, four daily newspapers andtwelve magazines. The library room is pleasantly furnished, well lighted,has an intimate atmosphere and can accommodate twenty-five students com-fortably at one time. Since this library is on the same floor which housesthe faculty offices, students find it easy and natural to consult with professorswithout loss of time during their library study. Furthermore, a student inconference with his instructor is easily conducted to the stacks which con-tain source materials for the study of any particular project. The divisionlibrary, being accessible to classrooms and offices, is used more frequentlyby the faculty and hence instructors know definitely what aids are availablein the library for guiding their students. Insteadof talking abstractly aboutbooks of note and importance the instructors can bring these books into theclassroom without undue inconvenience, and thus create an immediate interestin these books for the student. Not infrequently instructors announce thatthey will be in the division library to supervise the study of such studentsas may seek aid and guidance.</p><p>2.The Division Librarian, who is well trained in the Social Studies, has</p><p>her schedule so arranged that she can visit weekly one section of every courseoffered in the division. Thus she knows the content, aim and trend of eachcourse and is thereby enabled to suggest sources of information to studentswho come to the library with questions and problems. To familiarize her</p><p>1 Stephens College, a junior college fer womenenrollment 750 students.</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>UQ</p><p> Lib</p><p>rary</p><p>] at</p><p> 08:</p><p>39 2</p><p>0 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>1935} THE LIBRARIAN AS A COOPERATING INSTRUCTOR 243</p><p>still more adequately with the work of the division, she teaches one sectionof the Social Problems course, a prerequisite to advanced courses in thedivision. She also meets weekly in the conference of the instructors of thiscourse.</p><p>In order to individualize instruction more completely, the division directorand the division librarian have developed a system of cooperation in aidingStudents working on individual projects. The division librarian was pro-vided with a list of the topics selected by individual students for specializedwork. The librarian then began collecting bibliographies on those topicsso as to be in a position to aid efficiently when students came to her for adviceand guidance. She did not hand the bibliographies to the students, but wasready to suggest additional sources to students after student exploration ofsources had been exhausted. Every week, or as often as the student desired,each student came for a conference with the librarian to talk over her project.On a card devised for this purpose, the division librarian would record ques-tions asked by the student, difficulties encountered, suggestions offered, booksbeing read, degree of adequacy of source materials available in the library,as well as other pertinent information relating to the student's progress. Atintervals of approximately two weeks, the division director and the librarianwould go into conference to discuss each student's progress card. In thisconference particular problems would be discussed, certain common difficul-ties of students noted, and suggestions made with reference to succeedinglibrarian-student conferences. The division director was thus better ableto guide his students than would otherwise have been the case and individual-ized instruction was made more vital. Thirty-five students were included inthis venture last year with such successful results that similar methods arebeing employed in cooperation with ninety-five students this year.</p><p>3.</p><p>The Social Science Division Library has been a part of the Stephenslibrary program for only one year and four months. Hence, comparablefigures on the utilization of this library's facilities are available for only fourmonths. While it is difficult to devise effective measures of the use of alibrary, the following table, indicating student attendance and circulation ofbooks from the division library, shows a marked and consistent increase inthe months of the second year of the library's existence :</p><p>Sept. Oct. Nov. Dec. ^Jg*Attendance 1933 363 933 1,170 947 3,513Attendance 1934 672 2,060 2,206 1,099 6,037Circulation 1933 74 58 106 70 208Circulation 1934 76 359 586 256 1,277</p><p>NOTE: It should perhaps be added that attendance was taken only of students whowent to the stacks and actually; sat down at the reading tables to study. During the</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>UQ</p><p> Lib</p><p>rary</p><p>] at</p><p> 08:</p><p>39 2</p><p>0 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>244 PEABODY JOURNAL OF EDUCATION [March</p><p>period of reading in the library by the student, it was not unusual to see her take anduse from two to six or more books before leaving the reading table. Hence, while thecirculation figures are rather low, they indicate that the division library is largely usedas a reference room. It may also be added that many of the books in the division libraryare duplicated in the general library. Furthermore, a considerable number of the divisionlibrary's books were on reserve and could not be taken from the room. Keeping thesecomments in mind, the increased used of this small division library seems significant.</p><p>4.Two incidental services of the division library may be mentioned. Ex-</p><p>tensive use is made of bulletin boards. Each day important news items; re-lating to the social sciences are clipped from newspapers, both local andforeign, and placed on the bulletin board; editorials of merit and commentof significance to materials currently studied in particular courses are simi-larly posted. Use is also made of the bulletin, boards by posting annotatedbibliographies covering available sources on particular problems then beingdiscussed in some division course, as well as detailed clippings from recentnewspapers on the same subjects. Thus the student's attention is directedto the contemporary importance and reality of current social trends and thework of the classroom is correlated with daily living.</p><p>Another service rendered by the division library staff is the posting oflists of articles in current magazines. As soon as the magazines arrive, thelibrarian incorporates the new articles in the bulletin board lists. Thus afairly complete index of articles of interest to students of the social studiesis compiled. It need hardly be added that these magazine article lists, top-ically arranged, become a valuable, readily available reference aid in laterstudy by students and staff of continuing social problems. The division fac-ulty is also indebted to the division librarian for her alertness in discoveringand making available to them for immediate use, articles and essays, booksand reports on subjects of interest to specialists in economics, sociology, polit-ical science, or history.</p><p>5.Summary Evaluation. This division library is still an experiment at</p><p>Stephens College. At present its contribution toward more effective instruc-tion may be summarized as follows :</p><p>1. It is well located for the convenience of students and faculty.2. Both students and faculty are making a more intensive use of library</p><p>facilities.3. Students are using more books and library sources in their study.4. The availability of faculty members and the division librarian is prov-</p><p>ing an aid in individualizing instruction.5. The division librarian, as a member of the faculty of the division, is</p><p>successfully cooperating in the instruction and guidance of students.She is no longer custodian of books only.</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>UQ</p><p> Lib</p><p>rary</p><p>] at</p><p> 08:</p><p>39 2</p><p>0 N</p><p>ovem</p><p>ber </p><p>2014</p></li><li><p>1935] THE LIBRARIAN AS A COOPERATING INSTRUCTOR 245</p><p>6. The weekly conference of the division faculty, including the divisionlibrarian, makes possible fuller integration of method and materialsutilized.</p><p>7. The records kept by the division librarian help faculty members to keepmore closely informed of the progress, difficulties and special aptitudesand interests of their students.</p><p>8. As a result, this year a second division library has been established atStephens, the Natural Science Division Library.</p><p>T H E K E Y T O T H E READING S I T U A T I O N(Continued from page 219)</p><p>Speller will recall that the frontispiece shows a youth standing at the foot ofa stairway ascending ever upward till it reaches the top of a mountain crownedwith the Temple of Knowledge and Wisdom. From this temple emanates aneffulgence of heavenly radiance which illuminates the pathway which thetender feet of the youth must climb. The way is steep but alluring, and bythe side of the youth, uplifted hand pointing the way, stands his guide, anAngel of Light.</p><p>Where was that Angel of Light when our youth flung away his book andturned forever from the hope of enlightenment?</p><p>The Angel of Light (being interpreted) is the administrator of the school.Elementary teachers, who are now customarily the only ones who are trainedin any adequate knowledge and appreciation of children's literature, do nothave the power to provide the books for which their souls may long. Highschool teachers seldom have adequate knowledge of children's interests inreading. For the same reason principals and superintendents are frequentlyunsympathetic toward such needs, and prefer to spend the school money onother things, which perhaps, making a more evident showing, will contributemore to the security of their positions.</p><p>Within the last twenty years we have accomplished marvels in trainingelementary teachers in the elements of Children's Literature. The great neednow is to take the next stepto extend this training until every high schoolteacher and every principal and superintendent shall be allowed to go out asdirector of the young only when he has acquired a knowledge of the literaturefor childhood, which is the only sure foundation for the habit of reading.</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>UQ</p><p> Lib</p><p>rary</p><p>] at</p><p> 08:</p><p>39 2</p><p>0 N</p><p>ovem</p><p>ber </p><p>2014</p></li></ul>

Recommended

View more >