A Challenge for Library Instruction

The opinions expressed in this entry are of Bruce Slutsky and not anyone else at NJIT. If anyone would like to discuss it with me, please see me in person. There are certain types of communication not appropriate for e-mail.

Teachers can not force students to like a subject. This includes chemistry, physics, history, literature, or library science. In recent years, librarians have pushed for information literacy in the curriculum. Most university administrators have been receptive to this initiative. It is simply defined as the ability to both search and access information, not only through traditional means, but also through the use of information and communication technologies. Librarians do play an important role in the information literacy process, but some of it belongs with the teaching faculty.

There is anecdotal evidence that students frown on library lectures. I remember back in junior high school we had one period a week when the librarian showed us how to search the card catalog and Readers Guide. I received no other formal training until I changed careers and went to library school. There is a technique to make students at least receptive to the class. I think that is to show that what they are learning now will be relevant to them in the future. The worst thing we can do is to teach library science to them. They will be bored to death and possibly even hostile. They need to learn enough to integrate information resources to their academic and personal lives.

This semester, I have taught some students in Humanities 101, the writing course given to freshmen. I start out by asking them to put their names in Google and see if they can find themselves or someone else with their name on the Internet. I use this as an ice breaker to show them that online searching can be fun. The aim of a second class is to evaluate the validity of web sites. I start out by asking them to Google their favorite entertainer and see if they think the retrieved web sites provide valid information.

Most of my experience has been in teaching students to find information in chemistry and related fields. I start out by saying that as they advance in their academic careers, their needs for information becomes more difficult. They will no longer have readings assigned to them by their professors. They must use online and print resources to find information they need. I always say that before they do their dissertation research, they must search to see that nobody else has done the same research. They will all eventually work in industry where they must be aware of what their competitors are doing.

It is always frustrating to see inattentive students in class. You can often see them doing homework, whispering among themselves, and playing with their cell phones. We really need to show the students that what we are teaching them is relevant now and in the future.