Reference
and Information Services
LSC
504
Spring,
2010
Dr. Donna L. Gilton Course
Time: Monday 4:00 – 6:15
115 Rodman Hall Office
Hours: Tues., Thurs 1 - 3
(401) 874-4630
E-mail:
dgilton@mail.uri.edu
COURSE DESCRIPTION
LSC 504 is designed to introduce students
to information sources and services and will concentrate on the following
areas:
- print and
electronic catalogs, bibliographies, indexes, and abstracts
- basic print
and electronic reference sources, such as directories, encyclopedias,
ready-reference
sources
and biographical sources
- problems,
issues, and challenges in current reference services.
Any student with a documented disability
is welcome to contact me as early in the semester as possible so that we may
arrange reasonable accommodations. As part of this process, please be in touch
with Disability Services for Students office at 330 Memorial Union. 874-2098.
Illness
Due to Flu
The H1N1 Flu Pandemic may impact classes this semester. If any of us develop
flu-like symptoms, we are being advised to stay home until the fever has
subsided for 24 hours. So, if you exhibit such symptoms, please do not come to
class. Notify me at 874-xxxx or xxx@uri.edu of your status, and we will
communicate through the medium we have established for the class. We will work
together to ensure that course instruction and work is completed for the
semester.
The Centers for Disease Control and Prevention have posted simple methods to
avoid transmission of illness. These include: covering your mouth and nose with
a tissue when coughing or sneezing; frequently washing your hands to protect
from germs; avoiding touching your eyes, nose and mouth; and staying home when
you are sick. For more information, please view www.cdc.gov/flu/protect/habits.htm <http://www.cdc.gov/flu/protect/habits.htm>
. URI information on the H1N1 will be posted on the URI website at www.uri.edu/news/H1N1 <http://www.uri.edu/news/H1N1> , with links
to the www.cdc.gov <http://www.cdc.gov> site.
EDUCATIONAL OUTCOMES FOR STUDENTS WHO TAKE
LSC 504
Students
who have taken LSC 504 should be able to demonstrate the following GSLIS
Educational Outcomes (corresponding to the Rhode Island Department of Education
(RIDE) Beginning Teachers Standards (BTS) or RIBTS):
5a. Know and demonstrate
competence in using service concepts, principles and techniques that facilitate
information access, relevance, and accuracy for users.
5b. Retrieve, evaluate and
synthesize information from multiple sources and responds to complex needs of
diverse users for resources and services.
6a. Interact with diverse
individuals or groups of users to provide consultation, mediation or guidance
in their use of information resources.
Students taking LSC 504 should be able to use the RIBTS to promote learning at the reference desk upon completion of this course by:
Students taking LSC 504 will be able to fulfill these graduate themes of the School of Education:
RELEVANCE OF LSC 504 TO OTHER COURSES AND
TO THE FIELD
1.It is both a required and an essential
course for all future librarians.
The course
will lay a
basic foundation for most public services librarians. It will also familiarize
future technical
services
librarians with reference needs and trends.
2.It is a "building block"
course that will prepare students for more specialized
library literature
courses, e.g. government publications, literature of the social sciences, etc.
REQUIRED TEXTS
ALA. Guide to
Reference – General Reference Works. URI Libraries. Reference
Databases. General.
Casssell, Kay Ann and
Uma Hiremath. Reference and Information Services in the 21st
Century. NY:
Neal-Schuman, 2006.
Mann, Thomas. The
Oxford Guide to Library Research: How to Find Reliable Information Online and
Offline. NY: Oxford U. Press, 2005.
Bell, Suzanne. Librarian’s
Guide to Online Searching. Westport, CT: Libraries Unlimited, 2009. Second
edition.
Exercises and a few
articles will be assigned, as well
OPTIONAL
TEXTS
Frost, William
J. (ed.) The Reference Collection: From the Shelf to the Web. NY:
Haworth, 2005.
Hock, Randolph. The Extreme Searcher’s
Internet Handbook. Medford, NJ: CyberAge, 2007.
ELECTRONIC TEXTS
1.Library Instruction Round Table. (LIRT)
2.LOEX Clearinghouse for Library
Instruction.
http://www.emich.edu/public/loex/loex.html
Look under Instruction Links –
Tutorials
3.New England Library Instruction Group
(NELIG).
.
http://www.acrlnec.org/sigs/nelig/
4.Vanguard University. Internet and Library Instruction
Tutorials.
http://www.vanguard.edu/library/General.aspx?id=340
Sites
for Computer Basics and information Literacy
1.Chapman University. Thurman Clark Memorial Library. Instruction/Tutorials.
http://www.chapman.edu/library/instruction
2. Maricopa Community Colleges. Maricopa
Center for Learning and Instruction.
Webhound.
http:/www.mcli.dist.maricopa.edu/webhound/index.html
3 .Ohio State University Libraries.
net.TUTOR
http://liblearn.osu.edu/tutor/
4. SUNY Albany. U. at Albany Libraries. Internet Tutorials.
http://www.internettutorials.net/
Sites for Computer Basics, Only
1.Internet/Web Text. http://www.december.com/web/text/
Reference on the Internet
1.Digital Librarian.
http://www.digital-librarian.com
2.Internet Library For Librarians.
http://www.itcompany.com/inforetriever/
3.Intemet Public Library. IPL2:
Resources By Subject.
http://www.ipl.org/div/subject/browse/ref00.00.00
4.Librarians' Internet Index . (Now IPL2)
5.LibrarySpot
1.Library of Congress. Global Reference
Network.
http://www.loc.gov/rr/digiref/
2. QuestionPoint 24/7 Ref. http://questionpoint.org/
3.Reference Renaissance
Evaluating the Web
1.Thinking Critically About World Wide Web
Resources.
http://www.mscare.org/cmsc/Articles-Thinking-Critically-about-World-Wide-Web-Resources.html
2. Widener University. Wolfgram Memorial Library. Evaluate Web Pages.
http://www3.widener.edu/Academics/Libraries/Wolfgram_Memorial_Library/Evaluate_Web_Pages/659/
1.Internet Library For Librarians
http://www.itcompany.com/inforetriever/
Look under Internet Tools for Library
Staff
Special
and University Libraries
1.Library of Congress Home Page
2.Smithsonian Institution Libraries. http://www.sil.si.edu/
3.UMass, Boston. Joseph P. Healey Library.
4.URI Libraries
Public
Libraries
1.Boston Public Library
2.Internet Public Library
3.New York Public Library
4.Worcester Public Library
School
Libraries and Media Centers
1.Beverly High School Library Media Center
(MA)
http://www.bhsonline.org/library/index.htm
2.Cole Junior High Library. (East
Greenwich, RI). Information Place.
http://www.ri.net/schools/East_Greenwich/Cole/library.html
ASSIGNMENTS
1.Reading and Exercises (Learn the
sources!!!)
- This
cannot be stressed enough! Sixty percent of your course grade will depend on
how well you do this. Also, as public service librarians (if you go in that
direction), you will need to be intimately familiar with most of the sources on
your list.
2. Quizzes (20% each)
60%
- There will
be three of them. They will consist mainly of questions likely to
be asked at
a reference desk (for the most part), and you will be required to state where
and how you
can find the
information to answer the question. For the third exam, you will probably be
required to
answer
questions in the Reference Room of the library, just as if you were working
there.
3. Electronic Search
10%
4. Tracer Bullet or Pathfinder 10%
5. Final Paper on a Topic Related to
Reference Services
20%
- Ten
to twenty pages. This can take the form of either a position paper or a review
of the research
Literature (more
information on the next few pages
THE
ELECTRONIC SEARCH: SOME TIPS AND GUIDELINES
Purposes
of the Electronic Search
- To introduce students to electronic
literature searching
- To enable students to determine their
own information needs and to describe
them to
another
- To enable students to practice a form of
the reference interview with another
student
- To enable students to obtain preliminary
information for their final papers
1.Choose a topic for your final paper
within the next week or two.
2.You will be required to interview a
classmate in class to ascertain information needs for
her or his final paper. You will then do
an electronic search for your partner (who will do the same for you.)
3.Keep a log of your search strategies and
results.
4.You will check back with your partner to
see if she or he is satisfied with the results. If
not, revise the search and try again,
continuing to keep a log of your strategies and results.
5.Present your search results to your
partner, again.
6.Write a brief evaluation (one paragraph)
of the search that your partner has done for
you and return a copy to your partner.
7. Submit the following:
a. your
search strategy and a list of databases consulted
b. your
interview of your partner
c. an
evaluation by your partner of the search that you did for her or him.
d. A
brief list of your best citations or results
DUE: MARCH 29, 2010
YOU MUST POST your
strategic planning assignment to http://www.Trueoutcomes.net on the due date.
IF you do not post your strategic planning assignment to TrueOutcomes, you will
not receive a passing grade for this course. IF you have extenuating
circumstances, then you may receive an Incomplete but your request must be in
advance and in writing. Please use the WebCT site to learn HOW to post to TrueOutcomes
assessment. "
We are expecting 100%
cooperation on both posting and grading for one assignment on TrueOutcomes for
each of the core courses. This data will be useful for our visit this term by
COA to demonstrate that we are assessing HOW our students are meeting our Eight
Educational Outcomes.
|
Rubric/Criterion |
Exemplary
– 5 |
Above Average
– 4 |
Acceptable
– 3 |
Need Work?
– 2 |
Don’t Go
There! – 1 |
|
Interview a
classmate on the subject of his or her paper. |
Fill out forms with your search strategy. Use the title of the search to list search concepts (usually
2-3) List syno-nyms for each concept and official
descrip-tors, if any Combine your concepts into a series of search state-ments. This
is your search strategy. |
Fill out forms with your search strategy. Use the title of the search to list search concepts (usually
2-3) List syno-nyms for each concept and official
descrip-tors, if any Combine your concepts into a series of search state-ments. This
is your search strategy. |
Fill out forms with your search strategy. Use the title of the search to list search concepts (usually
2-3) List syno-nyms for each concept or official
descrip-tors, if any Combine your concepts into a series of search state-ments. This
is your search strategy. |
Incomplete
forms < 2
concepts -Interview and
verify that the patron really wants a simple one-concept search. >3 or 4
concepts – Determine the 2-3 most important categories and start with
those. |
Poor or no
search interview Poor or no
record One concept
with no evidence of a reference interview |
|
Choose
appropriate databases in which to do your search. |
You must
consult these 4 databases: Library Literature; LISTA; ERIC; Education
Index In addition to
the required databases, you may consult other databases, catalogs, internet
search tools, and other sources as appropriate. You may want
to briefly describe where you found your best results and why you think this
is so. |
You must
consult these 4 databases: Library Literature; LISTA; ERIC; Education
Index In addition to
the required databases, you may consult other databases, catalogs, internet
search tools, and other sources as appropriate. |
You must
consult these 4 databases: Library Literature; LISTA; ERIC; Education
Index |
All 4 required
databases not consulted or listed. |
Dependence on
Internet search tools. |
|
Evaluate your
own search. |
Check with
your partners to make sure he or she has good results. If not,
interview your partner again to clarify goals of the search and do the search
again. Present your
new results to your partner. |
Check with
your partners to make sure he or she has good results. If not,
interview your partner again to clarify goals of the search and do the search
again. Present your
new results to your partner. |
Check with
your partners to make sure he or she has good results. If not,
interview your partner again to clarify goals of the search and do the search
again. Present your
new results to your partner. |
Poor second
interviews Still unclear
about your partner’s needs No or poor
follow-up |
No interim
interview No corrections No
documentation No nothing!!! |
|
Evaluate your
partner’s search for you. |
Write a brief
evaluation (one paragraph) of your partner’s search and return a copy to your
partner. Why was your
partner’s search a particularly good one (or not)? What was the most useful
information? How can your partner do better (where relevant) |
Write a brief
evaluation (one paragraph) of your partner’s search and return a copy to your
partner. Why was your
partner’s search a particularly good one (or not)? What was the most useful
information? How can your partner do better (where relevant |
Write a brief
evaluation (one paragraph) of your partner’s search and return a copy to your
partner. |
Poor, shallow
evaluations, unfair evaluations, not giving your partner his or her
evaluation in a timely fashion |
No evaluations Poor, shallow
evaluations Unfair
evaluations |
|
Submit to me: Your Search
Strategy and List of Databases |
Title of
search; search concepts, statements, and strategies |
Title of
search; search concepts, statements, and strategies |
Title of
search; search concepts, statements, and strategies |
Missing
information, sloppy information, poor documentation |
No
documentation |
|
Your interview
of your partner |
Filled out
form of the interview with your partner |
Filled out
form of the interview with your partner |
Filled out
form of the interview with your partner |
Search
interviews or strategies not well thought out, poor documentation |
No
documentation |
|
Evaluations of
Each Other |
Evaluations of
Each Other |
Evaluations of
Each Other |
Evaluations of
Each Other |
|
|
|
A Brief List
of Your Best Citations |
Ideal –
10-50 citations, usually Also look at
the quality of your citations Is your
subject the main point of the citations, or just mentioned in passing? Balance
between research, professional, and more popular materials, depending on the
subject |
Ideal –
10-50 citations, usually Also look at
the quality of your citations Is your
subject the main point of the citations, or just mentioned in passing? |
Ideal –
10-50 citations, usually |
If you get
< 10 citations, broaden the subject of your search, use “or” as a
connector, or use key words. If you get
> 50 citations, narrow the subject of your search, use “and” as a
connector, or use official descriptors. |
If no
citations are found, ask yourself or your partner: Is this a null
search? If so, give yourself a “3”. That is the point of a null
search. Is this a very
new topic? If so, there may not be much on it, yet. |
TRACER BULLET OR PATHFINDER: SOME TIPS AND GUIDELINES
This will be a brief
document designed to help your library patrons find information
on a particular subject important to them. Choose an academic, research, or
life-related topic that you care about passionately. Clear your topic with the
professor, as soon as you can. As you learn about reference sources in this
class, find the following that will give you good information on your topic:
General Books for
Background Information
Bibliographies
Related Periodicals
Related Periodical
Indexes or Abstracts
Reviews (Where
relevant)
Web Sites
Specialized
Encyclopedias and Dictionaries (Where applicable)
Handbooks and Guides
(Where applicable)
Directories (Where
applicable)
Organizations
Libraries (Any with
strong collections on your topic?)
Government Agencies
(Where applicable)
Other Types of
Information (Where applicable)
One to three examples
per category should usually be sufficient, but look for the best sources of
information on your topic. Think also of the search strategy or strategies that
you would advise people to take as they research your topic. It is often wise
to start with encyclopedias, dictionaries, or handbooks for an overview, some
definitions, and a few important citations, and then go to bibliographies,
indexes, abstracts, search engines, and webliographies to do a more thorough
literature search, but other search strategies may be advisable, depending upon
your topic. Use the pathfinders at the URI Libraries as one general set of
examples and for ideas (but be sure to do your own original work)
DUE: APRIL 26,
2010
POSITION PAPER: SOME
TIPS AND GUIDELINES
Write a position paper on an issue or
problem affecting reference services, that can be submitted to a general
library magazine, such as LJ or American Libraries. A few general
guidelines are listed below:
1. Use a term paper manual (such as
Turabian, MLA or APA) from the beginning.
When
you find
relevant sources, be sure to write them down in the way suggested by your
manual. Follow their
rules for writing and citation,
throughout.
2. State your problem, give some
background on it, describe your opinions on it.
3. Explain why you are taking the position
that you have stated.
4. Be sure to state arguments supporting
your position. Also, be sure to
consider and
refute arguments opposing your
position.
5. If you mention yourself, be sure to
refer to yourself in the third person.
6. When citing other people in the body of
your work, use the last name, only.
ON
ORIGINAL RESEARCH
Original research (such as interviews,
questionnaires, and the like) will not be required for this paper, but I expect
you to do some good secondary research. However, for those of you who pursue
any original research for this project, here are some points to keep in mind:
1. State what population or sample you
studied and why you chose that particular
population or sample.
2. Describe the precise methodology you
used. In other words, if you
interviewed
people
how did you approach them and what did you ask?
3. Include any research instrument that
you used (such as questionnaires).
4. Keep individual subjects anonymous.
OUTLINE AND BIBLIOGRAPHY DUE: APRIL 19, 2010
POSITION PAPER DUE: MAY 10, 2010
Choose a subject
that is a problem, an issue or challenge to reference services.
Look at both general literature and
research literature on the issue, but focus on the
RESEARCH literature. Analyze the materials
you find by answering these questions:
1.Has any research been done on this
problem?
2.What methodologies were used to do this
research?
3.What were the results?
4.Are these results valid?
a. Does the research really study what it meant to study?
b. Do the methodologies chosen and the questions asked
correspond to the goals and
purposes of the research? Could other
methodologies be used to study this problem?
c. How well constructed was the methodology used (whether
interview, questionnaire, observation, experiment, etc. )
d. Is the research free from bias?
e. If the research stated that something was caused by
something else, was this really
true, or could the phenomena have been
caused by something altogether different?
f. Was the population chosen the best one for this particular
research? Was a large sample chosen? Was there random sampling?
g. Can this research be replicated (or done again by somebody
else)? Was it described clearly enough? Were the circumstances universal enough
so that results of a similar experiment would be similar?
h. Can the results of the research be generalized? How
representative of the target population was the sample chosen?'(See question 4f
)
5. What kind of research can be done as a
follow-up to these studies, according to the researchers? What kind of research
do you think can be done?
6. Is there anything in any of the studies
that you could use on Monday morning in a library? (Are there any applications
of the study?) If so, what is it, or are they?
For more
information on how to evaluate specific types of research, see this and similar
books on library research:
Busha, Charles H. and Stephen P. Harter. Research
Methods in Librarianship:
Techniques and Interpretation.
NY: Academic Press, 1980.
OUTLINE AND BIBLIOGRAPHY DUE: APRIL 19, 2010
POSITION PAPER DUE: MAY 10, 2010
COURSE OUTLINE
Reference and Information
Services
Jan. 25 – Feb. 1 - From Print to Electronic: The
Evolution of Reference Services
Readings For Jan. 25
Cassell and Hiremath pp. 3-13
Mann – Preface
Frost – 5-22
Virtual
Reference Services
1.Library of Congress. Global Reference
Network.
http://www.loc.gov/rr/digiref/
2. QuestionPoint. 24/7 Reference Services.
http://questionpoint.org/
Cassell and Hiremath
– pp. 289-301
Bell – 237-252
Frost
– pp. 69-81
Hock – pp. 1-27
Feb. 8 - National Library Catalogs and
Trade Bibliographies
Readings:
Cassell and Hiremath – pp. 53-58
Mann – pp.
18-64, 176-184, 141-152
Bell – 123-145
ALA. Guide to
Reference - Bibliography
Hock – pp. 170-175
Assigned exercises
Feb. 22 - Serials, Indexes, Abstracts
Readings:
Cassell and
Hiremath pp. 58-60, 135-154
Mann – pp. 65-98, 120-140
Bell –
pp. 1-17, 51-121, 147-172
ALA. Guide
to Reference – Periodicals; Newspapers; Dissertations
Hock –
pp. 219-241
Assigned
exercises
Mar. 1 - On-line Reference Services and
Search Basics
Readings:
Cassell and
Hiremath pp. 31-50, 233-251
Mann –
pp. 99-119, 153-175
Bell –
pp. 19-50
ALA. Guide
to Reference – The Web as Reference Tool; Online General Reference
Libraries
Frost
– pp. 139-160
Hock –
pp. 29-132
.
Mar. 8 - Reference Interviews and Search Strategies
Readings:
Cassell and Hiremath pp. 15-29, 253-263
Bell – pp. 205-224
Eckwright, Gail Z., Tom Hoskisson, and Mike Pollastro. “Reference
Etiquette: A Guide to
Excruciatingly
Correct Behavior.” American Libraries. May, 1998 pp. 42-45
RUSA Ad Hoc
Committee on Behavioral Guidelines for Reference and Information Services.
RUSA Guidelines.
http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/index.cfm
_____. Guidelines for Behavioral Performance of
Reference and Information Service
Providers.
http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/guidelinesbehavioral.cfm
Wikipedia.
“Reference Scenarios” http://en.wikipedia.org/wiki/Reference_scenarios
“The
Reference Interview: Connecting in Person and in Cyberspace.” Reference and
User
Services Quarterly. V. 43 no. 1 Fall, 2003 pp.
37-41
Assignment:
Online searches on your paper topics
Mar. 15 - Language Sources
Examination
I
Readings:
Cassell and Hiremath
– pp. 111-133
ALA. Guide to Reference – Language Dictionaries
Parshall,
Gerald. “A ‘Glorious Mongrel’: A Language That Some Americans Want To Defend
Against Foreign Invasion is Itself a Multicultural Smorgasbord of Borrowed
Words.” U.S. News and World Report. Sept. 25, 1995
Kister, Ken. “Dictionaries
Defined: Buying Guidelines and Language Notes From a
Reference
Expert.” Library Journal. Jan. 15, 1992
_____. “Buying
and Selling Words: What Every Good Librarian Should Know About the Dictionary
Business.” Wilson Library Bulletin. Jan. 1993 pp. 35-38.
Updike, John.
“Fine Points: Why We Should Still Care For Fowler Seventy Years On.” The New
Yorker. Dec. 23 and 30, 1996 pp. 142-149.
Yue, Joseph. “How
Familiar is It Anymore?: Barlett’s Familiar Quotations Goes
Digital” Reference
and User Services Quarterly. V. 42 no. 1 Fall, 2002 pp. 26-29.
Assigned exercises
Mar. 29 – Encyclopedias
Electronic
Search Due
Readings:
Cassell and Hiremath
– pp. 69-92
ALA. Guide to
Reference - Encyclopedias
Mann
– pp. 1-17
Kister, Ken.
“Encyclopedists Head For Cyberspace.” Library Journal
Nov.
15, 1998 pp. 53-58
Rettig, James.
“Encyclopedias and the Cult of Entertainment.”
Reference and
User Services Quarterly. V. 38 no. 2 Winter, 1998 pp.
133-138
Assigned exercises
Apr. 5 – Ready Reference Sources: Almanacs, Yearbooks,
Handbooks, Directories
Readings:
Cassell and Hiremath
– pp. 93-110, 155-182
Mann – pp.. 261-273, 242-244
Bell
– pp. 225-236
ALA. Guide
to Reference – Other General Reference Works
Frost pp. 117-138
Hock – pp. 153-188, 243-256
Arant, Wendi and
Brian Carpenter. “Where is the Line?: Legal Reference Service
And the
Unauthorized Practice of Law (UPL) – Some Guides That Might Help.”
Reference
and Users’ Services Quarterly. V. 38 no. 3
Spring, 1999 pp. 235-239.
Assigned exercises
Apr. 12 - Biographical Sources
Examination
II
Readings
Cassell and Hiremath pp. 199-211
Mann – 238-241, 185-203
ALA. Guide to
Reference - Biography
Assigned exercises
Apr. 19 - Geographical Sources, Government Information, and
Statistics
Readings:
Cassell and Hiremath
– pp. 183-198, 213-230
Mann – pp. 215-231
Bell – pp. 173-204
ALA. Guide to
Reference – General Reference Works – Government Publications;
- Social and Behavioral Sciences –
Statistics and Demography
Hock – pp. 175-178, 186-187
Assigned exercises.
Apr. 26 - Information and the Community: Reference Services to a
Diverse Population
Tracer
Bullet or Pathfinder Due
Readings:
Cassell and Hiremath
– pp. 265-272
Gilton, Donna L.
“Who People are: Diverse Users, Students, and Researchers” from Teaching
About Information (website). http://www.uri.edu/artsci/lsc/Faculty/gilton/People-CoverPage.htm
Gilton, Donna.
"A World of Difference: Preparing for Information Literacy Instruction
for Diverse Groups.” MultiCultural
Review. Vol. 3 September, 1994 pp. 54-62
Gilton, Donna.
“Culture Shock in the Library: Implications For Information Literacy
Instruction.” Research Strategies. V.20 (2000) 424-432.
Liu, Ziming. "Difficulties and
Characteristics of Students from Developing Countries in Using American
Libraries.” College and Research Libraries. Vol. 54 January, 1993 pp.
25-31
Chao, Sheau-yueh
J. "The New Americans Program: Queens Borough Public Library's Service To
Multilingual/Multicultural Communities.” Public Libraries. Vol. 32
November-December,
1993 pp. 319-322
Craver, Kathleen W. "Bridging the Gap: Library Services for
Immigrant Populations."
Journal
of Youth Services in Libraries. Vol. 4 Winter,
1991 pp. 123-130
Villagran, M. “Community Building and Latino Families.” Reference and
User
Services
Quarterly. V. 40, no. 3 Spring, 2001 pp. 224-7.
Dixon, Judith.
“Are We Childproofing Our Public Libraries? Identifying the Barriers That Limit
Library Use By Children.” Public Libraries. January/February, 1996
Holt,
Cynthia. "Assessing the Needs of Library Users With Disabilities." Public
Libraries. March/April,
1995 pp. 90-93.
Norlin, Dennis. A.
"We're Not Stupid You Know: Library Services for
Adults
with Mental Retardation." Research Strategies. (Spring, 1992):
56-68.
Kleiman, Allan. "The Aging Agenda: Redefining Library Services for
a
Graying
Population." Library Journal (April 15, 1995): 32-34.
May 3 - Information Literacy
Administration and Evaluation of Reference Services
Examination
III
Readings
Cassell and Hiremath – pp. 273-286,
303-346
Bell – pp. 253-270
Frost pp. 83-116 .
All Papers Due May 10th!
: