By Hanrong Wang, Bethany Latham

Educational libraries have an extended historical past either within the united states and China, with associations constructing alongside diverse trajectories, and responding to the swiftly altering library surroundings globally. educational Libraries within the US and China compares present practices inside Library and data technological know-how (LIS) within the united states and China, giving an historic review of guide, executive records, and outreach in educational libraries, in addition to dialogue and comparative analysis.

An advent ends up in chapters on guide, executive guides, and outreach. every one subject is roofed either for American and chinese language educational libraries. A end then offers comparative research people and chinese language educational libraries.

  • Provides a transparent exam of the historic foundations of 3 key components in the educational library
  • Includes examples of easy-to-implement present practices
  • Anticipates destiny trends

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Additional info for Academic Libraries in the US and China. Comparative Studies of Instruction, Government Documents, and Outreach

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Et al. (1994) The Ocotillo Report. dist. html. Finkelstein, D. (2007) The globalization of the book 1800–1970. In S. Eliot and J. Rose (eds), A Companion to the History of the Book. Malden: Blackwell Publishing. Fiske, J. (1989) The John Fiske Collection: Reading the Popular. Boston: Unwin Hyman. Friedlander, A. (2002) Dimensions and Use of the Scholarly Information Environment: Introduction to a Data Set Assembled by the Digital Library Federation and Outsell, Inc. html. Galloway, S. (1976) Nobody is teaching the teachers.

88). Individualized instruction Skinner was not the only psychologist to influence library instruction. Individualized instruction for learning in general but also library use in particular was another method which gained favor during the 1960s. Based on Swiss biologist and psychologist Jean Piaget’s cognitive theory, individualized instruction stressed more consideration for the specific traits of individual learners. Instruction would no longer be one-size-fitsall, but rather would be adapted to individuals’ needs.

In the 1980s the goals of 35 Academic Libraries in the US and China library instruction expanded to encompass a more comprehensive concept – information literacy – which the ACRL defines as the “set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ACRL, 2000). Others within the library profession have taken this a step further, defining information literacy as hav[ing] an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools), and knowledge of commonly used research techniques.

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