Abstract
Over the past decade, academic librarians have identified increasingly sophisticated learning objectives for programs of bibliographic instruction. The new objectives include the use of conceptual frameworks, the development of skills in topic analysis and problem solving, and the study of scholarly communication and bibliographic structure in a particular field of knowledge. As these objectives gain acceptance in library instruction programs nationwide, the old, familiar objectives, such as learning how to use an index, have become the target of growing criticism.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
