Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 76: 33-53 (2016)

原著論文Original Article

米国におけるビブリオグラフィックインストラクションムーブメントの展開情報リテラシームーブメントの前史としてThe development of the bibliographic instruction movement in the United States: A prehistory of the information literacy movement

帝京大学高等教育開発センターCenter for Teaching and Learning, Teikyo University ◇ 〒192-0395 東京都八王子市大塚359番地 ◇ Otsuka 359, Hachioji, Tokyo 192-0395, Japan

受付日:2016年4月14日Received: April 14, 2016
受理日:2016年11月2日Accepted: November 2, 2016
発行日:2016年12月30日Published: December 30, 2016




Purpose: This paper examines the achievements and problems of the bibliographic instruction movement in terms of the information literacy movement.

Methods: With reference to the state of higher education at the time, this paper examines the bibliographic instruction movement in the 1960s and the move toward information literacy in the 1980s.

Results: The bibliographic instruction movement has come to incorporate a new specialty in librarianship, which involves librarians in education to some extent. The aim was to integrate bibliographic instruction or library instruction into the college curriculum. However, those involved in the reform of both undergraduate programs including general education expected that librarians would not only provide library instruction as part of the curriculum, but also help to transform the existing curriculum and demonstrate students’ learning by using the library. Hence, in order for bibliographic instruction to be fully integrated into higher education, it was necessary for those involved in the bibliographic instruction movement to share the goals of the university as well as to redefine its own practices. That is to say, the bibliographic instruction movement needed a philosophical shift. However, while the shift was inevitable, this did not happen from within the bibliographic instruction movement itself.

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