Instruction in the use of government information presents the librarian and the student with significant instructional and learning challenges. This article describes the conceptual framework and the evaluative methods used in credit courses covering United States and intergovernmental resources and taught by the librarians in the Documents/Maps Section at the Pennsylvania State University Libraries since 1979. Included is a discussion of how a variety of collaborative and partnership teaching models between academic faculty and library faculty can provide greater rewards for librarians and better fulfill student needs. It is argued that many hidden benefits accrue from such credit instruction, including enhancing faculty status, contributing to staff training, and improving awareness and knowledge of documents collections. Finally, suggestions for maximizing resources and minimizing workload in order to make such instruction more manageable in a busy library section are included. The article concludes that government documents librarians can contribute to the national goal of creating life-long learners by providing such credit instruction.
All Science Journal Classification (ASJC) codes
- Sociology and Political Science