Government information and library instruction: A means to an end

Helen M. Sheehy, Debora Cheney

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)313-330
Number of pages18
JournalJournal of Government Information
Volume24
Issue number4
DOIs
StatePublished - Jan 1 1997

All Science Journal Classification (ASJC) codes

  • Sociology and Political Science

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