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Article

Library instruction, individualised learning and independent learnings

  • Frank Hatt (a1)
Abstract

Within higher education courses are being designed which emphasise the acquisition of learning skills rather than the absorption of ‘blocks’ of subject knowledge. Such courses indicate the way in which library-based learning skills can be developed alongside other learning skills, and also show the necessity of the librarian’s involvement in course design teams. This approach to library teaching has been developed most, perhaps, in art and design libraries where the demands of the ‘hidden curriculum’ have always been felt, if not overtly acknowledged.

(The text of a paper presented at the ARLIS Seminar on User Education held at Leeds Polytechnic, 7-8 April, 1978.)

Copyright
COPYRIGHT: © The Art Libraries Society 1978
References
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(1) Hatt, F.R. A plague o’ both my houses. Kent Education Gazette, vol. 52, no. 3, August/September 1971. p. 251.
(2) Carey, R.P. Library instruction in colleges and universities in Britain. Library Association Record, vol. 70, no. 3, March 1968. p.70.
(3) MacKenzie, N., and others. Teaching and learning; an introduction to new methods and resources in Higher Education. 2nd ed. Paris: Unesco Press and the International Association of Universities, 1976. pp. 135–6.
(4) Keller, F.S. Goodbye, teacher. Journal of Applied Behaviour Analysis, 1968, no. 1. pp. 79–89.
(5) Green, B.A. The personalised system of instruction. Programmed Learning and Educational Technology, vol. 13, no. 1, February 1976.
(6) Buckingham, D.J. Engineering education at Exeter: three years on. British Journal of Educational Technology, vol. 5, no. 3, October 1974. pp. 27–37.
(7) Gill, B. Educational technology in the academic library. Programmed Learning and Educational Technology, vol. 12, no. 3, May 1975. pp. 151–162.
(8) Diploma of Higher Education: a proposal. Higher Education Review, vol. 5, no. 1, Autumn 1972. p. 24.
(9) Robbins, D. A degree by independent study. Higher Education Review, vol. 9, no. 3, Summer 1977. p. 48.
(10) Routh, J.C. Independent learning programmes and their implications for libraries. Coombe Lodge Reports, vol. 8, no. 2, 1975. p. 53.
(11) Farnes, N. An educational technologist looks at student-centred learning. British Journal of Educational Technology, vol. 7, no. 1, January 1976. p. 63.
(12) Eraut, M. Should curriculum decisions be made ‘for’ or ‘by’ the independent learner? IN: Independent learning in tertiary science education, edited by Furniss, B.S. and Parsonage, J.R.. London: Chemical Society (Education Division) and Thames Polytechnic, 1975.
(13) Routh, J.C. op. cit. p. 56.
(14) Snyder, B.R. The hidden curriculum New York: Knopf, 1971.
(15) Hatt, F.R. My kind of library-tutoring. Library Association Record, vol. 70, no. 10, October 1968. pp. 258–261.
(16) MacKenzie, N., and others, op. cit. p. 189.
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Art Libraries Journal
  • ISSN: 0307-4722
  • EISSN: 2059-7525
  • URL: /core/journals/art-libraries-journal
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