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IL in Chinese Academic Libraries:
—— Looking-back and ahead
Jiang YongxinResearch Librarian
Shanghai University [email protected]
86-021-66132072
2
Outline
IL development1
IL practice2
Theory exploration3
Possible trends4
3
1. IL development
With over 20-year development: A considerable progress
1984 1996
1 2 3
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1. IL development – Stage 1
The beginning stage before 1984 Only a few university libraries offered The courses were often entitled Document Retrieval/
Information retrieval
文献检索 情报检索
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1. IL development – Stages 1
The beginning stage before 1984 How to use abstracts in print was the content Most of the instructed students had the major of
sciences, especially, chemistry
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1. IL development – Stage 2
The thriving stage during 1984 to 1996
three guidelines issued by the Minster of Education of PRC during 1984 ~ 1992 1984: “To launch BI in academic libraries”1985: “Guideline for improving BI”1992: “Requirements for UE”
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1. IL development - Stage 2
The thriving stage during 1984 to 1996
National training classes for instruction librarians 1983 ~ 1986 over 2000 librarians were trained
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1. IL development - Stage 2
The thriving stage during 1984 to 1996
About 30 % of enrollment and 70% of universities and colleges involved
Still with characteristics of manual retrieval skills, mostly because of the facility limitation
NOTE:“More than 700 out of 1080 universities offer various courses on information literacy”. Zongzhong Huang & Li Huang said in their “The 20 year reform in Chinese Libraries", Tu shu guan (Library), 1999 (2): 1-10.
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1. IL development - Stage 2
At the back of IL thriving period from 1984-1996
Collectiongrowth
Space expansion
Information literacy
Facilitiesimprovements
Graduatesfrom lib
& inf schools
Encouraging policies from authorities
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1. IL development - Stage 3
The declined but versatile stage after 1996
Declined first due to the rapid popularization of PC, databases and Internet, most instruction librarians seemed not ready for such a change.
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1. IL development - Stage 3
The declined but versatile stage after 1996
The second but more important reason was the curricula reform, with a 5-working-day system that led to the reduced number of credit courses.
It was natural that the course was cancelled in some universities if the contents given were out of date.
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1. IL development - Stage 3
The declined but versatile stage after 1996
Versatile because the remained part makes more effort
Some draw nutrition from the counterparts abroad Others go on with their own way
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2 IL practice- instru forms
Libraryorientation
forfreshmen
Instructional forms
One-hour lecture
forpostgraduates
and staffs
Credit coursefor
Undergraduatesand graduates
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2 IL practice - instru forms
Library orientation
forfreshmen
Audio-video
Tour + introduction
Presentations
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2 IL practice - instru forms
Library orientation – Audio-video Library Orientation Video Lib, East China Univ of Sci
& Tech http://202.120.96.42/file/play.htm
Library Orientation Video, self- evaluation,Shanghai Univ Lib library orientation
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2 IL practice - instru forms
Credit coursefor
Undergraduatesand
graduates
for all studentse.g. East China Univ of Sci Tech
for undergraduatese.g.Shanghai Univ
Mainly for postgraduatese.g. Shanghai Jiaotong Univ
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2 IL practice - instru forms
Credit course - East China Univ of Sci Tech
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2 IL practice - instru forms
One-hour Lecture
forpostgraduates
and staffs
On special subject
On IT and other skills
On current resources
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2 IL practice - instru forms
Survey of One-hour Lecture by Sichuan Univ Lib
Staffs Doctors 30.5%
Undergraduates Graduates 38.7%
Clients
Client interesting
Databases in English
Discipline materials(Note:http://202.115.54.30:100/cswdc1/cswdc.aspx?pro=1)
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2 IL practice - textbooks
Textbooks related to IL with many disciplines were published
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2 IL practice - textbooks
Textbooks statistics
050
100150200250300350
1981- 1983 1984- 1995 1996- 2002
Ti t l es
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2 IL practice - textbooks
Textbooks reflect the change of the course discipline coverage: general natural sciences & literal sciences specific law,economics,telecommunication,… general natural sciences & literal sciences
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2 IL practice - textbooks
Textbooks reflect the change of the coursecontents -1990’s: manual 1990’s: manual + database 2000-: databases + internet + research skills
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2 IL practice – instru modes
Three instructional modes
Fully e-class
Classroom + e-class
Pure classroom
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2 IL practice – instru modes
Pure classroom
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2 IL practice – instru modes
Classroom + e-class East China Univ of Sci and Tech Shanghai Univ
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2 IL practice – instru modes
Fully e-class
http://www.xauat.edu.cn/ex/tsinghua/software/12/05/001/01/00002/bjjc/wlxxjs/wlxxjs04.htm
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2 IL practice – instru modes
Fully e-class
TILT. Texas Inf Lit Tutorial USA http://tilt.lib.utsystem.edu/
http://lib.bjut.edu.cn/daohang/tilt_final/tilt_index.php
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3 Theory exploration - author
Author distribution by province
1 Liaoning
2 Guangdong
3 Jiangsu
4 Heilongjiang
5 Hebei
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3 Theory exploration - author
Author ranked by article number
Jin Qin National Defense Univ (Hunan)Liu Xuehe Herbin Univ of Eng (Heilongjinang)Chen Zhihong Guangzhou Coll of Sport(Guangdong)Feng Baiyun Qinghua Univ (Beijing)Yang Jia Kunming Coll of Med
HUANGXiao-l, et al. Literature retrieval teaching in Chinese colleges and universities in the end of the 20th Century: its research advances Chin J Med Libr Info Sci,2002, Vol11,No.6 p.4-6
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3 Theory exploration - topics
Research topic distribution
Significance9%
Case studies27%
Surveying8.7%
Instruction reform 33.8%
Textbooks 8%Evaluation 3.5%
Others15%
Chen M. Some thoughts on undergraduates IL. Information Science2002,20(8):872-875
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3 Theory exploration - topics
Several main reform topics Academic library’s roles Information competences Instruction content improvement Instruction librarian training Strategy for extricating from the
straits
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3 Theory exploration – Acad lib
Why academic libraries to carry out IL
the informationized society the internationalized higher education the talented student
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3 Theory exploration – Acad lib
What priorities for academic libraries as the instructional base
Discipline Resource Staff Environment
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3 Theory exploration - Competences
Competences to be cultivated Basic literacy Media literacy Computer literacy Internet literacy
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3 Theory exploration - Contents
Instructional content improvementThree main parts: inf consciousness, inf competence, and inf ethics
Core content --- inf Competence Five focuses: background knowledge concept analysis search strategy inf evaluation bibliographic inf representation
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4 Possible trend – Background
Library development
Service performances Information literacy
30 years ago Library loan :
On site
Person-to-person
Library literacy for readers
20 years ago Reference service:
On site, PC
CD-ROM
Bibliographic Instruction for users
10 years ago knowledge services: On site, networked,
Remote, 24/7
Information literacy for clients
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4 Possible trend – Scale tendency
Estimation for the instruction scale
A
B
C
1984 1996 current
39
4 Possible trend – Scale tendency
Estimation for the instruction scale “B” would be the most possible
Reason 1 the OUTSIDE force: the existing strong demand for the inf competence the international advancing step of IL Reason 2 the INNER force: the emerging new library librarians
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4 Possible trend- Instru ways
individualized
Instructional waysInstructional ways
Much moreeffective and efficient
interactive accessiblenetworked
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4 Possible trend – Closer links
Closer cooperation between departments
Media center
Computer center
Campusnetworkcenter
Faculty ofinformation
management
Library
Faculty of Library
Facultiesof
sciences
42
4 Possible trend – Content trend
The content would be more fit tothe requirement by the clientsthe information behavior of the clientsthe fundamental concepts, e.g. critical thinking
43
4 Possible trend -- Conclusion
IL in academic libraries in China, under the support from the authorities, with the effort of the librarians, its advancing step would be more steadier.
And any questions?