Hostname: page-component-7b7567c8c-wxvwp Total loading time: 0 Render date: 2026-11-15T09:32:14.642Z Has data issue: false hasContentIssue false
  • English
  • Français

Library instruction, individualised learning and independent learnings

Published online by Cambridge University Press:  06 June 2016

Frank Hatt
Frank Hatt*
Affiliation:
Bulmershe College of High Education, Reading, Berks
Get access

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.)

Information

Type
Research Article
Information
Art Libraries Journal , Volume 3 , Issue 4 , Winter 1978, pp. 5 - 16
Copyright
Copyright © The Art Libraries Society 1978

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

(1) Hatt, F.R. A plague o’ both my houses. Kent Education Gazette, vol. 52, no. 3, August/September 1971. p. 251.Google Scholar
(2) Carey, R.P. Library instruction in colleges and universities in Britain. Library Association Record, vol. 70, no. 3, March 1968. p.70.Google Scholar
(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.Google Scholar
(4) Keller, F.S. Goodbye, teacher. Journal of Applied Behaviour Analysis, 1968, no. 1. pp. 79–89.Google Scholar
(5) Green, B.A. The personalised system of instruction. Programmed Learning and Educational Technology, vol. 13, no. 1, February 1976.Google Scholar
(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.Google Scholar
(7) Gill, B. Educational technology in the academic library. Programmed Learning and Educational Technology, vol. 12, no. 3, May 1975. pp. 151–162.Google Scholar
(8) Diploma of Higher Education: a proposal. Higher Education Review, vol. 5, no. 1, Autumn 1972. p. 24.Google Scholar
(9) Robbins, D. A degree by independent study. Higher Education Review, vol. 9, no. 3, Summer 1977. p. 48.Google Scholar
(10) Routh, J.C. Independent learning programmes and their implications for libraries. Coombe Lodge Reports, vol. 8, no. 2, 1975. p. 53.Google Scholar
(11) Farnes, N. An educational technologist looks at student-centred learning. British Journal of Educational Technology, vol. 7, no. 1, January 1976. p. 63.Google Scholar
(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.Google Scholar
(13) Routh, J.C. op. cit. p. 56.Google Scholar
(14) Snyder, B.R. The hidden curriculum New York: Knopf, 1971.Google Scholar
(15) Hatt, F.R. My kind of library-tutoring. Library Association Record, vol. 70, no. 10, October 1968. pp. 258–261.Google Scholar
(16) MacKenzie, N., and others, op. cit. p. 189.Google Scholar