Library OrientationThe responses of

Library Orientation

The responses of this survey showed that very nearly all of the institutions provided some from library orientation, 20 of the 20 responding universities (100%) and 62 of the 63 responding CAEs (98%). These orientation programmes were short – between half an hour to two hours. In a few cases the orientation was given as part of longer programme of combined orientation and instruction. The orientation programmes were directed towards providing information on basic library services, physical arrangement of the library, location of material, use of the available catalogue, borrowing rules and regulations. A number of libraries had made attempts to create a positive attitude to the library amongs potential users. One example of this is a video programme, designed by Caulfield Institute of Technology for use in the student union, showing in the day in life of a new student (and how the library can help). Another approach to attracting potential users in the memorandum to academic staff sent out by Riverina College of Advanced Education and Reader Education Consultancy offered at the university of new South Wales to members of staff for their students.
The library orientation programmes offered at the universities are usuallu elective or voluntary, (15 of the 20 respondants) with three universities having compulsory orientation, and two with compulsory orientation for some classes but not for all. At the CAEs library orientation was compulsory or scheduled class-time in 26 of the 62 institutions offering orientation, compulsory/elective in 8 cases and voluntary in 29 CAEs. In many f the smaller institutins, it was stated that all first student received some form of library orientation; this was not so at the larger universities where number attending the elective orientation could be a small proportion of the total new student population.
Courses in information retrieval for undergraduate students
All the 20 university libraries (100%) and 56 of the 63 responding CAE libraries (89%) provided courses in information retrieval / bibliographic instruction / library instruction fir their undergraduated students. The majority of the courses offered were, however, very short – two hours or less (16 out of 20 university libraries and 45 out of 56 CAE libraries). The longest course offered was a 50 hour course foe chemistry students at Griffith University, Queensland.
The use of computerized information retrieval is now being taught at a few institutions, either as a separate entity, or as part of a more general course on methods for finding information. At Monash University hargrave library and the Biomedical Library courses on computerized information retrieval are offered to undergraduates. At the Biomedical Library students will taught to use MEDLINE in connection with projects in paediatrics in experimental programme. The Australian national University gives one hour of instruction in computerized IR for some undergraduates. At Deakin University and James Cook university of North Queensland, this forms part of the general coursein information retrieval. Some university such as Sydney University and the University of New England provide short demonstrations on online onformation retrieval for undergraduates. At Macquarie University, NSW, the course in analytical chemistry for undergraduates contains a MEDLINE search session, and the 4th year chemistry honours course includes instrucyion in profile writing. Seven of the colleges of advanced education said that they provided formal courses in computerized information retrieval for undergraduate students. These courses were all of one hour’s duration, with one exception – the Royal Melbourne Institute of Technology give a 6 hour course for undergraduates in applied chemistry and the health sciences. Other CAEs such State College provided instruction in profile writing. The CAEs most active in providing undergraduate instruction in online information retrieval were the Institutes of technology or Institutions teaching the health sciences.

Postgraduate course in information retrieval
The term postgraduate as applied to all the institutioms for tertiary education in Australia, is somewhat ambiguous. This term includes doctoral and masters students at the universities and diploma students at some of the colleges of advanced education. This makes interpretation of the data collected more difficult for this section.
13 of the 20 universities replied that they gave courses in manual information retrieval for postgraduates, and nice of the universities provided formal courses in computerized information retrieval for this type of student. In 4 of the above nice cases there was a combined course in manual IR course and computerized IR. In other universities , demonstration of computer searches were sometimes given, eother in connection with the manual IR course or as separates entities. The postgraduated courses tended to be somewhat longer than those given for undergraduates – average length one and half to 3 hours. The longest course was at Macquarie University, NSW – 6 hours.
28 of the colleges of Advanced Education provided courses in manual information retrieval for postgraduates students. 22 of the 63 CAEs replied that they either did not have postgraduates or had very few (less than 20), so this question was not applicable. Most of the courses given short – 23 were to hours or less. At Kelvin Grove CAE, Queensland, a 6 hour information retrieval component (2 hours instrucyion. 4 hours supervises practice) forma part of an elective course “Understanding Educational Research”. The Western Australian Institute of Technology gives 4,5 hours courses for postgraduates. These course include an introduction to writing prosiles for compter searches. Burwood State College, Victoria, gives 3 jam course in manual information retrieval, as do the Cumberlans College of Health Sciences, NSW, and Queensland Institute of Technology . relatively few of the CAEs give formal instruction in the use of computerized information retrieval (9 out of the 62 respondents). The formal training offered was, in all cases, 3 hours or less.

“Other courses”
The library respondents were asked if they provided courses in written and / or verbal presentation techniques, such as report writing , or anyothe rtype of educational course ( excluding training of library personel). 12 perpustakaan melaporkan bahwa mereka memberikan satu lagi tipe courses, which included statistics, historical research, distance education, thesis preparation and presentation, and the use government documents.

objectives for user education
Respondent were asked if there were written goals and objective for the courses of library user education, and many samples of these objectives were returned. 7 dari 20 universitas dan 20 dari 63 colleges of advanced education – about a third of the institution who returnes questionnaires – had written objectives for their user education programme.

Methods and media used for library orientation
Teaching m,ethods and media used specifically for user orientation in the 82 libararies which practiced this were examined. The guided tour was by far the most popular method for library orientation – being used in 75 libraries (91%), being followed demonstration in 51 libraries (62%) and lectures in 43 libraries (52%). Twelve of the libraries had developed self-guided tours using in some cases auditory input via cassette player. In some institutions , this cassette method had proved unpopular. In other cases, as for example at Macquarie University, the self-guided tour was in the form a printed handout. The most free quently used audio visual method was the tape side for groups of students, in 26 libraries (33%) . university libraries appeared to use tapeslide programmes in preference to video-tapes. Video programmes had been uset at 17 libraries , and this figure included 13 college of advanced education libraries. 73 of the libraries (89%) had produced library guides,the standart of quality of some of these was very high. A number of librarians commented that they felt that signposting and point-of-use instruction could be improved. 35 libraries (43%) made use of practical exercise in connection with orientation programmes and a few other instructions were working on the development of these.

Method used for teaching manual information retrieval
76 libraries gaves cases in manual information retrieval either to undergraduates or post graduates or both. The mpst frequently used methods of insrtruction were demonstrations (95%), practical exercises (88%), seminars (80%) and lectures (71%). The most common audio-visual method was tape-slide programs (for groups 47%, for individual use 30%). Videofilms were used by 12%. Relatively, little use was made of other audio-visual methods – audio cassettes 3% , and films 1%. Subject bibliogaraphies or guides to the literature within a specific subject area were being used by 62 libraries (82%) and more general course books or compendia by some 15 libraries (20%). Many of these subject guides were attractive well-produceed printed material.

Methods and media used for teaching computerixed information retrieval
All the 22 libraries which provide formal teaching in computerized information retrieval make use for online demonstrations. Seminars or lectures are used to introduce the subject of computerized information retrieval. Some use is made of printed handouts , these are m,aterial produced by systems supplies or database producers. In 16 of 21 libraries students see a demonstration of a search within their own area interest. At Riverina College of Advanced Education and at Nepan College of Advanced Education students are allowed to carry out their own search at the terminal. This has also been experinamented on at Monash Biomedical Library, where MEDLINE searches have been available in computer searches in connection

Results (Indonesian) 1:

Perpustakaan orientasiTanggapan dari survei ini menunjukkan bahwa hampir semua lembaga disediakan beberapa dari perpustakaan orientasi, 20 20 merespons Universitas (100%) dan 62 CAEs menanggapi 63 (98%). Program-program orientasi ini adalah pendek – antara setengah jam sampai dua jam. Dalam beberapa kasus orientasi diberikan sebagai bagian dari program lebih lama dari gabungan orientasi dan instruksi. Program-program orientasi tersebut diarahkan untuk memberikan informasi mengenai Layanan Perpustakaan dasar, pengaturan Perpustakaan secara fisik, lokasi bahan, menggunakan Katalog tersedia, meminjam aturan dan peraturan. Sejumlah perpustakaan telah membuat upaya untuk menciptakan sikap positif ke Perpustakaan amongs pengguna potensial. Salah satu contoh dari hal ini adalah sebuah program video, dirancang oleh Caulfield Institute of Technology untuk digunakan dalam siswa union, menampilkan hari dalam kehidupan seorang mahasiswa baru (dan bagaimana Perpustakaan dapat membantu). Pendekatan lain untuk menarik calon pengguna dalam nota untuk staf akademik yang dikirim oleh Riverina Advanced pendidikan dan pembaca Education Consultancy ditawarkan di university of new South Wales kepada anggota staf siswa. Program orientasi perpustakaan yang ditawarkan di Universitas yang usuallu elektif atau sukarela, (15 20 respondants) dengan tiga Universitas memiliki orientasi wajib, dan dua dengan orientasi wajib untuk beberapa kelas tetapi tidak untuk semua. Di CAEs orientasi Perpustakaan adalah wajib atau dijadwalkan waktu kelas dalam 26 lembaga 62 yang menawarkan orientasi, wajib/pilihan dalam kasus 8 dan sukarela di 29 CAEs. Dalam banyak f institutins kecil, dinyatakan bahwa semua pelajar pertama menerima beberapa bentuk orientasi Perpustakaan; tidak begitu di Universitas besar dimana nomor menghadiri orientasi elektif bisa sebagian kecil dari total populasi siswa baru.Kursus dalam information retrieval untuk mahasiswa S1Semua Perpustakaan Universitas 20 (100%) dan 56 63 merespons CAE Perpustakaan (89%) disediakan kursus dalam information retrieval / bibliografi instruksi / Perpustakaan instruksi cemara siswa mereka undergraduated. Sebagian besar program studi yang ditawarkan Namun, sangat pendek – dua jam atau kurang (Perpustakaan Universitas 16 dari 20 dan 45 dari 56 CAE Perpustakaan). Kursus terpanjang yang ditawarkan adalah 50 jam kursus musuh kimia mahasiswa di Universitas Griffith, Queensland. The use of computerized information retrieval is now being taught at a few institutions, either as a separate entity, or as part of a more general course on methods for finding information. At Monash University hargrave library and the Biomedical Library courses on computerized information retrieval are offered to undergraduates. At the Biomedical Library students will taught to use MEDLINE in connection with projects in paediatrics in experimental programme. The Australian national University gives one hour of instruction in computerized IR for some undergraduates. At Deakin University and James Cook university of North Queensland, this forms part of the general coursein information retrieval. Some university such as Sydney University and the University of New England provide short demonstrations on online onformation retrieval for undergraduates. At Macquarie University, NSW, the course in analytical chemistry for undergraduates contains a MEDLINE search session, and the 4th year chemistry honours course includes instrucyion in profile writing. Seven of the colleges of advanced education said that they provided formal courses in computerized information retrieval for undergraduate students. These courses were all of one hour’s duration, with one exception – the Royal Melbourne Institute of Technology give a 6 hour course for undergraduates in applied chemistry and the health sciences. Other CAEs such State College provided instruction in profile writing. The CAEs most active in providing undergraduate instruction in online information retrieval were the Institutes of technology or Institutions teaching the health sciences.Postgraduate course in information retrievalThe term postgraduate as applied to all the institutioms for tertiary education in Australia, is somewhat ambiguous. This term includes doctoral and masters students at the universities and diploma students at some of the colleges of advanced education. This makes interpretation of the data collected more difficult for this section. 13 of the 20 universities replied that they gave courses in manual information retrieval for postgraduates, and nice of the universities provided formal courses in computerized information retrieval for this type of student. In 4 of the above nice cases there was a combined course in manual IR course and computerized IR. In other universities , demonstration of computer searches were sometimes given, eother in connection with the manual IR course or as separates entities. The postgraduated courses tended to be somewhat longer than those given for undergraduates – average length one and half to 3 hours. The longest course was at Macquarie University, NSW – 6 hours. 28 of the colleges of Advanced Education provided courses in manual information retrieval for postgraduates students. 22 of the 63 CAEs replied that they either did not have postgraduates or had very few (less than 20), so this question was not applicable. Most of the courses given short – 23 were to hours or less. At Kelvin Grove CAE, Queensland, a 6 hour information retrieval component (2 hours instrucyion. 4 hours supervises practice) forma part of an elective course “Understanding Educational Research”. The Western Australian Institute of Technology gives 4,5 hours courses for postgraduates. These course include an introduction to writing prosiles for compter searches. Burwood State College, Victoria, gives 3 jam course in manual information retrieval, as do the Cumberlans College of Health Sciences, NSW, and Queensland Institute of Technology . relatively few of the CAEs give formal instruction in the use of computerized information retrieval (9 out of the 62 respondents). The formal training offered was, in all cases, 3 hours or less. “Other courses”The library respondents were asked if they provided courses in written and / or verbal presentation techniques, such as report writing , or anyothe rtype of educational course ( excluding training of library personel). 12 perpustakaan melaporkan bahwa mereka memberikan satu lagi tipe courses, which included statistics, historical research, distance education, thesis preparation and presentation, and the use government documents.objectives for user educationRespondent were asked if there were written goals and objective for the courses of library user education, and many samples of these objectives were returned. 7 dari 20 universitas dan 20 dari 63 colleges of advanced education – about a third of the institution who returnes questionnaires – had written objectives for their user education programme.Methods and media used for library orientationPengajaran m, ethods dan media yang digunakan khusus untuk orientasi pengguna di libararies 82 yang dipraktekkan ini diperiksa. Tur adalah metode yang paling populer untuk Perpustakaan orientasi – sedang digunakan dalam 75 Perpustakaan (91%), diikuti demonstrasi di 51 Perpustakaan (62%) dan kuliah di 43 Perpustakaan (52%). Dua belas perpustakaan telah mengembangkan diri dibimbing wisata menggunakan dalam beberapa kasus pendengaran masukan melalui pemutar kaset. Di beberapa lembaga pendidikan, metode kaset ini telah terbukti tidak populer. Dalam kasus lain, misalnya di Universitas Macquarie, tur sendiri adalah dalam bentuk selebaran dicetak. Paling bebas quently digunakan audio visual metode ini sisi tape untuk rombongan siswa, di 26 Perpustakaan (33%). Perpustakaan Universitas muncul untuk menggunakan program tapeslide dalam preferensi video-kaset. Video program telah harga murah di Perpustakaan 17, dan angka ini termasuk 13 kuliah pendidikan lanjutan Perpustakaan. 73 Perpustakaan (89%) telah menghasilkan panduan Perpustakaan, standart kualitas beberapa di antaranya sangat tinggi. Sejumlah pustakawan berkomentar bahwa mereka merasa bahwa signposting dan titik penggunaan instruksi dapat ditingkatkan. 35 Perpustakaan (43%) membuat penggunaan praktis latihan sehubungan dengan program-program orientasi dan beberapa instruksi lainnya bekerja pada pengembangan ini. Metode yang digunakan untuk mengajar manual pencarian informasi76 libraries gaves cases in manual information retrieval either to undergraduates or post graduates or both. The mpst frequently used methods of insrtruction were demonstrations (95%), practical exercises (88%), seminars (80%) and lectures (71%). The most common audio-visual method was tape-slide programs (for groups 47%, for individual use 30%). Videofilms were used by 12%. Relatively, little use was made of other audio-visual methods – audio cassettes 3% , and films 1%. Subject bibliogaraphies or guides to the literature within a specific subject area were being used by 62 libraries (82%) and more general course books or compendia by some 15 libraries (20%). Many of these subject guides were attractive well-produceed printed material.Methods and media used for teaching computerixed information retrievalAll the 22 libraries which provide formal teaching in computerized information retrieval make use for online demonstrations. Seminars or lectures are used to introduce the subject of computerized information retrieval. Some use is made of printed handouts , these are m,aterial produced by systems supplies or database producers. In 16 of 21 libraries students see a demonstration of a search within their own area interest. At Riverina College of Advanced Education and at Nepan College of Advanced Education students are allowed to carry out their own search at the terminal. This has also been experinamented on at Monash Biomedical Library, where MEDLINE searches have been available in computer searches in connection