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the teaching librarian  \nSusan Ariew  \nUniversity of South Florida  \nThis paper outlines a brief history of the academic teaching library and, in consequence, it examines the changing role of librarians. As part of that history, the paper also discusses distinctions among various terms used to describe instructional activities in teaching libraries, such as “bibliographic instruction”and “information literacy.” Finally, amidst the renewed debates about the changing definition of information literacy and the proposed Framework for Information Literacy for Higher Education, it attempts to answer the question,“What is a teaching library?”  \nAriew, How We Got Here  \nINTRODUCTION  \nAcademic libraries evolved from passive, custodial organizations to more proactive, engaged institutions; this evolution began in the 1960s. Discussions about the “teaching library” have offered a way to contrast libraries of the past with the more progressive libraries of today and tomorrow. The question to be addressed is,“What is a teaching library?” This entails asking,“What is the role of the teaching librarian?”The history of the teaching library mirrors the changing roles of academic libraries and librarians as it provides insights about what type of libraries or organizational cultures, both past and present, foster strong information literacy programs. Thus, in reviewing the past, the aim of this paper is to identify characteristics of successful teaching libraries and strong teaching roles of librarians in order to inform the present and the future.  \nTHE LINK BETWEEN SEMANTICS AND PRACTICE  \nPhrases such as “bibliographic instruction” (or BI), “user education,”“library instruction,” and “information literacy” have been used interchangeably to describe activities that librarians have engaged in with regard to instruction. However, the connotations of these phrases are very different; the progression of their use over time reflects significant changes in the development of the teaching library. Bibliographic instruction (BI) has been associated with an earlier period of library instruction which focused on library orientations that were “short-range, library centered , print-bound instruction ”(Murdock, 1995, p.27) .  \nCommunications in Information Literacy 8(2), 2014  \nJeanne Murdock describes BI in terms of changes throughout three decades:  \nthe first generation of the 1970s viewed BI as library orientation; the second generation, the 1980s, saw the development of ideas and methods of bibliographic instruction and a growing trend toward defining BI as a way of teaching patrons how to use research resources; and in the 1990s we are seeing a shift from print-oriented library services toward information profusion in various formats, including multimedia for diverse user groups (1995, p.26) .  \nWe see a transition from BI to IL as early as 1981 when “a movement arose to teach problem solving techniques that can be used from one research project to another” (Salony, 1995, p. 44) . Hopkins (1982) similarly points out tension between those who wanted to teach problem-solving skills versus those who wanted to focus on“general access skills and technical bibliographic tools” (Hopkins, 1982) . Breivik (1989) and Rader (1990) suggest that bibliographic instruction was a forerunner to information literacy and that most BI programs evolved into information literacy programs. However, Rader and Coons (1992) stress the differences between them when they state: Information literacy is not a synonym for bibliographic instruction…Information literacy adds another dimension by representing a broader approach and offering the opportunity to produce students who understand the importance of information and who have the competence to locate, evaluate and manage it”(p. 118) .  \n[ARTICLE]  \nAriew, How We Got Here Communications in Information Lite","cbCaiitA9UjSwvge","https://ap.wps.com/l/cbCaiitA9UjSwvge","pdf",491509,17,"English","# Introduction\n# The Link Between Semantics and Practice\n## Bibliographic instruction and information literacy\n# Early Teaching Libraries","[{\"question\":\"What question does the paper aim to answer about teaching libraries?\",\"answer\":\"It asks what a teaching library is, including what role the teaching librarian plays within that library function.\"},{\"question\":\"How does the paper distinguish bibliographic instruction (BI) from information literacy (IL)?\",\"answer\":\"It argues that BI is associated with narrower, training-focused instruction, while IL reflects a broader approach tied to lifelong learning goals and emphasizes identifying, accessing, evaluating, and using information.\"},{\"question\":\"When did academic libraries begin evolving toward more proactive roles?\",\"answer\":\"The paper states that the evolution from passive, custodial organizations toward engaged institutions began in the 1960s.\"}]","HOW WE GOT HERE - Volume 8 - Issue 2 - A historical look at the academic teaching library and the role of the teaching librarian | PDF",1792087615,43]