Depository librarians are charged with making their collections more accessible to different audiences in a variety of ways.  One of the avenues available to academic librarians is through library instruction, either basic or specialized.  With the advent of the Internet and other electronic means, Web-based library instruction is becoming more prevalent and can be used in multiple settings. While depository librarians generally tend to instruct users in a one-on-one setting, being able to reach larger groups or entire classes at a time is highly desirable and is becoming more of a necessity.

For those of us participating in library instruction at our respective institutions, there are a variety of challenges that prevail and serve as deterrents to overall learning.  These basic challenges include the time of day, food or caffeine deprivation, sleep deprivation, the lure of different forms of entertainment, or the lack of teaching faculty present during the instruction session to name a few.

With the advent of electronic resources, various student or user important needs have been determined.  These include the ability to define sound search strategies, how to select and use the multitude of search engines available, how to evaluate electronic sources for appropriateness and quality information, and how to cite the electronic sources selected.  Web-based instruction can accommodate different learning styles and abilities of students and allow for unlimited drill and practice of important materials or resources.  This allows greater flexibility for students who are self-directed or motivated, as well as provides a variety of resources to distance learners or users beside those who found your library’s Web site serendipitously.

There are also a variety of librarian and faculty benefits to Web-based instruction (“Web-BI”).  One of these benefits includes better facilitation of resource management.  We all understand the importance of current information and most resources can be updated more frequently electronically. Instructors have easier access to information and they don’t have to lug around book trucks loaded with potential resources.  Many cost-saving factors exist and Web-BI can help reduce internal/external printing and photocopying handouts that become outdated the moment they are completed.  It can allow instructors to cover additional or more appropriate materials in less time, as well as allow for flexibility during an instruction session that may go off on tangents and explore other possibilities.  However, one of the greatest benefits to instruction, if pursued or marketed appropriately, is that it can increase collaboration between librarians and teaching faculty in providing relevant bibliographic and electronic resources for students.

Of course, there can be a downside to this type of activity that includes increased expectations of students, users or faculty alike and increased workload for already overburdened librarians and staff.  This may create a false sense of security when providing well-meaning and additional support for faculty.

A variety of primary objectives can be derived from Web-BI. Web pages can serve as an effective instruction tool.  Personal notes can be tracked for future sessions, many of which may become Web pages in their own right.  Resources, such as syllabi, class assignments and selected readings, provided by teaching faculty can enhance library instruction Web pages or, if provided by faculty, can serve as links to library Web pages.

The key rule to good Web page design used for library instruction is to keep it simple.  An overabundance of graphics is not necessary. It is the information that is most important. However, if a graphic interface is used, remember to include a text version for those who don’t have the capacity for viewing them or don’t want to wait for them to load.  Also use a bold font (size 3 or larger) if your library uses a projector for presentations.  This should allow a greater number of students to read the information legibly from the back of the room.

When preparing Web pages for library instruction, try to include several basic features.  Standard links should be made to a listing of search engines, a variety of electronic evaluation tools  (<http://www.etsu.edu/library/eval-www.htm>) and examples on citing Web resources (<http://www.etsu.edu/library/citing.htm >). Your pages should also include a variety of both print and electronic bibliographic resources owned or accessed by your library.

Web pages designed by depository librarians should link other depository library home pages within your state or region, and GPO gateways.  Other key links should include GPO Access (<http://www.access/gpo.gov/su_docs/>), the Federal Web Locator (< www.law.vill.edu/Fed-Agency/fedwebloc.html>), GovBot (<www.law.vill.edu/Fed-Agency/fedwebloc.html >), and the GODORT handout exchange ( <www.lib.umich.edu/libhome/Documents.center/godort/bibl.htm>) to name a few.  Hidden URLs should be avoided since many users print a hardcopy of your Web page for future reference. 

Value-added information will enhance your library instruction Web site in the eyes of your users, besides giving you extra help or reminders to special materials found in your collection.  Suggested value-added resources may include a list of topics from useful ready reference materials, outlines of articles from major related reference tools, specialized or customized bibliographies on hot topics, case and legislative histories, as well as those all important guides to government CD-ROM products.

Well-prepared Web-BI can be a means to provide improved access to depository items, resources and collections in a way that enhances the overall learning experience for students and allows for constructive interaction and collaboration between teaching faculty and librarians. 

Stephen Allan Patrick is Professor and Head of the Documents / Law / Maps Department at East Tennessee State University Libraries, Johnson City, Tennessee.