Beyond the Bibliographic Paradigm:User Education in the Information Age. This essay is by James Henri and Lyn Hay. It was presented at the 60th IFLA General Conference in August, 1994.
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This paper presents the case that teacher librarians have many advantages over their library colleagues in the development of user education programs. It is argued that a piecemeal approach to the education of school library users is bound to be unsuccessful, and that the multilevel approach to the attainment of information literacy among teaching staff and students, that has been orchestrated i n Australia, provides the pathway and incentive for the education of effective information users. In this paper, reference is made to developments at the national and state levels including comment upon the emerging National Curriculum Profiles and Key Competencies which emphasise the process of learning, in particular, information skills as essential outcomes. The recently released Curriculum Corporation document Learning for the Future which provides guidelines for the development of information services in Australian schools will be examined. It will be argued that at the school level and emphasis must be placed in Defining information tasks, both from the perspective of teacher and student. An attempt to transform students who are inefficient library users will be unproductive u nless teacher model the skills of independent learning.