The Library

Most college and university librarians have come to accept the evidence which indicates that the old saw, “the library is the heart of the college,” is a myth. It is still serviceable as an argument for financial support, still a significant factor in the recruiting of able faculty members, still a powerful symbol of the vision we all entertain of what a college education ought to be like –but not a description of reality as it is experienced by a majority of college students. Among those academic librarians who are interested in bringing the myth a little closer to reality, there are some, and we am one of these, who think the key is in the teaching faculty. We have devoted our efforts to persuading the faculty- -or at least some of the faculty about some of the work in some of their courses – that learning through the library is not only possible for getting assignment help for many more students than the few who now experience it, but also that it is consistent with recognized objectives of liberal education and with widely accepted learning theory. Library-focused library training, at that point, would necessitate that all library school understudies have event to utilize library association to discover assets not appointed or suggested by their teachers. Note the expression “have event.” Clearly, there is no temperance in loading understudies with pointless looking. At whatever point learning destinations can be most viably accomplished through course readings, required readings on save, dispersed lists of sources or other such direction from the teacher, these strategies ought to be utilized. Because librarians deal with the whole universe of recorded knowledge, it is almost impossible to define the boundaries of the literature of the field. The attempt to do so is justified, however, because each definition raises different questions about the kind and degree of “mastery” we expect our students to attain.