MANAGING TECHNOLOGY edited by Robert E. Dugan ● Interactive Online Instruction for Library Research: The Small Academic Library Experience by Mary Ann Tricarico, Susan von Daum Tholl, and Elena O’Malley L earning is not an electronic process. Technology has become so imbedded in library services that few col- lege students have a memory of a pre-electronic da- tabase world of research. Nonetheless, most users experience frustration in trying to negotiate resources or retrieve fo- cused, useful information. Technology and its partner, information literacy, equip students with the tools needed for a proactive role in their own education and for lifelong learning. Independent learn- ers must master the ability to access, evaluate, organize, and present information from all types of sources existing in to- day’s information-rich society. Yet, the technological and electronic options available are overwhelming, and true in- formation literacy goes beyond a mere knowledge of soft- ware and specific interfaces. Without professional instruction users are left in a maze unable to manage the deluge of elec- tronic options or to evaluate the flood of information re- trieved. BACKGROUND To address the changing needs of today’s students, Emman- uel College, a small liberal arts institution in Boston, has made a significant investment in integrating technology into the academic environment. Emmanuel is a member of the Colleges of the Fenway, a consortium of six independent, neighboring colleges that share administrative and academic resources, and offer cross-registration for courses. The stu- dent bodies of the respective colleges are diverse in their demographics and academic needs ranging from traditional, adult, and distance learners. Yet, in such areas as health sci- ences, engineering, education, liberal arts, and professional studies, there are many common issues among the libraries. One is the need for enhanced methods of bibliographic in- struction; in particular, the introduction of online, interactive approaches. The desire to create electronic bibliographic instruction originated with a 1996 Emmanuel in-house library use sur- vey, which indicated that students were attempting to “go it alone,” resulting in frustration and ineffective searching. This survey gathered information on student usage of the library and student assessment of bibliographic instruction sessions, and it was an early decision factor used by the li- brary staff for developing alternative research instruction models. Users were asked how they had learned to use the library’s computerized resources: 51% said they had learned on their own, 39% learned from a bibliographic instruction session, and 27% were assisted individually by a librarian. 1 The surveyed users stated that library-sponsored biblio- graphic instruction sessions were valuable, yet, more than half of the students attempted to learn to use electronic re- sources on their own. NEED FOR THE PROJECT From the survey, it was clear that student facility with li- brary technology was inconsistent and limited. The survey illustrated the need to supplement a classroom approach with enhanced methods of instruction that would allow students to master electronic resources and library research methodol- ogies in an independent, self-directed, self-paced manner. Proliferating electronic resources were often underused, and students failed to integrate the print collection into their own searches. This lack of integration meant that many people used one type or format of resource to the exclusion of oth- ers. Online instruction solves several problems. Online mod- ules can be used at the student’s convenience. Because the modules can be delivered over the Web, they are accessible from remote locations. Online instruction also provides an alternative for students who prefer self-regulated learning rather than formal instruction, and it allows for the possibil- ity of self-paced exercises. Interactive teaching methods, in- corporating sound, graphics, text, and demonstrations are more effective for those students who gain little benefit from oral presentations by a librarian or instructor. Online instruction is a positive alternative to traditional Mary Ann Tricarico is Director of Library Services, Cardinal Cushing Library, Emmanuel College, 400 The Fenway, Boston, MA 02115tricaric@emmanuel.edu; Susan von Daum Tholl is Associate Director, Cardinal Cushing Library, Emmanuel College, 400 The Fenway, Boston, MA 02115tholl@emmanuel.edu; and, Elena O’Malley is Technology Librarian, Cardinal Cushing Library, Emmanuel College, 400 The Fenway, Boston, MA 02115omalleye@emmanuel.edu. 220 The Journal of Academic Librarianship, Volume 27, Number 3, pages 220 –223