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This study examines the theoretical and philosophical constructs for implementing a program of bibliographic instruction at small sectarian liberal arts colleges, using Ouachita Baptist University in Arkadelphia, Arkansas as a case study. It examines the historical and philosophical reasons for the lack of such instruction, then proposes a program based on four principles: the efficacy of course-related, written-product instruction; the significance of locale in program design; the potential of variety as a key element; and the value of repetition. The program is competency-based with three major components (pre-test, test, and post-test), each of which have a variety of sub-components. It utilizes existing courses where possible (in Freshman English for example) and existing programs (the Honors and Academic Skills Development programs) as a rubric for bibliographic instruction. The program aims to instill in students the instinct to seek information as a natural course of events, and to provide them with the necessary skills through initial instruction and repetition.



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