1. Revised MO 2005-10-04 10:25 EDT Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 1 Bringing Learners and Library Skills Together Using Computer-Based Instruction for Training Student Assistants at a University Research Library A. David Roth, Circulation Supervisor of Students Evansdale Library, West Virginia University

2. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 2/57 Revised MO 2005-10-04 10:25 EDT Designing with information technology for educational purposes This design is an example of one among many ways of providing training to student library assistants We operate in an environment of opportunities and constraints We have to do the best that we can under the circumstances There are handouts of the main forms displayed, in the order they occur

3. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 3/57 Revised MO 2005-10-04 10:25 EDT Outline of the Presentation What is the program? Educational mission Why was it developed? Design method Design goals Who uses it? When is it implemented? Where does the instruction occur? How does the instruction proceed? Administration of the training program Demonstration of a lesson Discussion about training, instructional technology, etc. Straight Exposition: Who, What, Why, etc. Demo Questions, etc.

4. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 4/57 Revised MO 2005-10-04 10:25 EDT What is the program? “Bringing Learners and Library Skills Together” is an instructional design package meant to enhance the training of new student library assistants in Circulation Services The program currently consists of 37 online PowerPoint lessons, online web response forms, email communications, supplementary web material … and the all-important, hands-on, follow-up task performances Why use PowerPoint?  Relatively simple technology  Stable  Students are familiar with it Each lesson provides a framework for understanding each task cognitively, before actually doing the task

5. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 5/57 Revised MO 2005-10-04 10:25 EDT Educational Mission To promote authentic, learner-centered instruction about critical library operations to new student library assistants The lessons are designed to…  Be responsive to learner needs  Enhance student agency, autonomy, and cooperative effort  Produce quality library services for our research public

6. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 6/57 Revised MO 2005-10-04 10:25 EDT Why was the design program developed? The overall program was conceived in conjunction with coursework in the Fall, Spring, and Summer 2002-2003 academic year for a Master’s degree in Technology Education at West Virginia University Thanks to Mary Strife, Director of Evansdale Library, in 2003 I was able to implement the lessons within the training cycle for new students in Circulation Services The program was developed because of a perceived problem in the training process of our students

7. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 7/57 Revised MO 2005-10-04 10:25 EDT Why was it developed? (2/5) Presenting/Instructional problem:  Student assistants were not treated primarily as learners, with recognition of their particular learning preferences  Lack of consistent, standardized training (e.g., constant interruptions, different trainers)  Lack of meaningful contexts and rationales for tasks  Delivery of content was not engaging enough (e.g., old, photocopied forms)  Stressful on staff to train, with everything else to do in the dept. Result: students were not getting dependable training and their performance suffered (as did our service)

8. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 8/57 Revised MO 2005-10-04 10:25 EDT Why was it developed? (3/5) Instructional solution:  Incorporate a series of self-paced, PowerPoint/multimedia tutorials into the front end of our training, providing standardized, computer-based instruction  Follow up with actual task performance  Gather learner information to structure and “individualize” training  Monitor performances and provide generous feedback

9. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 9/57 Revised MO 2005-10-04 10:25 EDT Why was it developed? (4/5) Some of the results in terms of learner outcomes:  Students have a broader and deeper understanding of their work for the library  Students have more appreciation for the value of their work  Performance monitoring indicates fewer errors, earlier on  Students are more responsive and helpful to the public

10. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 10/57 Revised MO 2005-10-04 10:25 EDT Why was it developed? (5/5) Training emphasis: creates more of a balance of emphasis between learner, content, and the resultant level of service provided to the public Our instruction is now more cohesively integrated within a general learner-centered work environment

11. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 11/57 Revised MO 2005-10-04 10:25 EDT Design method Rapid Prototyping is the primary method This allows for constant, formative evaluation of the lessons and subsequent revision Lessons can be quickly modified as new policies, procedures, technologies, or demands are introduced into the work environment Instruction is user-centered because of constant feedback from the student users, which leads to responsive modifications

12. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 12/57 Revised MO 2005-10-04 10:25 EDT The 6 design goals of the project When designing anything, we have implicit or explicit criteria in mind for what constitutes a good design In this project, each lesson should be:  Clear  Consistent  Comprehensive  Contextual  Engaging  Responsive We’ll refer to these goals when assessing the efficacy of our demonstration lesson

13. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 13/57 Revised MO 2005-10-04 10:25 EDT Who uses the instruction? All student assistants, new and continuing Also suitable for new staff And for other non-Circulation student assistants

14. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 14/57 Revised MO 2005-10-04 10:25 EDT Learner characteristics There is a lot of sociological, psychological, and educational research and discussion about generational characteristics in our incoming students For our purpose to develop and deliver appropriate instruction, we need to know more about how our students learn and what motivates them to learn To gather this information, we use two concise instruments:  Student Assistant Information Sheet  VARK questionnaire

15. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 15/57 Revised MO 2005-10-04 10:25 EDT

16. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 16/57 Revised MO 2005-10-04 10:25 EDT

17. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 17/57 Revised MO 2005-10-04 10:25 EDT

18. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 18/57 Revised MO 2005-10-04 10:25 EDT Learner characteristics (5/5) The “Student Assistant Information Sheet” tells us more about the student’s incoming interests and skills, expectations, and technical capabilities As part of Lesson 01, the student completes the VARK online learning preferences inventory, which gives us additional information that we use to “individualize” instruction, to some extent Throughout the instructional and work cycles of each student, through conversation, observation, and performance monitoring, we gather additional information that may influence how we communicate with our students and how they perform their tasks

19. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 19/57 Revised MO 2005-10-04 10:25 EDT When was the program implemented? Project Implementation: The first lesson was designed in November 2002 The lessons are being applied as they are developed, first as beta- testing with experienced students, then as instructional units for new and continuing students The design, implementation, and evaluation of the lessons are then analyzed and modified as needed

20. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 20/57 Revised MO 2005-10-04 10:25 EDT When was the program implemented? (2/2) Student Instructional Implementation: When a student begins working at the library, the “Student Assistant Information Sheet” is completed, along with a “Performance Expectations for Student Assistants” work contract The student is then informed about the instructional sequence of the lessons, how they are to respond, etc. Student begins instruction with PowerPoint Lesson 0, 1a, 1b, etc.

21. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 21/57 Revised MO 2005-10-04 10:25 EDT Where does the instruction occur? The lessons, lesson responses, and a good deal of supplementary material exist on the library intranet, which is only available on campus The instructional matrix or homepage contains links to all the lessons as PowerPoint Shows An “Additional Resources” page provides supplemental documents and information Each student individually accesses the lessons via training computers in the library, according to a structured sequence The lessons are self-paced tutorials, so each student can control the speed of instruction

22. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 22/57 Revised MO 2005-10-04 10:25 EDT

23. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 23/57 Revised MO 2005-10-04 10:25 EDT

24. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 24/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place?

25. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 25/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (2/15) The student assistant engages a PowerPoint lesson in order to…  Generate a conceptual framework for grasping what is the task  See the task steps outlined in sequence, one-by-one  Understand the value and context for doing a specific task Each page of the lesson has to provide clear, step-by-step details on how a task is done, why it is important to do it right, etc. Animations and other active objects help to illustrate the text As an illustration, the next three slides are taken from Lesson 08a on shelving

26. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 26/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (3/15) This item happens to be a volume of the journal called “American Music” Journals have multiple volumes Look at the book on the cart The book in this example is the 20th volume / 2002 edition It will go on the shelf after the 19 th volume / 2001 edition

27. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 27/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (4/15) When you find the 19 th edition, open up a little space after it Often there will be a space where the original item had been placed Place your book from the cart on the shelf after the 19 th edition and slide it into its proper place Push in

28. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 28/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (5/15) Glance at the books on either side of the book you just shelved, to make sure that THEY are in the correct place Double-check yourself: Have you shelved the book in its correct call number position? Then “front” and straighten out the shelf so it has a more organized appearance

29. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 29/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (6/15) On the last page of each lesson there is a hyperlink to the online Lesson Response web page for that lesson

30. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 30/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (7/15) Response to Lesson 05 Thank you for your participation in experiencing lesson 05 Please access the online response form to report on your learning experienceonline response form When you have submitted your responses to Lesson 05, report to a circulation staff member to access the LC Easy tutorial and drills, print the results, and do Task Performance 2

31. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 31/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (8/15) When the link is selected, the web response form is launched

32. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 32/57 Revised MO 2005-10-04 10:25 EDT

33. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 33/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (10/15) The Online Lesson Response form consists of two sets of questions “Content” questions check the student’s learning of specific knowledge, skills, and attitudes related to carrying out tasks “Presentation Questions” ask such questions as…  How s/he liked the presentation  Did it succeed in giving you an understanding of the content?  Was it clear?  Was it consistent?  Was it engaging? Presentation questions attempt to get design feedback from the user

34. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 34/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (11/15) After all the boxes have been filled in, the student selects the button at the bottom of the web page Student online responses to the lessons are sent via a CGI script in the form of emails to me I then respond to the responses via email An example follows

35. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 35/57 Revised MO 2005-10-04 10:25 EDT

36. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 36/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (13/15) If possible, there is a face-to-face learning assessment discussion Then, the student demonstrates and deepens learning by engaging in an actual task performance (e.g., shelving), first with a staff member/experienced student Knowing that many people learn best by actually doing a task or seeing it demonstrated, it is important that the student assistant actualizes her/his learning by physically carrying out the task soon after the PowerPoint instruction Over the next few work shifts, the student will repeat the task, solo, at least once per shift

37. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 37/57 Revised MO 2005-10-04 10:25 EDT How does the instruction take place? (14/15) The solo task performance is then monitored, feedback is given, and student proceeds to next lesson, etc. Feedback on performance will help the student to improve her/his knowledge and skills of the task Feedback is provided via an annotated Student Task Performance Results sheet, as in the following example

38. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 38/57 Revised MO 2005-10-04 10:25 EDT

39. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 39/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence An instructional sequence is the explicit plan by which learning is mapped to occur in the learner, one educational event after another, over time One example of such a sequence is an academic course syllabus; another example is a set of tennis lessons The objective is to provide increments of educational content that build upon each other, from the less to the more complex The instructional sequence for training student library assistants consists of about 100 educational events, most of which are PowerPoint lessons and hands-on tasks that will occur within the opening weeks of a student’s employment at the library

40. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 40/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (2/13) The lessons aim to generate learning in all three major learning domains:  Cognitive domain: to develop the knowledge and skills—knowing “what” and “how”—needed to understand the tasks and their rationales, to be aware of the context in which they occur, to be able to deliver accurate information to the public and to your colleagues, and to be able to problem-solve as the situation warrants  Affective domain: to develop the attitudes, values and emotional framework to appropriately carry out the mission and goals of the library  Psychokinetic domain: to develop the physical capabilities and skills for actually doing a task

41. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 41/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (3/13) The overall goal of such a sequence is that the learner will actively engage the content and—step by step—construct a stronger and more comprehensive set of understandings and skills related to the subject matter In effect, this means the student first views the content of a task, then does it … going from a conceptualization of the task to the capability of actually doing it

42. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 42/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (4/13) Viewing Doing ConceptualizingActualizing

43. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 43/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (5/13) The lessons in the instructional sequence are organized into three (3) learning sets Please see the Outline handout

44. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 44/57 Revised MO 2005-10-04 10:25 EDT Three general areas of instruction General Context of Student Assistant Library Work L1 Your Learning Experience as a Student Library Assistant in Circulation Services at Evansdale Library / Assess / Discuss L2 Performance Expectations for Student Assistants / Assess / Discuss L3 Library Resources / Assess / Discuss Maintaining the Integrity of the Physical Collections L4 A Virtual Tour of the Library / Assess / Discuss / Task Perf. 1 / Assess / Discuss L5 Call Number Classification / Assess / Discuss / Task Perf. 2 / Assess / Discuss L6 Retrieving Stacks Items / Assess / Discuss / LC Easy / Task Perf. 3 / Assess / Discuss L7 Straightening Shelves of Items / Assess / Discuss / Task Perf. 4 / Assess / Discuss L8 Shelving Items / Assess / Discuss / Task Perf. 5 / Assess / Discuss L9 Visually Scanning Items for Call Number Consistency / Assess / Discuss / Task Perf. 6 / Assess / Discuss L10 Physical Item Searches / Assess / Discuss / Task Perf. 7 / Assess / Discuss L11 Reconfiguring the Collections / Assess / Discuss / Task Perf. 8 / Assess / Discuss Public Service and System Functions L12 What’s What behind the Circulation Desk / Assess / Discuss / Task Perf. 9 / Assess / Discuss L13 Standard Operations at the Circulation Desk / Assess / Discuss / Task Perf. 10 / Assess / Discuss L14 Introduction to the Endeavor Voyager System / Assess / Discuss L15 Voyager Circulation Module: Interface and Patron Records / Assess / Discuss / Task Perf. 11 / Assess / Discuss L16 Voyager Circulation Module: Discharging Items / Assess / Discuss / Task Perf. 12 / Assess / Discuss L17 Voyager Circulation Module: Charging Items / Assess / Discuss / Task Perf. 13 / Assess / Discuss L18 Voyager Circulation Module: Item Records / Assess / Discuss / Task Perf. 14 / Assess / Discuss L19 Course Reserves / Assess / Discuss / Task Perf. 15 / Assess / Discuss L20 Using the Wireless Laptop Computers, CD Players, and Associated Equipment / Assess / Discuss / Task Perf. 16 / Assess / Discuss L21 Using the Pharos System Print Controller, Printers, Copiers, Digital Sender, and Value-Add Service Machine / Assess / Discuss / Task Perf. 17 / Assess / Discuss L22 Using the MountainLynx Electronic Catalog / Assess / Discuss / Task Perf. 18 / Assess / Discuss L23 Supervising the Use of the Electronic Classroom Computers / Assess / Discuss / Task Perf. 19 / Assess / Discuss L24 How to Help Library Users / Assess / Discuss / Task Perf. 20 / Assess / Discuss L25 Working with Microform and Government Documents / Assess / Discuss / Task Perf. 21 / Assess / Discuss

45. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 45/57 Revised MO 2005-10-04 10:25 EDT Outline of PowerPoint lessons

46. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 46/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (8/13) The first set of lessons (0-3) present the general context of your library work and will build the foundation for your work in the library:  What it means to work in a library  Your team members in the library work environment  Performance expectations  Library resources

47. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 47/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (9/13) The second set of lessons (4-11) teaches the skills for maintaining collections integrity:  Layout of the collections  The Library of Congress call number system  Item retrievals or pick ups  Shelf straightening  Shelving  Shelf reading  Physical item searches  Other stacks projects

48. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 48/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (10/13) The third set of lessons (12-25) concern public service and systems functions, such as:  Standard operations at the Circulation Desk  Using the Voyager circulation system to discharge, charge, and search for items  Accessing course reserves  Working with wireless laptops, printers, copiers, and other hardware  Using the MountainLynx electronic catalog

49. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 49/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (11/13) An outline of the current version of the instructional sequence and tracking check list is used to track each student’s progress through the lessons This check list is shared with each student on an ongoing basis The check lists are also available to all the Circulation Services staff on a network drive, so that they will know what instruction is still needed for each student

50. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 50/57 Revised MO 2005-10-04 10:25 EDT

51. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 51/57 Revised MO 2005-10-04 10:25 EDT Instructional Sequence (13/13) Note that the lessons do not proceed in strict numerical order Some of the stacks tasks, such as shelf reading and item searches, require the knowledge and skills gained from a number of instances of doing prior stacks tasks (such as shelving) before the student is ready to learn them Thus, for example, the student will do lessons 6, 7, 8 but will wait to do lesson 9 until they have shelved accurately at least three times

52. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 52/57 Revised MO 2005-10-04 10:25 EDT Administration of the training program It is helpful to use check lists or other means to keep track of where you are in the design program, where each student is in the sequence of training, etc. This is especially true if you are simultaneously doing…  Instructional design  Implementation and training  Supervision of on-going student work

53. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 53/57 Revised MO 2005-10-04 10:25 EDT

54. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 54/57 Revised MO 2005-10-04 10:25 EDT

55. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 55/57 Revised MO 2005-10-04 10:25 EDT Demonstration of PPT Lesson 5 Can use Design Response Sheet

56. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 56/57 Revised MO 2005-10-04 10:25 EDT

57. Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University 57/57 Revised MO 2005-10-04 10:25 EDT This presentation is currently available at: http://users.adelphia.net/~adroth/intro-instruction-for-Adelphia-site.htm The link is located below the instructional matrix near the bottom of the page The actual lessons and supporting material live on the library intranet where access is unavailable from the Internet For more information, please contact: A. David Roth Evansdale Library, West Virginia University 304-293-4696, x5102 david.roth@mail.wvu.edu