BIBLIOGRAPHIC INSTRUCTION FOR BUSINESS WRITING STUDENTS - IMPLEMENTATION OF A CONCEPTUAL-FRAMEWORK

This project involved a review of the bibliographic instruction (BI) format used for disseminating business and career information to students enrolled in English 2002 (Business Writing) at Louisiana State University. The analysis revealed that the BI format lacked a clear and cohesive conceptual framework and that a new framework based upon business and career strategies and sources needed to be constructed. To implement the change, the authors secured the assistance and participation of three English instructors in this experimental format. Each instructor agreed to allot two class periods to BI and to administer a pre-BI and post-BI set of surveys to the students. The authors analyzed the problems with the current BI format, the results of the surveys, the use of ''questioning'' techniques, models of student learning, and the role of the class assignments in the learning process.