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Bibliographic Instruction and Postmodern Pedagogy.

Postmodernist debates in academic circles provide expanded opportunities for making information studies an integrated part of the academic program. Past bibliographic instruction (BI) practices have been based on a reductionist scientific model that dislocates the focus of instruction from the documents of a discipline to a structure of disciplinary literature frequently imposed from without and often having little to do with the information content. Postmodern concepts provided by textual criticism and the sociology of knowledge can turn libraries into learning laboratories for studying information in the context of the academic discourses that create it. Postmodernist approaches allow students to compare, at one level, methods of information organization and, at a more basic level, how knowledge is claimed in a variety of scholarly disciplines. Rhetoricians, especially composition teachers with whom bibliographic instruction librarians have much in common, have already realized the importance of postmodernism as a strategy for teaching composition. Rhetorician Richard Lanham even maintains that elements of postmodernism applied to emerging information technology provide ways to reform the undergraduate curriculum.