The author begins with the premise that if teaching faculty consider librarians to be a part of higher education, to some degree, and include library instruction into their course work, then surely this would be demonstrated by descriptions or mentions of library resources and personnel in discipline-specific teaching journals. The authors conclude that regardless of what teaching faculty might say, the work of librarians is seldom implied let alone visible or acknowledged. Tomaiuolo, Nicholas G., Richard Churchill, and Joan Garrett Packer. Librarians know that government publications are underused. A survey of 400 faculty members shows that they agree on the importance of government documents as resources but admit that they are seldom cited on students papers.
Faculty members do note the increased use of the Internet by students.
The authors encourage librarians and teachers to use new technologies to design instruction and to incorporate examples of documents in classes. The authors also offer an excellent list of which documents to include in BI and include the surveys used for this research. Tompkins, Philip, Susan Perry, and Joan K. Lippincott. The Coalition for Networked Information s New Learning Communities Program brought together pioneer teams from higher education institutions. These teams, which included faculty, librarians, information technologists, students, and instructional designers, developed new courses and curricula that used networking technologies, involved collaboration, and placed an emphasis on the use of networked information resources.