Bibliographic Instruction for Adults with Mental Retardation

Conducted as part of a practicum to be completed at the Champaign (Illinois) Public Library and Information Center, this study was designed to view the availability of appropriate bibliographic instruction for adults who are mentally retarded that will enhance both their ability to use library resources and equipment, and their desire to do so. With the assistance of Developmental Services Center (DSC) staff, 14 adults with mental retardation were selected as subjects. These subjects were randomly divided into three groups in which varying levels of bibliographic instruction were administered, ranging from no instruction at all (control group) to a library tour and two instruction sessions that included an introduction to the library's various nonprint services. All three groups participated in both a pre-test, which was designed to test their knowledge of library resources, and a post-test. Analyses of the data suggest that there was more appropriate use of the library by the participants after bibliographic instruction, and that neither IQ nor proximity to the library appeared to be a significant factor in determining library usage. Appendices, which make up more than half or he paper, include the pretest questions; an outline of the presentation to the Champaign Public Library staff; data on library card use by the research subjects; their responses to the pretest and posttest questions; and an annotated bibliography. (MAB)