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Hawley, Johnnie Sue. "The Evolution of the Library Media Center: A Study of the Past, Current, and Projected Future Library Services Available in Johnson City, Tennessee." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3046.
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The purpose of this qualitative study was to indicate changes in library services available to the citizens of Johnson City, Tennessee. The study covered library services available in educational and public settings for patrons from preschool to adult ages. Librarians in this study all worked in either a public library located in Johnson City, TN or worked in the Johnson City School System as a media specialist in either an elementary, middle, or high school.
This qualitative study was conducted using interviews of librarians to gain their perceptions of the library and their roles within the libraries of Johnson City. Librarians were interviewed to determine their views in the past, present, and future of the library as an establishment. Documents from the various libraries were also analyzed to determine changes in library services.
Various themes emerged from the data analysis. Participants discussed their roles as librarians, the library as an institution, and collection development. Other themes that emerged were discussions of library materials that were now or would become archaic. Participants also made projections as to the future of the library itself and whether or not it would become obsolete.
The results of this study suggest that libraries will continue to evolve as technologies and community needs and expectations change. The appearance of the library will evolve to contain more learning spaces for active and group learning. The role of the librarian will evolve as the technology evolves. It will become more focused upon teaching patrons how to use learning tools and access information rather than simply managing and controlling the library’s assets.
The librarians’ role has the potential to become one of service leadership in the community and in the school setting. The impact of the library and the librarians’ role will directly affect students, teachers, and community members. Recommendations from this study may assist in transitioning the librarian/media specialist’s role to a great service leadership model that supports individual growth and community development.
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Sousa, Margarida Maria de. "A função educativa do bibliotecário no século XXI: desafios para sua formação e atuação." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-20102014-111350/.
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A função educativa do bibliotecário é mencionada com frequência na literatura e ganha diferentes contornos nas discussões sobre as relações entre a Ciência da Informação e a Educação, principalmente ao tratar do apoio do profissional da informação nos processos de ensino-aprendizagem. Embora o tema esteja presente nos discursos da área, não há clareza sobre o delineamento dessa função e as atividades e competências necessárias para desenvolvê-la, o que dificulta a inserção desta temática na proposta político-pedagógica dos cursos de formação do bibliotecário. Trata-se de estudo exploratório, que tem como base a discussão conceitual sobre o papel de mediação do bibliotecário em diferentes ambientes, principalmente em bibliotecas de pesquisa; estudos sobre formação e potencial de inserção no mundo do trabalho; e estudos sobre competências, aptidões e habilidades esperadas na formação deste profissional. A metodologia inclui estudo bibliométrico dos trabalhos apresentados no GT-6 - Informação, Educação e Trabalho do Encontro Nacional de Pesquisa e Pós-Graduação em Ciência da Informação (ENANCIB), no período de 2003 a 2012, para identificar principais autores e aspectos temáticos pesquisados, complementado por estudo de citações para identificar potenciais influências teóricas sobre a produção brasileira na área. O estudo utilizou procedimentos de análise de conteúdo para extrair eventuais definições, discussões ou exemplificações sobre desempenho de atividades que pudessem configurar-se como inerentes à função educativa do bibliotecário, de modo a orientar propostas para adequação das diretrizes curriculares de um curso de formação bibliotecário. O estudo confirmou a exigência para que o bibliotecário promova ações educativas nos ambientes informacionais, porém não aponta diretrizes teórico-metodológicas que possam sustentar um programa de formação baseado no desenvolvimento de competências ou habilidades para formação de um bibliotecário apto a desenvolver esta função. Indica que a formação desse profissional com competências de educador preparado para enfrentar os desafios cognitivos, sobretudo nos ambientes educacionais, é ainda um desafio para as escolas de Biblioteconomia e exige equipe multidisciplinar de pesquisadores que possam promover maior aproximação entre a pesquisa acadêmica e os ambientes sociais de atuação dos bibliotecários.<br>The educational role of the librarians is often mentioned in the literature and receives different approaches in discussions about the relationship between Information Science and Education, especially when dealing with the support of the information professional to the teaching - learning processes. Although the subject is presented in the discourses of the area, the boundaries of this function and of the activities and skills it requires are not clear, and the inclusion of this discussion in political-pedagogical proposal to the formation of librarians. This is an exploratory study, based on the conceptual discussion on the mediating role of the librarian in different professional contexts, mainly in research libraries; on studies about professional formation and potential for inclusion in the working world; and on studies on competencies, abilities and skills that this professional should have. The methodology uses bibliometric study of papers presented on the GT - 6 - Informação, Educação e Trabalho do Encontro Nacional de Pesquisa e Pós-Graduação (ENANCIB) in the period 2003-2012, in order to identify main authors and thematic aspects researched, and also a citation study in order to identify potential theoretical influences on Brazilian production in these area. The study used content analysis procedures to extract definitions, exemplifications or discussions about performing activities that could be configured as inherent to the educational role of the librarian, in order to guide proposals for adaptation of curriculum guidelines for a Librarianship bachelor\'s course. The study confirmed that the librarians shall promote educational activities in information contexts, but it do not indicate theoretical and methodological guidelines that could sustain a course based on the development of skills and abilities to form a librarian who is able to perform this role. It indicates that the formation the librarians should recognize educational competencies in order to prepare them to face cognitive challenges, especially in educational contexts is still a challenge for schools of Librarianship and requires a multidisciplinary team of researchers that may promote further integration between the academic research and social contexts of work of the librarians .
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Garry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.
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Clabo, Carrie A. "A study of the library use practices of high school students in three East Tennessee counties." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0219102-161944/unrestricted/Clabo2.pdf.
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Walter, Scott Louis. "The librarian in the academy exploring the instructional role of librarians in higher education /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Summer2005/s%5Fwalter%5F072105.pdf.
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Štreimikienė, Jolanta. "Bibliotekos svarba ugdymo procesui." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080904_134727-77476.
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Darbo tema „Bibliotekos svarba ugdymo procesui“ pasirinkta pirmiausia dėl jos aktualumo tiek teoriniu, tiek praktiniu požiūriu. Aktualu paanalizuoti, kaip praktiškai įgyvendinamas mokyklų bibliotekų modernizavimas. Svarbu panagrinėti, ar Švietimo įstaigos biblioteka visapusiškai tenkina mokyklos bendruomenės narių informacinius poreikius ir dalyvauja ugdymo procese. Naudinga identifikuoti pagrindines problemas, susijusias su mokyklų bibliotekų veikla. Realizuodama kiekvieno bendruomenės nario teisę gauti ir skleisti informaciją, mokyklos biblioteka plečia savo funkcijas. Darbe nagrinėjau plečiamą mokyklos bibliotekų funkcijų spektrą. Švietimo bendruomenei būtina, kad reformos darbuose dalyvautų ir mokyklos biblioteka, padedanti augančiai kartai integruotis į informacinę visuomenę. Ji drauge su pedagogų bendruomene turi ugdyti moksleivių socialinius, asmeninius komunikacinius, informacinius ir kritinio mąstymo gebėjimus, teikti pagalbą rengiant projektus, įvaldant naujas informacijos ir komunikacijų technologijas. Darbo objektas: Švietimo įstaigos biblioteka. Darbo problema: Kokia turi būti mokymo įstaigos biblioteka, kad sėkmingai įtakotų ugdymo procesą? Darbo tikslas: Išryškinti bibliotekos svarbą ugdymo procesui. Darbo uždaviniai: 1. Apibrėžti biblioteką, kaip mokymosi aplinką. 2. Atskleisti bibliotekos, kaip mokymosi aplinkos, ypatybes. 3. Įvertinti bibliotekininko vaidmenį ugdymo procese. 4. Ištirti bibliotekos įtaką ugdymo procesui.<br>The topic of the work is “The Library Importance for the Education Process”. It has been chosen primarily because of its relevancy both theoretically and practically. It is topical to analyze the way modernization of school libraries is implemented in practice. It is important to study if the library of an educational institution universally meets the information needs of the school community members and if it is involved into the educational process. It is beneficial to mention the main problems, which are related with the activity of the school libraries. The school library is developing its functions implementing the right of every community member to get information as well as to spread it. The spectrum of the school library functions, which are being expanded, are analyzed in the work. It is important for the educational community the school library to be involved in the reform activities, which could help the young generation to be integrated into information society. Together with community of teachers it has to train social, personal communication, information and critical thinking skills of pupils as well as to help them in project preparation to master new information and communication technologies.
The object of the work: the library of the educational institution
The problem of the work: What should the library of a school be like in order to influence upon the education process successfully?
The aim of the work: To highlight the importance of the library in the... [to full text]<br>Тема работы "Ролъ бублиотеки в учебном процессе", в первую очередь, обусловлена ее актуалъностъю, как в теоритическом, так и в практическом смысле. Оченъ важно проанализираватъ, как на практике осуществляется процесс модернизации библиотек, каким образом библиотека в школном учреждении всесторонне удовлетворяет информационные потребности членов школного сообщесва и участвует в учебном процессе. Полезно идентифицироватъ основные проблемы, свя��анны�� с работой школъных библиотек. С целью реализации получатъ и распространятъ информацию каждого члена сообщесва, школъная библиотека расширяет свои функции. Б работе анализируется расширяющуйся спектр функцуй школьных библиотек. В реформе образователъных процессов необхадимо участуе школъных библиотек, которое помогает подрастающемы поколеную быстрее интегрироватъся в информационное пространство. Библиотека совместно с педагогами должна участвоватъ в формировании социалъных, информационных навыков, и что немало важно, навыков критического мышления, а также рпедостовлятъ помощъ в осуществлении различных проектов, управлятъ новыми информационными технологиями.
Объект работы: библиотека учебного учереждения.
Проблема работы: какой должна бытъ школъная библиотека,чтобы успешно участвоватъ в образователъном процессе?
Целъ работы: обусловить ролъ библиотеки в учебном процессе.
Задачи:
1, Обозначитъ библиотеку как образователъное пространство.
2. Представитъ особености библиотеки в роли обучения
3. Оценитъ ролъ библиотекеря в учебном... [полный текст, см. далее]
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Small, Cheryl R. "Librarians Leading Change| Informal Learning Spaces and the Interception of Public Libraries and STEAM." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975218.
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<p> Public libraries throughout the United States are increasingly using technological platforms to provide information resources to students across socioeconomic environments. Advances in technology have affected the way in which we learn with the advent of online learning, e-learning and shared learning experiences that have become ever present in schools and libraries. How relevant is the public library in the initiatives that are directly related to the much-needed support of science, technology, engineering, arts, and math (STEAM)? This study explores the public library as a free, public space for informal learning and the democratic ideals of success as it relates to science education, achievement, and national innovation. The purpose of this study was to determine the challenges that the public library experiences in the implementation of STEAM programs, strategies, and practices employed by the public library in managing the implementation, and how the public library measures success in the process. The questions explored are an (a) examination of best practices in developing strategies for implementation and the challenges that public libraries face as they relate to the implementation and development of STEAM programs, (b) the challenges that public libraries face as they relate to the implementation and development of informal learning programs focused on STEAM, (c) how public libraries measure success within informal learning programs related to STEAM, and (d) what lessons have been learned in the development of informal learning spaces focused on STEAM in the public library.</p><p>
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Skepastianou, Maria. "Promotion of preservation and conservation in Greek libraries with special reference to the education of Greek librarians." Thesis, University College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327354.
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Parrott, Deborah J., and Joanna M. Anderson. "Distance Education Faculty and Librarian Collaboration: Developing Technological Skills of School Librarian Candidates." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/382.
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LibGuides, as a method of creating pathfinders for instruction of information literacy and content management has long been used by academic libraries, but has not been widely used by school libraries. This article describes a collaborative plan between a distance education librarian and a professor of school library media using LibGuides to overhaul a print pathfinder project in a reference sources for youth course. The methodology, results of the products, and student feedback from the assignment are discussed. The project exemplifies potential collaborative efforts between academic distance education librarians and school library media instructors.
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Cochenour, John J. "The educational role of Oklahoma public libraries." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990. http://catalog.hathitrust.org/api/volumes/oclc/26457309.html.
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Souza, Maria Aparecida Rodrigues de. "A/O BIBLIOTECÁRIA(O)-DOCUMENTALISTA ANTE AS NOVAS TECNOLOGIAS E A FLEXIBILIZAÇÃO DO TRABALHO NO INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DE GOIÁS (IFG): 2009-2012." Pontifícia Universidade Católica de Goiás, 2013. http://localhost:8080/tede/handle/tede/1086.
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Previous issue date: 2013-08-05<br>The purpose of this study was to research on the professional practice of the librarianarchivists
from Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), intending
to understand how the materialization of men and women workforce happens, in times of
flexible accumulation, in the environment of school library in the technological age. The
practice of the librarian-archivist is here understood as a social and historical construction,
permeated by contradictions between capital and labor. Considering that education is
historically influenced by changes occurring in the world of work, according to Marxian and
Marxist conceptions, it is pertinent to research on how labor relationships librarian
professionals develop. Field research was conducted in the ten IFG campuses, with survey on
empirical data, through questionnaires, semi-structured interviews and analysis of documents.
The data were analyzed according to the principles of dialectical and historical materialism,
mainly based on Marx, Antunes, Manacorda Frigotto, Hirata and Nogueira, with the purpose
of articulating the object of research and its multiple historical, political, economic, social and
cultural determinants. According to data analyzed, based on the theoretical frameworks
adopted, we have understood that overcoming the existing limits, so as the librarian-archivists
may reach decent working conditions, concerns the formation of a political identity, able to
reveal the processes of alienation of capitalist mode of production, based on the understanding
that omnilateral education of workmen and workwomen is the way towards some
humanization of men and women. We have gotten to the conclusion that new technologies
concerning professional practice of librarian-archivists at IFG are, at once, essential and
contradictory: although they are crucial to facilitate work, they are also essential to promote
extraction of relative surplus value, though not recognized by the professionals involved. The
librarian-archivist plays a multifunctional role so as to perform institutional policies which
diversify his/her practice with a variety of technologies, complexity of courses and users who
wish having more autonomy on what concerns the use of services and, consequently, control
over the librarian practice. Such tools also serve as a mechanism for flow control of
production and quality of services performed by librarian-archivists. Besides, we have come
across three differences in the performance of men and women: (1) in the way men and
women deal with new technologies; (2) double shift performed by women, conciliating
professional and domestic life, fact that happens at a lesser extent among men and (3) women
are more interested in permanent qualification so as to deal with new technologies in their
professional practice.<br>O estudo teve como objeto de pesquisa o exercício profissional das/dos bibliotecárias(os)-
documentalistas do Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG)
visando compreender, interpretar e analisar como acontece a materialização da força de
trabalho da trabalhadora e do trabalhador, em tempos de produção flexível, no ambiente da
biblioteca escolar, na era tecnológica. Considerando que a educação é historicamente
influenciada pelas transformações ocorridas no mundo do trabalho, à luz das concepções
marxiana e marxistas, torna-se pertinente investigar como se desenvolvem as relações de
trabalho da/do profissional de biblioteconomia e da ciência da informação em instituições
educacionais. A pesquisa de campo foi realizada nos dez câmpus do IFG com levantamento de
dados empíricos por meio de questionários, entrevistas semiestruturadas e análise de
documentos. Os dados foram analisados seguindo os princípios do materialismo histórico
dialético, fundamentados sobretudo nas obras de Marx, Antunes, Manacorda, Frigotto, Hirata
e Nogueira, buscando articular o objeto de pesquisa e seus múltiplos determinantes históricos,
políticos e econômicos, sociais e culturais. Pelos dados analisados, de acordo com os
referenciais teóricos adotados, entendeu-se que a superação dos limites existentes para que
as/os bibliotecárias(os)-documentalistas possam conquistar condições dignas de trabalho
passa pela constituição de uma identidade política, capaz de desvendar os processos de
alienação do modo de produção capitalista, partindo da compreensão de que a educação
omnilateral da trabalhadora e do trabalhador é o caminho para a humanização da mulher e do
homem.Verificou-se que as novas tecnologias no exercício profissional das/dos
bibliotecárias(os)-documentalistas no IFG são essenciais e contraditórias, embora sejam
fundamentais para facilitar o trabalho, elas também o são para extração da mais-valia relativa
ainda que não reconhecidas pelas/pelos profissionais. A/O bibliotecária(o)-documentalista se
faz multifuncional para atender as políticas institucionais que diversificam seu trabalho com
uma variedade de tecnologias, complexidade de cursos e de usuárias(os) que buscam mais
autonomia de uso dos serviços e, consequentemente, controle sobre o trabalho da/do
profissional da biblioteca. Essas ferramentas também servem como mecanismo de controle do
fluxo de produção e de qualidade de serviços realizados pelas/pelos bibliotecárias(os)-
documentalistas. Percebeu-se três diferenças no exercício do trabalho entre mulher e homem:
(1) no modo de utilizar as novas tecnologias por mulheres e homens; (2) a dupla jornada
realizada pelas mulheres conciliando vida profissional com a doméstica, fato que ocorre em
menor intensidade com os homens; (3) maior interesse das mulheres em qualificação
permanente para lidar com as novas tecnologias no exercício profissional.
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Akbar, Monika. "Integrating Community with Collections in Educational Digital Libraries." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/25139.
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Some classes of Internet users have specific information needs and specialized information-seeking behaviors. For example, educators who are designing a course might create a syllabus, recommend books, create lecture slides, and use tools as lecture aid. All of these resources are available online, but are scattered across a large number of websites. Collecting, linking, and presenting the disparate items related to a given course topic within a digital library will help educators in finding quality educational material.
Content quality is important for users. The results of popular search engines typically fail to reflect community input regarding quality of the content. To disseminate information related to the quality of available resources, users need a common place to meet and share their experiences. Online communities can support knowledge-sharing practices (e.g., reviews, ratings).
We focus on finding the information needs of educators and helping users to identify potentially useful resources within an educational digital library. This research builds upon the existing 5S digital library (DL) framework. We extend core DL services (e.g., index, search, browse) to include information from latent user groups. We propose a formal definition for the next generation of educational digital libraries. We extend one aspect of this definition to study methods that incorporate collective knowledge within the DL framework. We introduce the concept of deduced social network (DSN) - a network that uses navigation history to deduce connections that are prevalent in an educational digital library. Knowledge gained from the DSN can be used to tailor DL services so as to guide users through the vast information space of educational digital libraries. As our testing ground, we use the AlgoViz and Ensemble portals, both of which have large collections of educational resources and seek to support online communities. We developed two applications, ranking of search results and recommendation, that use the information derived from DSNs. The revised ranking system incorporates social trends into the system, whereas the recommendation system assigns users to a specific group for content recommendation. Both applications show enhanced performance when DSN-derived information is incorporated.<br>Ph. D.
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Malenfant, Kara Josephine. "Understanding Faculty Perceptions of the Future: Action Research for Academic Librarians." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317308285.
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Kataria, Sanjay. "Libraries in Higher Education in India." University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.
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Paper was presented in ULA of Sri Lanka, 2007 Conference<br>This was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka.
The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical
Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main
consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher
education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.
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Peach, Deborah, and n/a. "Improving the Provision of Learning Assistance Services in Higher Education." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.
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This study is motivated by the need to look continually for ways to improve Griffith Universitys learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Smith, Angela Powers. "The Leadership Potential of School Librarians." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557505.
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<p> Since their origin in 1925, standards for elementary school library programs have outlined role expectations for the school librarian. As the passage of time introduced new technologies into the world of education, these standards were reviewed and revised. After each revision, the standards, which were later referred to as guidelines, reflected an updated view on the school librarian's position with additional responsibilities listed in the form of roles. Researchers have explored perceptions of educator groups regarding these roles, to determine if they were accepted by the members of the school community (Church, 2008; Dorrell & Lawson, 1995; Gustafson, 1982; Kaplan, 2006; McCracken, 2001; Mohajerin & Smith, 1981; Person, 1993; Roach, 1989; Schon, Helmstadter, & Robinson, 1991; Scott, 1986; Shannon, 1996; Shelton, 2002). Repeatedly, findings indicated disagreement among the educator groups and an overall lack of support of these roles from teachers, administrators, and even school librarians themselves, in some cases. If a lack of support for the fulfillment of these roles exists, the school library program cannot develop to its full potential. Consequently, the school librarian cannot fully contribute to student achievement, and a valuable resource is wasted. This study explored perceptions held by educators at the elementary level on the roles of the school librarian, in light of the latest revision to the guidelines (American Association of School Librarians, 2009) which added the role of leader to the list of expectations for school librarians, to determine if a lack of support for the fulfillment of these roles persists.</p>
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Shu, Chang, and 舒暢. "Examining the educational role of school librarians in Hong Kong, Taiwan and mainland China : a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207611.
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A lot of studies have been conducted to study school librarians (SLs)’ educational role. Those studies have identified SLs’ contribution in improving students’ academic achievement, cultivating students’ information literacy and fostering students’ reading habits. However, those studies mainly focused on the European and American regions, studies on the non-English speaking countries, especially in the Chinese milieu, were limited.
This study examined the educational role of SLs in Hong Kong, Taiwan and Mainland China, and investigated their staffing level and work distribution respectively. Questionnaires were sent to public primary school librarians in these three regions on a convenience-sampling basis, 25 responses were received from Hong Kong, 15 from Taiwan and 20 from Mainland China. Employing a mixed-method design, both quantitative data and qualitative data were collected and analyzed to get an understanding of SLs’ perception on their educational role and to examine the related factors.
Findings showed that SLs from all the three regions agreed that they have contributed towards students’ academic performance. SLs in Hong Kong and Taiwan were found to be more proactive than their counterparts in Mainland China in supporting students’ inquiry based learning in in these four aspects: Holding library lessons to teach IL, collaborating with teachers, holding reading programs and library/reading committees to promote reading and having professional development opportunities by broadening their professional network and participating in related conference. It is also found that there was still some deficiency of the educational role of SLs in Hong Kong and Taiwan. Instead of integrating the content of information literacy (IL) into subject courses, library lessons was still a prominent means to teach IL in Hong Kong and Taiwan. In both regions, SLs’ educational role was undervalued. Hong Kong and Taiwan SLs perceived that the level of subject teaching has restricted their professional role. Disparities between Hong Kong and Taiwan were also noted. Taiwan SLs, who were originally subject teachers, held a more positive view on subject teaching and interacting with other teachers while Hong Kong SLs were better qualified.
Those findings may shed some light on how SLs’ educational role could be maximized in these three regions. It may provide some evidence for the government and principals to understand SLs’ active impact on students’ achievement and the different educational systems’ impact on SLs’ role, it will also bring out some practical recommendations for teachers and school administrators to support SLs’ professional job.<br>published_or_final_version<br>Library and Information Management<br>Master<br>Master of Science in Library and Information Management
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Wells, Amy Tracy. "Hypermedia and learning contrasting interfaces to hypermedia systems /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling Educational Psychology, and Special Education, 2008.<br>Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 221-229). Also issued in print.
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Jantan, Sarbene bin, and Salleh Azrina Mohd. "Librarians as leaders in educational resource management: A perspective from the ground." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106372.
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This paper discusses issues such as personnel, activities and programmes in a five-year old school library and how the library specialist could serve the school community in the roles of trainer, coordinator and collaborator.
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Ridgway, Judith Sulkes. "Standards-based teaching and educational digital libraries as innovations undergraduate science faculty in the adoption process /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133030652.
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Starkey, Alysia. "Kansas academic librarian perceptions of information literacy professional development needs." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3856.
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Shove, Claire. "More than just a room full of books: Swedish school libraries during distance education." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447174.
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Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process: 1. Most well-established practices, relationships and collaborations could be adapted. 2. The library room had social functions that could not be fully rebuilt online. 3. Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4. Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science.<br>Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format. Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen: 1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.
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Clark, Hazel Grace. "Teacher librarians, technology, and collaborative connections: a case study of teacher librarians from a communities of practice perspective /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2636.
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Dudziak, Elisabeth Adriana. "A Information Literacy e o Papel Educacional das Bibliotecas." Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/27/27143/tde-30112004-151029/.
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O trabalho apresenta uma abordagem teórico-documental de análise e discussão de práticas e conhecimentos acerca da Information Literacy, a fim de sistematizar a matéria, com ênfase no papel educacional das Bibliotecas e do bibliotecário. Examina-se a Information Literacy, enquanto processo de interiorização de conhecimentos, habilidades e valores ligados à informação e ao aprendizado, segundo um quadro referencial histórico-conceitual. Evidencia-se a necessidade de um novo paradigma educacional frente à sociedade atual e à explosão informacional. Analisa-se o papel da Instituição Biblioteca enquanto organização e espaço educacional e a necessidade de implementar mudanças que conduzam à Information Literacy. Discute-se o papel do profissional bibliotecário e sua inserção na comunidade educacional, examinando-o à luz de sua formação educacional e profissional. Apresenta-se ao final a sistematização do conhecimento a respeito de Information Literacy, definição, características, objetivos, identificando diferentes níveis, elencando pontos relevantes de atuação de Bibliotecas e bibliotecários na implementação de uma Educação voltada para a Information Literacy.<br>The work presents a documental-theoretical approach analysis and discussions on practices and knowledge on Information Literacy, in order to systematize the subject, with emphasis on the educational role of libraries and librarians. It also examines Information Literacy as knowledge, skills and values interiorization process, connected to information and learning, according to a historical-conceptual referential scenario. The need of a new education paradigm facing the current society and the informational explosion is pointed out. Analysis are carried out on the Librarys role as an educational organization, learning and expression space. The librarian role and his/her insertion in the educational community are examined. Professional and educational profile are discussed. At the end, is presented the knowledge systematization about Information Literacy: definition, objectives, and characteristics, identifying different levels, enumerating relevant topics about Information Literacy Education, with emphasis on libraries and librarians role.
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Lumley, Risa Maureen. "THE ACADEMIC LIBRARY AND SOCIAL JUSTICE: A Q-STUDY OF LIBRARIAN ATTITUDES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/418.
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This study took place on the campus of a Hispanic-serving institution, and used Q methodology to assess the attitudes and perceptions of academic librarians toward a social justice role for the university library. Among librarians and others in higher education, there is a great deal of confusion around social justice as a concept because over the past forty years, it has often been subsumed under, or diverted by the neoliberal discourse of multicultural education, which conflates social justice with providing equal opportunities for under-represented students primarily as a means of enabling them to obtain jobs and become consumers in our neoliberal capitalist society. Unfortunately, this perspective dovetails neatly with the positivist traditions of the library profession, which also eschews political involvement and exhorts librarians to remain neutral in the services and collections they provide. Within this discourse, universities and their libraries are stripped of their political and social potential for addressing the structural problems and inequalities which circumscribe the lives of the very students they purport to serve.
The results of this study indicate that many librarians believe that their profession’s ethos of neutrality renders the debate over social justice within the library moot. These librarians equate social justice as equivalent to giving equal access to materials that promote the advancement of marginalized groups, and to those that encourage the continuation of the status quo or opposition to equality. Only a small number of librarians envision themselves as well positioned to promote social justice by empowering students to use the resources currently available within the library.
Despite the different viewpoints represented by the factors uncovered in this study, there did emerge areas of consensus from which library leaders can mediate conversations aimed at uncovering and evaluating the principles, practices, and attitudes within the library that arise from the dominant White worldview and hinder the library’s ability to serve all students equitably. Conversations about topics such as those implicated in this study, including institutional racism, diversity, social justice, and White privilege are not always comfortable conversations, but they are required if the library is to enact the changes necessary to allow it to serve all students more effectively and more justly. These discussions are especially needed at this time, when academic librarians as a profession remain 86 percent White, while many of our campuses are becoming increasingly racially diverse. If the library is to retain its place as the center of social and political discourse within the university, it is critical that it fully represent and respect the perspectives of non-dominant groups and recognize alternative epistemologies. Breaking with the positivist traditions of the library will allow opportunities for librarians to authentically connect with more of our students, which is particularly needed at Hispanic-serving institutions.
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Montgomery, Theresa C. "The role of the librarian in providing quality education for the special child." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/3551.
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The purpose of this study is to determine the extent of media services and programs to handicapped and gifted children as perceived by the teacher of the special child and by the media specialist. Areas covered include: how materials were selected; the availability of equipment and other materials; how often the library media specialist participated in the instruction of media skills; and the methods employed by the library media specialist to involve himself/herself in the programs for the handicapped and gifted. This study was also designed to determine if library media services to handicapped and gifted children are different from services provided to other children. Methods and Procedures The author reviewed the literature of special education and library services involving the handicapped and gifted child. A questionnaire was formulated and mailed to fifty teachers of special children and media specialists in the metro-Atlanta area. The counties involved were Fulton, Cobb, Gwinnett, Dekalb and Douglas. From the responses received, the data were analyzed and presented through the use of tables. Results Of the fifty media specialists and classroom teachers who were mailed a questionnaire, forty-two were received by the researcher, representing a return rate of eighty-four percent. Results of the survey revealed that the majority of the respondents reported that special adaptations and services should be available for special children. However, one classroom teacher indicated that the library media specialist was not involved with the school's special education program. A library media specialist reported that since the school has no handicapped children, that there is no need for special adaptations or special media services. Conclusions The primary goal of the library media specialist should be the provision and implementation of media services to all children including the gifted and the handicapped. The library media specialist has a unique opportunity of ensuring the role of the library media center in educating gifted and handicapped children in the future and in further improving the quality of media services to all children.
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Ahmad, Faisal. "Generating conceptually personalized interactions for educational digital libraries using concept maps." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337215.
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Frye, Julie Marie. "Occupational vulnerability| A study of novice school librarians." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631273.
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<p> Using Callahan's (1962) vulnerability thesis as a theoretical framework, this qualitative case studies research examines the occupational socialization of secondary, public school librarians. The study examines three novice librarians' autobiographical narratives and explores how participants perceived the influence of professional, critical events. The study addresses the challenges and successes that novice school librarians encounter or bring about during their early years in the profession. The study also examines how critical events create professional identities of school librarians, and how narratives of vulnerability (re)produce culture myths about teaching and librarianship. </p><p> In order to have a better understanding of the occupational socialization of the school librarian participants, I collected data from multiple sources for each of the cases. The procedures included direct observations, interviews, and document analysis. The research began while participants were student teaching, and data was collected until their second year of practice. </p><p> The results of the analysis indicate that participants' student teaching placements provided polarized experiences to model their practices after: either unrealistic or unacceptable. All participants express that they were unprepared for their service in public schools, and they were unsupported by their administrators in their first school librarian positions. In addition, they convey great discomfort with the "myths" of their clerical work that their administrators or job titles demanded. The study suggests that in spite of their perceived inadequate socialization, school librarian participants exhibit strength in the midst of great occupational challenges and role uncertainty. </p>
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Mugabe, Mover M. "Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.
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Bibliography: leaves 155-160.<br>One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.
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Crawford, Jennifer. "An analysis of adult education in libraries and museums." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28031.
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One of the characteristics of adult education is the degree to which it is dispersed throughout society. Much adult education is practiced in organizations and institutions that have purposes other than adult education. Schroeder (1970, p. 37) has suggested a category of adult education agencies (Type III agencies) established to serve both the educational and non-educational needs of the community, agencies in which "adult education is an allied function employed to fill only some of the needs which agencies recognize as their responsibility." The purpose of this study was to examine adult education in Schroeder's Type III agencies using libraries and museums as examples. The study addressed the definition and description of adult education, the importance of adult education relative to other functions of the organization, and the purposes for which the organizations used adult education.
A comparative analysis of the adult education function of three libraries and three museums was conducted. Print materials (annual reports and publicity brochures) and interviews with the person responsible for programming were used as data sources. Analysis of the findings was done in three stages: single case analysis (within case analysis), analysis of libraries and museums (within category analysis), and comparison of libraries and museums (across category analysis).
Many definitions of adult education were found. Most described the purposes of adult education rather than the process of teaching and learning. It was also found that the importance of adult education varied among the organizations studied. Adult education was less important than other organizational functions in four of the six organizations studied. It was as important as other functions in one organization and was not ranked in one organization. Five uses for adult education were found: stimulation (encouraging better use of the library or museum), enrichment (adding extra information), extension (enlarging community contacts), service (filling a social need), and advocacy (promoting social change). Generally, libraries used programming for extension and museums used it for enrichment.
This study has contributed to understanding adult education in Type III organizations by describing some ways non-professional adult educators view adult education. It has also suggested some contextual factors that influence the adult education function in those organizations and has suggested a variety of purposes for which adult education could be used.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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David, Lourdes T., and Dante R. Perez. "An assessment of the perception of licensed librarians about their academic preparation and satisfaction in their job as librarians." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105136.
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The study was conducted to find out how librarians perceive their readiness for the workplace after graduation and successfully passing the licensure examination for librarians. The results indicate that there are schools that consistently produce graduates who pass the licensure examination. The successful examinees perceive that the curriculum adequately prepared them for the examination and the workplace. However, they also perceive a gap between theory and practice. To narrow this gap they rec-ommend that libraries must conduct an orientation program for newly hired librarians, provide for grants to enable librarians to attend seminars, workshops, and visit other libraries. They also recommend changes in the curriculum to enable students to acquire competence in using information and communi-cations technologies, dealing with people, marketing and promotion, and business skills. All of the re-spondents found librarianship satisfying. They do not see themselves as leaving the profession in the near future.
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Anderson, Joanna M. "Stop, Innovate, and Listen: Librarian and Faculty in Collaboration." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/395.
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Bruns, Loretta A. (Loretta Ann). "Texas Public School Library Media Specialists' Perceptions of the Use of the Internet in their Schools." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277650/.
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With the advent of the 21st century, technological innovations are transforming the face of education and the school library media center. One of these significant developments is the ability to communicate through the Internet. The purpose of this study is to examine the perceptions of Texas public school library media specialists who are active Internet users about their utilization of the Internet, and how their efforts in implementing and supervising Internet access in their school library media centers impact the Texas public schools that they serve. A survey instrument of Likert items was developed that queried these public school library media specialists for their perceptions of Internet use in their schools. MANOVA was the chosen statistical measure for this study. An initial electronic mail-out to 1,232 Texas public school library media specialists (K-12) with Internet addresses were contacted to participate in this study. After a time frame of one month, 196 Texas school library media specialists e-mailed the researcher, confirming their willingness to be a survey participant. All respondents to this e-mail request participated in this study, and a second U.S. mail-out was sent containing the actual survey instrument. The researcher found that the use of the Internet by school library media specialists in Texas did not increase global collegiality from the viewpoint of the survey respondents. Survey respondents felt that an Internet acceptable use policy did not ensure student access to the Internet in Texas public school library media centers. The study examined the relationship between acceptable use policies and Internet censorship, and the researcher found no connection between these two elements from the perspective of the school library media specialist. The study found that school library media specialists believe that their training did improve their students' library research skills. Furthermore, the survey respondents believed that their Internet training improved student learning. Finally, the study found no connection between school size, based on the Texas Education Agency's school classification system, and student access to the Internet.
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Coleman, Anita Sundaram. "Interdisciplinarity: The Road Ahead for Education in Digital Libraries." CNRI, 2002. http://hdl.handle.net/10150/105984.
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Focus is on curriculum development for Knowledge Organization (a core area, a problem area) using Learning Communities; rather than LIS education continuing to focus on Information Technology.<br>This article reviews the state of education in digital libraries and curriculum planning documents from professional associations in two areas: Library and Information Science; and Computing. It examines suggestions for integration and interdisciplinarity in education for digital libraries curricula using definitions of a discipline, interdisciplinarity, and the transdisciplinary structure of a university in order to discover how such integration may be successfully accomplished. A plan to use learning communities and develop an interdisciplinary curriculum for Knowledge Organization is briefly discussed.
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Alhouti, Dakhil. "Marketing electronic information resources in Kuwaiti higher education libraries." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/5192/.
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Dale, Sheila. "Adult learners, educational change and public libraries in the Netherlands, 1969-1991." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288566.
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Calixto, José António. "The educational roles of public libraries in Portugal : political and professional perceptions." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14613/.
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This study examines the educational roles of public libraries in Portugal, as perceived by elected members and public librarians. The research was undertaken in 15 local authorities throughout the country, selected by purposeful sampling from the responses to a preliminary questionnaire. The methodology used a grounded theory approach and the core data were obtained via semi-structured interviews with 53 respondents. The data suggest that the respondents view public libraries as having well established roles in the fields of literacy, reading promotion and up to some extent, lifelong learning. Diverse sectors of the community are considered as beneficiaries of the library support to learning, including children and young people, higher education students, teachers and adult learners. The public library also helps vulnerable people overcome geographical, economic and age barriers to education. The evidence obtained by this study suggests that these roles are more relevant in a country such as Portugal that has generally low levels of literacy and poor socioeconomic indicators. The views of the respondents acknowledge this relevance, but differences of opinion emerge from the data suggesting some partial and limited opinions on the educational roles, especially the support for lifelong learning. This study suggests that several factors may influence the perceptions of the respondents. These factors include the socio-economic and educational context in which public libraries operate and a poor public perception of library roles, caused by the relative newness of public libraries in Portugal. Individual and local factors, such as the education and professional experience of the respondents and the size of the local authorities may also influence perceptions. The managerial and legal context is characterised by lack of legislation on public libraries and a traditionalist and bureaucratic organisational culture. The absence of an underlying philosophy on the roles of libraries in education is very apparent in the lack of research and publications in this field. A number of recommendations are put forward: legislation on public libraries, including on their educational roles, the publication of standards and guidelines, the increase of resources, especially staff and finance. Further research on the educational roles of public libraries is also recommended.
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Kahler, Betty June. "Development and validation of a prototype instrument to be used in the appraisal of school library media specialists." Thesis, University of North Texas, 1990. http://catalog.hathitrust.org/api/volumes/oclc/24615821.html.
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Moran, Renee Rice. "Creating and Implementing Classroom Libraries." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3629.
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Yeung, Po-shan. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135919.
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McMillan, Laura Smith. "Censorship by librarians in public senior high schools in Virginia." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618491.
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This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject matter that the librarians censored, the means by which censorship was exercised, and the factors that were influential in causing these individuals to engage in such activity.;The primary method of securing data for the study was a questionnaire developed by the researcher and mailed to the head librarian in every senior high school in the state of Virginia. Responses were received from 68 percent of those surveyed.;Based on an analysis of the data generated by the survey the following conclusions were reached: (1) the librarians in the study placed restrictions on the acquisition and use of a wide variety of subject matter, with every subject category listed on the questionnaire being restricted in some manner by at least 8.7 percent and as many as 86 percent of the respondents, (2) the librarians were significantly more restrictive with fictional materials than with nonfictional materials; (3) the tactic most commonly employed to control the acquisition and use of controversial materials was to purposely avoid purchasing those materials; (4) there was no relationship between characteristics associated with the librarians or the communities or schools in which they worked and the extent to which these individuals were restrictive; and (5) the librarians' own personal convictions about what should or should not be made available to the users of their libraries were more influential in causing them to censor than were pressures to censor, either real or imagined, that were generated by persons or groups in the school or community.;Based on these findings, a number of recommendations were offered aimed at accomplishing two major tasks: first, insuring that professional preparation programs for school librarians include a strong emphasis upon the importance to American education of the principles of intellectual freedom and the proper procedures for selecting and defending library materials, and, second, establishing within the schools a network of support to insure that in the event of a controversy over library materials, the librarian will not be asked to stand as the lone defender of students' rights to read and to know.
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Turriff, Alison. "The effective evidence-based high school librarian : a journey to decision." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/375.
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This thesis aims to establish how high school librarians in Scotland and America can become effective evidence-based decision-makers. Initial data collection consisted of written questionnaires to elicit background data from librarians on the extent of their evidence-based practice. Three main themes emerged: collaboration; interprofessional relationships and roles; and decision-making. These themes are discussed in more detail. A range of qualitative methodologies was designed and implemented to gain more in-depth information on practice and viewpoints, involving librarians and stakeholders. A draft model was created of the effective evidence-based practitioner in a high school library, based on an interpretation of findings and readings from the literature. After member-checking and validating by stakeholders, a final model was produced. This emergent model focuses not on the role of the school librarian in isolation, but stresses the importance of interrelationships involving the librarian. The study makes an original contribution to knowledge by giving a better understanding of the effective evidence-based high school librarian in the wider context of education. There is also a contribution to knowledge by adding to the general theory of workplace decision-making and evidence-based practice which is applicable outwith the school sector, and the pragmatic solution-driven model of decision-making is introduced. Key findings give an insight into the complexity of the school library situation, and highlights that ideally there will be positive relationships between school management, school librarian and collaboration. When these come together, it can mean an increase in student achievement, and more effective evidence-based decisions can be made. Findings also demonstrate links between these elements with evidence, national bodies and skills and qualities needed to be an effective evidence-based high school librarian, and identify how the new and complex expectations made of school librarians can be met. Recommendations are made to help stakeholders improve practice.
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Al-Mufaraji, Moosa N. "Libraries and the development of information-handling in the educational system of Oman." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/36044.
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This research investigates the existing situation regarding libraries and Learning Resource Centres (LRCs) and their infrastructure in Oman, with particular reference to those institutions in the educational system. A range of issues regarding management and organisation, resources and users are explored, as well as the adoption of modem technology in these libraries and LRCs. Two models were developed for the study. The first model was prepared to show the organisational information system, while the second model examined the impact of different types of information-seeking behaviour on the use of information sources. Data have been collected both via questionnaires and interviews. The questionnaires involved the investigation of school library users (teachers and students) in preparatory and secondary schools; and academic libraries and LRC users (faculty and students) at Sultan Qaboos University, Colleges of Education and Technical Industrial Colleges. The interview questions were put to the directors and heads of libraries and LRCs. The survey focused on eleven areas: staff; budget, acquisitions, policies, co-operation, library and LRC use, resources, services, information technology, education and future development.
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Copeland, Michele Rzewski. "Parent involvement in elementary school libraries." Thesis, Shenandoah University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569346.
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<p>In the 21<sup>st</sup> century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs. </p>
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Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16654.
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The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
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Weatherley, John, Tamara Sumner, Michael Khoo, and Marcel Hoffmann. "Partnership Reviewing: A Cooperative Approach for Peer Review of Complex Educational Resources." ACM, 2002. http://hdl.handle.net/10150/106387.
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Digital Library for Earth Science Education, DLESE<br>Review of digital educational resources, such as course modules, simulations, and data analysis tools, can differ from review of scholarly articles, in the heterogeneity and complexity of the resources themselves. The Partnership Review Model, as demonstrated in two cases, appears to promote cooperative interactions between distributed resource reviewers, enabling reviewers to effectively divide up the task of reviewing complex
resources with little explicit coordination. The shared structural outline of the resource made visible in the review environment enables participants to monitor other reviewersâ actions and to thus target their efforts accordingly. This reviewing approach may be effective in educational digital libraries that depend on community volunteers for most of their reviewing.
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Yeung, Po-shan, and 楊寶山. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960583.
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Tang, Jinhong. "Educational reform and the emergence of modern libraries in China with special reference to the Metropolitan Library of Beijing, 1909-1937." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051102.152412/index.html.
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Tilson, Koleta B. "Knowledge of and Response to Copyright Law, School Copyright Policy, and Copyright-related Issues: Survey of Secondary School Principals and Librarians." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etd/2810.
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The problem of this study was that, with the impact of new media and delivery systems, principals and librarians must respond to copyright issues in order to remain informed about the copyright law and the legal use of media. The purpose of this study was to gather and evaluate educator response to issues related to copyright. The study was conducted with a sample of regionally accredited secondary schools in the following states: Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia. A total of 1008 questionnaires were mailed to the principal and the librarian of the 504 schools of the sample. The data of the study were provided by 546 (54%) questionnaires. The first twenty items of the questionnaire provided the variables used to organize, test, and report the data. The second part of the questionnaire was a multiple choice copyright test used to determine the copyright knowledge of the respondent. The t test was used to test the mean copyright test scores of educator groups for significant differences. Groups were defined by professional position, years of experience, involvement or no involvement in job related litigation, and law class or workshop participation since the enactment of the 1976 Copyright Law. Chi-square was used to test the frequencies of reported exposure to the 1976 Copyright Law between professional groups, experience groups, and law class or workshop participation groups. Seven null hypotheses were tested at the.05 level. The mean copyright test score of the librarian group was significantly higher than the mean score of the principal group. The mean test score of the law class participation group was significantly higher than the mean test score of the non-participation group. Responses of exposure to the 1976 Copyright Law provided a five category hierarchy. There was no significant difference in the exposure reported by the principal and librarian groups. The difference of exposure reported by the law class participation group and the non-participation group was significant. Fourteen research questions, which comprised the periphery of the study, were reported. The findings of the study provided the basis for the conclusions and recommendations.
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Evener, Julie. "Organizational Learning in Libraries at For-Profit Colleges and Universities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5327.
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Academic libraries contribute to student engagement, student learning, and retention; therefore, the effects of improved library services for students may be positive and long lasting. However, despite successful application of organizational learning (OL), a strategic process for improvement, to enhance services in academic libraries, little is known about OL in libraries of for-profit colleges and universities (FPCUs). The purpose of this sequential explanatory mixed-methods study was to assess and explore the use of OL in libraries at FPCUs. Argyris and Schön's theory of organizational learning grounded this study. Responses to Chen's Processes and Phases of Organizational Learning Questionnaire, completed online by 38 respondents following a recruitment posting submitted to the electronic mailing list of the Association of College & Research Libraries Librarianship in For-Profit Educational Institutions interest group, reflected medium to high levels of OL in the libraries in the study. Multiple regression analysis indicated that the number of students enrolled was negatively related to OL score. Six survey respondent volunteers were interviewed to better understand how library staff members in FPCUs experienced OL. Common themes included external pressures from the FPCUs that made it more difficult for their libraries to implement OL, as well as the importance of communication among library team members. As a result of these findings, a manual about OL strategies for library employees in FPCUs was created. More knowledge about OL and its implications could lead to positive social change as libraries use it to better contribute to student learning and success.