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1
Stuart, Victoria L. "Reframing the Academic Research Library in the U.S.: Perceptions of Change from Library Leaders." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6032.
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During the past five years (2010-2015), U.S. universities experienced a simultaneous downturn in financial support along with rapid changes in technology and increased demand for accountability. Academic libraries, among the most central and visible units in the university system, were often at the forefront of financial cutbacks and increased pressure to demonstrate both unit effectiveness and closer alignment with the overall institutional mission. Little research existed to document academic libraries’ changes during this volatile period in history, or how the role of the academic library as part of the university system evolved during this period. Through interviews with the library leaders at four public, doctoral, comprehensive research universities in Florida, and an examination of a variety of documents, artifacts, news sources, and electronic and other resources, this qualitative multiple case study explored how four academic libraries were reframed, using the analytic lens of Bolman and Deal’s (2008) theory of reframing organizations. The evidence from this study revealed these four libraries demonstrated engagement in strategic changes across all four of the frames of Bolman and Deal’s (2008) theory of reframing organizations to become innovative, agile, pro-active organizations closely involved in the academic enterprise of their parent universities, and with a reimagined sense of place and purpose as the symbolic heart of the campus. A clear understanding of the activities of these four libraries in reframing their organizations may better inform the future evolution of academic libraries in higher education.
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Schott, Tracy L. "A formative research study of the effectiveness of Animal rap a children's educational television program /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 2000.Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Thesis includes original television script written by the author. Copy 2 in Main Collection. Includes bibliographical references (leaves 63-68).
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Xu, Beijie. "Understanding Teacher Users of a Digital Library Service: A Clustering Approach." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/890.
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This research examined teachers' online behaviors while using a digital library service--the Instructional Architect (IA)--through three consecutive studies. In the first two studies, a statistical model called latent class analysis (LCA) was applied to cluster different groups of IA teachers according to their diverse online behaviors. The third study further examined relationships between teachers' demographic characteristics and their usage patterns. Several user clusters emerged from the LCA results of Study I. These clusters were named isolated islanders, lukewarm teachers, goal-oriented brokerswindow shoppers, key brokers, beneficiaries, classroom practitioners, and dedicated sticky users. In Study II, a cleaning process was applied to the clusters discovered in Study I to further refine distinct user groups. Results revealed three clusters, key brokers, insular classroom practitioners, and ineffective islanders. In Study III, the integration of teacher demographic profiles with clustering results revealed that teaching experience and technology knowledge affected teachers' effectiveness in using the IA. The implication, contributions, and limitation of this research are discussed.
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Henry, Nancy Lynn. "An Investigation of Tool Mediation in the Research Activity of Eighth-Grade Students." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/371919.
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Teaching & LearningPh.D.
Technology and a variety of resources play an important role in students’ educational lives. Vygotsky’s (1987) theory of tool mediation suggests that cultural tools, such as computer software influence individuals’ thinking and action. However, it is not completely understood how technology and other resources influence student action. Middle school students are a particularly an understudied population. This qualitative study examined how material and psychological tools, including the presentational software tools PowerPoint and Prezi mediate middle school students’ actions when conducting research for two Earth Science research projects. Six eighth-grade students recorded computer screencasts and dialogue while conducting their research. I collected data from transcripts of computer screencasts, student interviews, and artifacts. Prior to coding, I established four major themes with 20 sub-categories. The four themes were content knowledge, previous tool use, resource use, and tool use. I segmented and coded the transcripts to reflect which different tools mediated student action. An analysis of the data revealed that library resources and the special features of PowerPoint and Prezi programs did not influence actions. Instead, I discovered that the assignment requirements and research topic content were the primary mediators of actions and behavior. However, despite the overall influence of the assignment requirements and topic content, each student employed different tools to complete each assignment. The results suggest that a variety of resources should be available to meet the individualistic tool use of students. The results also suggest that educators design less structured assignments that promote and encourage student centered learning and tool use.
Temple University--Theses
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Pruitt-Annisette, Brenda. "Highly qualified school library media specialists: Perceptions of teacher preparation training requirements and the impact on P--12 student achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAI3338354.
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The purpose of this observational study was to determine if significant difference existed in the quality of teacher preparation training as perceived by school district employees who have completed or were pursuing teacher certification in the area of school library media specialist from graduate programs accredited by National Council of Accreditation for Teacher Education (NCATE) and those accredited by institutions holding the American Library Association (ALA) endorsement. The focus of this investigation was on how or if knowledge, skills, and dispositions of school library media specialists and how does initial training impact student achievement. The study was conducted in an urban school district located in the metropolitan Atlanta area and is identified as district SDA. Descriptive, student performance, and perceived competence data were collected from 95/ P-12 media specialists, working in 90 school sites for the study population. Elementary (54 sites) and middle schools (19 sites) were part of the population. Criterion Referenced Competency Test (CRCT) results for students in grades 1-8 during the spring of 2007 were used to rank adequate yearly progress (AYP) performance. High school students do not take the CRCT. High school media specialists (N=21) were included in the study population. Findings form the study indicated that the interactions between the school administration, teachers as collaborative planning partners, collection development activities, and the school library media specialists (SLMS) have a positive impact on P-12 student achievement. Graduate preparation programs (NCATE and ALA) as independent variables were not perceived by SLMS to have a significant impact on the quality of the service and support they provided to learners.
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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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Cross, Doug D. "Determining Standards for Sources of Free Information on the Internet for Inclusion in Academic Library Holdings by 2010." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/715.
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The purpose of this study was to develop a consensus from a panel of experts composed of library deans/directors, reference librarians, and instructors with online teaching experience. The panel developed the methodology necessary for evaluating free sources of information on the Internet for inclusion in academic library holdings by the year 2010. The following areas were explored as they related to the forecast: 1) The changes in higher education institutions that will be necessary to prepare students to deal with free sources of information on the Internet; 2) The procedures that librarians need to develop and implement to ensure that free Internet materials will meet quality standards for inclusion in academic library holdings; and 3) The things that publishers of free sources of information on the Internet need to do to ensure that their materials will be considered for inclusion in academic library holdings.
The Delphi panel was composed of 24 members: eight library deans/directors, eight reference librarians, and eight instructors with online teaching experience. The members of the panel were selected from the community colleges of the Tennessee Board of Regents System.
In the first round of the study, panelists responded to 10 open-ended questions on an e-mail questionnaire dealing with free sources of information on the Internet. The narrative responses to the questions were specific and provided a basis on which to develop the Round 2 Questionnaire. In the second round of the Delphi study, panelists responded to 9 questions with 42 subparts.
The results of this study may be used to project the information needs of students as well as suggest strategies for publishers on the basis of the data collected in this study. A major finding of the study was the need for reliable information in documents on the Internet. The Delphi panel also listed the lack of permanence of Internet sites as a major reason librarians do not use free sources of information on the Internet. The Delphi panel recommended that educators assist students in dealing with Internet materials by teaching them how to use critical thinking skills.
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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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Spisak, Jen. "Secondary Student Information Literacy Self-efficacy vs. Performance." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5643.
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The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, 9, and 12. Students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their IL self-efficacy and performance. The data were examined as a whole, by grade level, by self-efficacy level, and by a breakdown of combined self-efficacy level and grade level. Analyses involved t-tests, bivariate correlations, and hierarchical linear regression. Results showed that all groups overestimated their IL abilities and that the overestimation increased as self-efficacy level increased. In addition, correlations provided evidence of a relationship between IL self-efficacy and performance for each grade level and for each self-efficacy level. Another finding was that in all grade levels, higher self-efficacy equated to higher performance, however, for a large percent of students, high self-efficacy equated with lower scores. Grade level did have an effect on the relationship between IL self-efficacy and performance. This effect showed statistical and practical significance when grade level was used as a covariate but only practical significance when used as a moderating variable. Overall, ninth graders showed a dip in performance when compared to sixth and twelfth grades.
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Kasai, Yumiko. "School library challenge in Japan - LIPER-SL: Library and information professions and education renewal, School Library Research Group report." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105794.
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Japanese school libraries have had issues and conflicts over their specialists for over 50 years. LIPER-SL sets a new hypothetical model of "The Information Specialist for School". A series of research examined the possibilities of this new professional and identified the gap between the ideal and reality. The present situation was analyzed through a national questionnaire followed by a focus group interview. The missions and functions of "The Information Specialist for School" were defined at the end of this research.
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Belkin, Nicholas J. "Priorities and Concerns for Education and Research in Library and Information Science." Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/105251.
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This is a Plenary Session 4 - Working in Partnership: Priorities and Concerns for the Profession - presentation (in pdf format) on Friday, January 14 at the ALISE 2005 Conference. Professor Nicholas Belkin identifies some priorities for both education and research in library and information science.
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Bracke, Paul. "Public Presentations of Professional Change in Academic Research Library Strategic Plans." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265362.
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Academic librarianship is a profession in the midst of change. Embedded within multiple social spheres, academic librarians are adapting to changes in higher education, the sociotechnical environment of information, and the system of professions. This research investigates the ways in which academic librarians publicly present the ways in which they are aligning themselves in the face of academic capitalism. Using a qualitative approach of document analysis of research library strategic plans, this study explores the ways in which academic librarians express their perceptions of changes in higher education, of changes in the sociotechnical environment of information, and of changing professional jurisdiction and relationships. The theoretical framework, based on Abbott's System of the Professions and Linked Ecologies. The study analyzes strategic plans from 75 American research universities from the membership of the Association of Research Libraries and the Association of American Universities. Academic librarians were found to be re-establishing claims to existing jurisdictions while also making new claims. They described their roles in 4 ways: Supporting, Collaborating, Competing, and Leading. These relationships demonstrate attempts to demonstrate centrality to the campus by strengthening institutional prestige and quality by strengthening the library itself, by contributing to the academic activities of faculty and students through supportive and collaborative activities, and by leading change in academia by leading changes in the system of scholarly communication. They also exhibited entrepreneurial behaviors by seeking to connecting to external sources of income, particularly through grant-seeking and private fundraising. There was also evidence that academic librarians perceived impacts of changes in the sociotechncial environment on their instructional roles, and on the ways they provide and manage scholarly research collections. Finally, there was some evidence of linkages between higher education and information environments, with mass digitization and search as hinge issues and librarian activities in publishing a scholarly communications as avatar activities.
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Budd, John M. "The Organizational Culture of the Research University: Implications for LIS Education." Association for Library and Information Science Education, 1996. http://hdl.handle.net/10150/105883.
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The organizational culture school of thought is a relatively recent notion in the field of organizational theory and is a response to the perceived shortcomings of other modes of thinking that may miss some important aspects, not just of organizing and the purpose of organizations, but of the real workings of organizations. The organizational culture of the research university is highly complex, because, in part, of the multifarious demands on and activities of the institution. This article examines the culture that pervades the research university, the problematic conflict between the cultures of university and of discipline, the implications of organizational culture for meaning formation and the reduction of uncertainty. Since this is the culture in which many LIS programs exist, the implications of the culture, especially regarding determination of success, are explored.
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Seavey, Charles A. "Future Directions in L&IS Education: Research Areas of Current Ph.D. Students." Association for Library and Information Science Education, 2004. http://hdl.handle.net/10150/105178.
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This presentation was given in Session 3.1 on Wednesday, January 7, entitled "Forecasting the Future and Formulating Strategy", at the ALISE 2004 Conference in San Diego, CA.
It contains a survey on PhD students in some LIS programs. The research analyzes the population of the students being surveyed: their background before entering a PhD program, their concentrations of research in the program, and their expectations for a job in varied fields. It finds that most of the students are not library science focused. Hopefully, the survey will be able to provide suggestions for LIS programs to reconsider their curricula and training strategies.
Two files are presented here. The Powerpoint file (20 slides) is a concise version of the Word file.
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McCormack, Leigh Ann. "BRINGING EARLY LITERACY RESEARCH TO THE PUBLIC LIBRARY: A CASE STUDY OF AN URBAN LIBRARY USING THE EVERY CHILD READY TO READ MODEL." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/528035.
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Literacy & LearnersPh.D.
Public libraries are a free community resource available to families in communities across the United States. The Every Child Ready to Read Program (ECRR) is currently the only known research-based early literacy parent initiative available for public libraries to use. This current study presents the findings of a case study that included both librarian and parent interviews to explore how one suburban library utilized the ECRR program. Building upon current ECRR research, the study explores how librarians and parents utilized library storytimes. The key findings of the study include the discovery that the two librarians differed substantially in their implementation of the ECRR program, with one librarian being more willing to offer instruction to parents while the other librarian not directly wanting this as her role. One possible reason for this difference involves the different educational background and specific job duties of each librarian. In regards to parents, the study found that parents utilized library storytimes largely for social reasons for both themselves and their child. Furthermore, new mothers and Spanish-speaking mothers showed a special appreciation for storytimes, in that both attended storytimes for personal guidance. In light of parent-school trust literature, the library in the current study appeared as a place to establish and maintain trusting partnerships with parents. Implications of ECRR are discussed, as well as recommendations for further research
Temple University--Theses
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Dawson, Diane, Kristin Hoffmann, and Selinda Adelle Berg. "Integrating research into LIS field experiences in academic libraries." Elsevier, 2009. http://hdl.handle.net/10388/311.
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Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students.Selinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca
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Karelse, Cathy-Mae. "Alternative models of information provision with special reference to the International Research and Information Group and the Education Resource and Information Project." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13395.
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Bibliography: leaves 194-199.This study examines the contribution made by two alternative service or non-governmental organisations (NGOs) to the provision and delivery of information in South Africa. A brief analysis of the role of information in impacting on and/or reproducing social formations is undertaken to provide an understanding of the way in which information has been used in the South African context to repress transformation of the apartheid state. This discussion frames an investigation into ways in which NGOs have attempted to counter information control on the part of the apartheid regime by mediating information to their constituencies. The relationship between information, education and development is addressed, providing insight into the educational role which service organisations play in delivering an information service on the one hand, the information role they perform in providing an education service on the other, and the developmental role they assume in both instances. Particular attention is paid to the way in which these services relate to their users in the process of imparting information to them. In this regard the interface between NGOs and their users is investigated and the very nature of this interaction assessed.
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Tam, Lawrence Wai-Hong, and John Mills. "The education needs of information professionals for South East Asia in the digital era, with special attention to the needs of the Hong Kong Special Administrative Region: Preliminary results of a Delphi study." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105686.
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Library and information science education, Hong Kong, Delphi studyThis paper reports the results of PhD research into the future needs of library professionals for educa-tion in the digital era with special consideration to the needs of the Hong Kong Special Administrative Region (SAR), Peoples Republic of China (PRC). The research method used was a Delphi study and representatives from China, Taiwan, Hong Kong, Macau, Singapore and the United States were chosen as participants in the study. This paper outlines the special features of this method and why it was se-lected, how it was implemented and initial findings from the study. The research attempted to identify an ideal curriculum especially for use in the Hong Kong SAR, China, but also for consideration in other areas of South East Asia. It was conducted using the Delphi technique which is based upon the premise that a decision made by a group is more reliable and thus more desirable than a decision made by an individual.
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Oosthuizen, Christel. "The research support needs and expectations of emerging researchers employed at the Cape Peninsula University of Technology’s Faculty of Education: a case study." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31201.
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Providing research support services is an important role and function of an academic library. Nationally and internationally, academic institutions are under pressure to improve the quality and quantity of their research outputs. An important aspect in developing a research culture is the provision of effective research support services. As a young research institution, the Cape Peninsula University of Technology (CPUT) invests a lot of time, energy and resources in supporting the development of a research culture. A significant aim of research support services is the progression of emerging researchers to established researchers. CPUT Libraries wishes to play an active role in this regard by providing research support specifically to emerging researchers. The provision of effective research support services however requires services that are aligned with researchers’ unique research support expectations. Without a clear understanding of the unique research support expectations of its researchers, the library will not be able to fulfil an effective research support function. This study obtained a renewed understanding of emerging researchers’ support needs through using a mixed methods approach and a case study research design, focusing on CPUT’s Education Faculty. Emerging researchers’ support needs were determined through a self-administered online questionnaire consisting of open- and close-ended questions. The research life cycle guided the design of the questionnaire. Online questionnaires were sent to all 37 emerging researchers employed in the Education Faculty. A total of 21 responses was received. Data about the perceptions of a group of four librarians and the Education Faculty’s research coordinator about emerging researchers’ most important support expectations were collected through a semi-structured focus group interview and an individual interview respectively. Data collected via the three data collection methods were triangulated to compare the differences and similarities in what was considered emerging researchers’ most important research support expectations. The triangulation of the data led to the creation of a list of the most important research support services that should be provided for emerging researchers at CPUT’s Faculty of Education. The results showed that researchers as well as research support providers regard information provision services as libraries’ most important research support function. Recommendations by the researcher include the active marketing of libraries’ research support services, personalised researcher training, closer cooperation between institutional research support providers and using the research cycle as framework when designing and promoting library research support services. Through the collection of data and the literature reviewed, this study reached an improved understanding of the research support expectations of emerging researchers at CPUT’s Faculty of Education.
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Ritzi, Christian. "Funktion und Leistung einer Forschungsbibliothek : die Bibliothek für Bildungsgeschichtliche Forschung des Deutschen Instituts für Internationale Pädagogische Forschung im Kontext der Historischen Bildungsforschung." Phd thesis, Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1279/.
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Die kumulative Dissertation umfasst dreizehn Beiträge, die zwischen 1994 und 2006 aus je aktuellen Forschungszusammenhängen entstanden sind und in unterschiedlichen Zeitschriften und Sammelwerken publiziert wurden. Sie widmen sich Funktion und Leistung der Bibliothek für Bildungsgeschichtliche Forschung (BBF) als bildungshistorischer Forschungsbibliothek, die in einer Einleitung entlang einer professionstheoretischen Fragestellung systematisch eingeordnet werden. Beiträge und Einleitung gehen zum einen auf die Bestandsgeschichte der Vorgängereinrichtungen der BBF ein, die als Gebrauchsbibliotheken insbesondere eine institutionelle Grundlage zur Verberuflichung und Professionalisierung der Lehrer bildeten. Zum anderen widmen sie sich neueren Angeboten der 1992 in eine Forschungsbibliothek umgewandelten Einrichtung, die sich besonders an dem Bedarf des veränderten Adressatenkreises orientieren. Es handelt sich um Dienstleistungen, die einerseits dem Kontext einer digitalen Bibliothek zuzuordnen sind, andererseits das Konzept einer Forschungsbibliothek zu einer Forschungsstätte erweitern, mit der Aufgabe, zur Unterstützung des interdisziplinären und internationalen Diskurses der an Themen zur historischen Bildungsforschung arbeitenden Science Community beizutragen.The cumulative dissertation comprises thirteen contributions resulting from respective research contexts that were up to date at the time, that is from 1994 to 2006, and that were published in different journals and collective works. They are concerned with the function and services of the Bibliothek für Bildungsgeschichtliche Forschung (BBF) as a library for research in the history of education, and they are categorised systematically along a profession- theoretical question in the introduction. On the one hand, the contributions and the introduction address the historical development of the library stock in terms of its predecessors which, as practical user libraries, particularly served as an institutional basis for the purpose of teacher training and teacher proficiency. On the other hand, they refer to more recent offerings provided by the library, which was transformed into a research institution in 1992, i.e. services that are particularly oriented towards the needs of an altered target group. These services pertain to the context of digital libraries on the one hand, while on the other hand they extend the concept of a research library to a research institution that serves the task of contributing to the support of an interdisciplinary and international discourse among the science community of those working in historical educational research.
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Bratanek, Laura A. "Case Study of E-book Use in an Academic Library: A Communication Perspective." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23914.
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This research examines the integration of electronic book (e-book) technology within an academic library. The University of Ottawa library is explored as a qualitative case study. The perceptions of use and communication pertaining to e-book adoption from the perspectives of students, faculty members, and librarians are combined with other documentation to provide a comprehensive examination of the case. Rogers (1962; 2003) Diffusion of Innovations provides the theoretical framework to guide the study and structure its analysis. Main findings revealed the following: (1) participants preferred print books, (2) inadequate communication occurred between students, faculty members, and librarians, and (3) information literacy training initiatives were insufficiently standardized. This study contributes to communication research by examining adoption of e-book technology and the spread of ideas within a social environment. It also furthers Diffusion of Innovations by confirming that even when individuals acknowledge advantages of a communication technology, it is not necessarily adopted.
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Bauer, Barbara Ann. "Book Discussion Groups for Women Age 65 and Over." Kent State University Liberal Studies Essays / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuls1429195241.
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Cawthorne, Jon Edward. "Viewing the Future of University Research Libraries through the Perspectives of Scenarios." Thesis, Simmons College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3578093.
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This research highlights the scenarios that might serve as a strategic vision to describe a future beyond the current library, one which both guides provosts and creates a map for the transformation of human resources and technology in the university research libraries. The scenarios offer managerial leaders an opportunity to envision new roles for librarians and staff which brings a much needed focus on the development of human resources as well as a thought-stream to understand decisions which effectively and systematically move the organization toward a strategic vision.
These scenarios outline possible future directions research libraries could take by focusing on perspectives from library directors, provosts, and administrators for human resources. The four case study scenarios introduce potential future roles for librarians and highlight the unsustainability of the current scholarly communications model as well as uncertain factors related to the political, social, technical, and demographic issues facing campuses. Given the changes institutions face, scenarios allow directors to include more uncertainty when developing and articulating a vision. These scenarios may start a discussion, before a strategic planning process, to sharpen the evaluations and measures necessary to monitor achievements that define the value of the library.
This dissertation highlights the importance of research library managerial leaders developing a strategic vision and introduces scenarios as way to communicate that vision with provosts, the senior leadership team, librarians, and staff. How the library directors approach the strategic vision scenario provides insight into the challenges and barriers identified within the existing organizational culture.
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Aipinge, Maria Magdalena Muulinawa. "Investigating the library research support services in the Faculty of Education, University of Namibia (UNAM): a Hifikepunye Pohamba Campus focus." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31429.
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This study investigated the library research support services in the Faculty of Education at Hifikepunye Pohamba (HP) Campus, University of Namibia. The research problem is that UNAM has an interest in growing its research, but the library does not have strong research support services; these needed to be investigated, along with researchers’ support needs. The study explored the research support services currently in place at HP campus in order find out to what extent the campus’ library services meet the needs and expectations of the researchers and academic staff. The study further examined how the research support service at the HP campus library could be re-conceptualised. The results of the study aimed at guiding librarians on what research related services should be offered to researchers in order to improve research outputs. The study was guided by the Research Librarianship conceptual approach which provided direction and ideas on an ideal research support service which responds to country, institution and individual research needs and changes in scholarly communication. A mixed methods approach was used to collect and analyse both quantitative and qualitative data. Data was collected using two sampling methods. They are: a census which was conducted for academics and convenience sampling for emerging researchers. Questionnaires were distributed to academic (established researchers) and postgraduate students who are referred as emerging researchers in the study. The findings are that the HP campus library does provide research support services, but they are not really core activities of the research support services as the concept would suggest. Many researchers felt their needs were being met but the current services are not specifically research-related activities and therefore do not help improve on research outputs as much as more targeted research services would. The findings indicated that there is a need to advance the campus’ traditional library services by adding activities which respond to research needs. The study therefore recommended that the library at the HP campus should enhance the research support services by responding to new trends in an academic library which fit into the new higher education teaching environment. Furthermore, the library should develop awareness programmes of the library research support services for academics. It is also recommended that the library should integrate IT skills into library training and that new set of skills such as research and subject-related skills are required by academic librarians. Therefore, staff development should be a continuing programme for UNAM librarians to constantly adapt to new trends and ensure library services are on par with the changes in research. The main recommendation is that the librarians should adapt to new trends and ensure that the library services remain relevant by contributing to research outputs. This will mainly be made possible if librarians have relevant qualifications to enable them to have the competence and skills in research related activities.
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Pinfield, Stephen. "Towards open access : managerial, technical, economic and cultural aspects of improving access to research outputs from the perspective of a library and information services provider in a research university." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12090/.
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For academic research to release its value, it has to be communicated. It is essential, if research is to flourish, that the various forms of research communication, including journal articles and similar research outputs, are as easily and widely available as possible. The publications in this submission, produced between 1998 and 2010, all discuss major aspects (managerial, technical, economic and cultural) of improving access to research outputs in order to support research activity in higher education institutions. The later works focus in particular on the issue of ‘open access’ (OA) publishing and dissemination. The publications investigate the why and how of OA. Firstly, they examine the potential benefits (and dis-benefits) of OA for the research community and other stakeholders. Secondly, they discuss how OA systems and services might operate in practice. The earlier works on OA focus on repositories, particularly institutional repositories. Some of the later publications bring into consideration OA journals and their (potential) ongoing relationship with repositories. The publications are written from the perspective of a library and information services provider in a research university. They report on ground-breaking action-based research-and-development work: setting up innovative demonstrator systems, developing new business processes, and designing novel organisational policies. Possible future scenarios are modelled and analysed. It is shown that these activities have made a significant impact on wider professional practice, as well as contributing to the research literature, as OA has became more mainstream. Major themes discussed include managerial challenges associated with implementing OA services; technical issues relating to the development of systems and standards; economic factors covering costs, funding streams and business models; and cultural issues, including disciplinary differences. These are examined in relation to different stakeholder groups at institutional, national and system-wide levels. Other key themes include intellectual property rights and quality assurance. A clearer picture of possible research-communication futures incorporating OA is developed.
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Matlatse, Refiloe. "An Evaluation of a structured training event aimed at enhancing the Research Data Management Knowledge and Skills of Library and Information Science Professionals in South African Higher Education Institutions." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58393.
Full textAbstract:
Research Data Management (RDM) has received a lot of attention recently. In South Africa, the importance of RDM has amplified since the release of the National Research Foundation‟s (NRF) open access statement. According to the statement, researchers who receive funding from the NRF must deposit their research output in an open access (OA) repository. In addition, the data supporting the research should be deposited in an accredited OA repository with a Digital Object Identifier (DOI) for future citations (NRF, 2015: online). The mandate, along with other drivers such as research data re-use, increased impact and validation of research findings has forced institutions to investigate the possibility of offering RDM services in their institutions (Ashley, 2012).
It is expected that libraries and Library and Information Science (LIS) professionals will initiate and support RDM in their institutions. LIS professionals will need to upgrade or obtain new skills and knowledge to fulfil their new roles and responsibilities. Various training opportunities are available to interested professionals to improve their knowledge and skills related to RDM. These can be as simple as a workshop or as complex as a university degree.
The objective of this research was to identify and evaluate a RDM training intervention to determine whether the training intervention could enhance the knowledge and skills of LIS professionals in South African (SA) Higher Education Institutions (HEIs). An embedded research design was used to investigate whether an RDM workshop, hosted by the Network for Data and Information Curation Communities (NeDICC), could enhance the LIS professional‟s (participants) perception of their RDM understanding, knowledge and skills. The research found that the RDM workshop was highly successful in enhancing the participant‟s perception of their RDM understanding and knowledge. The RDM workshop was less successful in enhancing the participant‟s perception of their RDM skills.
It was recommended that LIS professionals (1) take advantage of the online RDM training material available to enhance their understanding and knowledge of RDM; (2) attend face-to-face training interventions to enhance or develop their RDM skills and (3) enrol in university level educational programmes to gain a qualification in RDM if they qualify. It was also recommended that institutions that provide RDM training should focus on specific aspects of RDM instead of offering a general overview. This research can be used to inspire larger studies or studies that compare two or more RDM training interventions.Mini Dissertation (MIT)--University of Pretoria, 2016.
Carnegie Corporation of New York
University of Pretoria
Information Science
MIT
Unrestricted
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Ma, Yuxin. "Exploring Faculty Perceptions of a Case Library as an Online Teaching Resource." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/2.
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Professors need alternative programs to support their online teaching. This dissertation reports an initial study in a long-term research agenda for developing a faculty online teaching solution.
The primary purpose of the study is to explore faculty perceptions of a case library to help decision makers and researchers determine whether they would pursue the use of such a tool to support faculty online teaching. The secondary purpose of the study is to generate design knowledge to inform future development of and research on this or similar case libraries.
The methodology of this study includes three components: development research, rapid prototyping, and qualitative methods. Development research and rapid prototyping provided a three-stage framework for this study: conceptualization, development, and research. I synthesized the literature to create conceptual models of an Online Teaching Case Library (OTCL) at the conceptualization stage, built a prototype to implement the models at the development stage, and conducted research to evaluate the prototype at the research stage. Qualitative methods guided data gathering and analysis. I recruited seven faculty participants based on a purposeful sampling technique. To gather the data, I followed a three-step data collection process: initial interviews, contextual interviews, and final interviews. This process allowed me to observe and interview faculty participants while they were exploring the prototype. I analyzed the data by following an 11-step procedure synthesized from the works of Miles and Huberman (1994) as well as LeCompte and Schensul (1999a).
This study found that on one hand, faculty members might use an OTCL, because they perceived that this tool could support their apprenticeship approach to learning to teach. On the other hand, however, their perceived decision to use an OTCL would also be influenced by the perceptions of the usefulness and usability of the tool.
The study identified the initial evidence supporting an OTCL as an online teaching resource and the challenges involved in developing and implementing such a solution. It provides a base for decision makers to determine whether they would adopt this tool. It also offers some design guidance for those who do want to pursue this solution to faculty development.
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Gwyn, Lydia C. "Thinking Outside the Building: Developing a Library Ambassador Program Across Campus(es)." Digital Commons@Georgia Southern, 2018. https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/75.
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In an effort to address declining university retention rates and to reach students who may not make it to the library for research help, the Sherrod Library at East Tennessee State University (ETSU) is in the process developing a peer-mentoring program. This program is one way the library can help the institution in its efforts raise student retention rates and improve student success. Peer learning programs have proven successful in tutoring centers and elsewhere in the university for decades, and research has shown that trained undergraduates are ideal candidates for delivering general reference and information literacy instruction to their peers (Bodemer, 2014). It is the library’s hope that seeding the campus with library ambassadors will help raise the profile of the library and information literacy on campus and at our satellite campuses as well.
ETSU’s Library Ambassador Program entails hiring undergraduates each fall and offering them two semesters of information literacy training with a specific focus on learning the databases within their respective fields. Once training is complete, ambassadors are deployed in the academic buildings of their majors to help students with research and to connect students requiring in-depth help to librarians. As word of the program continues to spread, requests for ambassadors at satellite campuses and at additional main-campus computer labs has grown, and in the Fall of 2018, the library plans to hire 20 additional ambassadors to meet these needs. It is the library’s goal for the Library Ambassador Program to continue to grow each fall until ambassadors are stationed in each computer lab, residence hall, and academic building on and off campus.
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Romero, Ibáñez Edith Berlinda. "El nuevo modelo de Biblioteca Universitaria en Chile y su relación con el modelo anglosajón CRAI." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/85717.
Full textAbstract:
Ante los cambios producidos en la Enseñanza Superior en Chile, las bibliotecas universitarias han ejecutado diversos proyectos tendientes a innovar y modernizar sus recursos, servicios, espacios y tecnologías.
Estos proyectos constituyen un nuevo modelo de biblioteca universitaria, en la cual pueden estar integrados los distintos elementos y características del nuevo modelo de biblioteca universitaria existente en el ámbito de países anglosajones y español, cuyo concepto se denomina Centro de Recursos para el Aprendizaje e Investigación, CRAI.
Se presenta el estado del arte del modelo de biblioteca universitaria anglosajón CRAI, especialmente algunos implementados en Estados Unidos, Reino Unido, Australia y España.
El objetivo principal de este estudio es identificar las características del modelo de bibliotecas universitarias chilenas y establecer el grado de integración del concepto y modelo de CRAI que se encuentra en ellas, así como los principales elementos o características distintivas de este modelo, que podrían o deberían considerarse en reformulaciones o nuevos proyectos de biblioteca universitaria en Chile.
Como metodología se utilizó la encuesta mediante el uso de un cuestionario la cual fue respondida por 25 directivos de las principales Universidades que componen el sistema Universitario chileno. Los resultados evidencian que las bibliotecas universitarias chilenas poseen características que hacen posible la integración parcial o total de algunos de los elementos o características del concepto CRAI.
Se presentan finalmente algunas recomendaciones para el futuro proceso de nuevos proyectos o remodelaciones de las bibliotecas universitarias.Given the changes in higher education in Chile, university libraries have implemented various projects to innovate and upgrade its resources, services, spaces and technologies. These projects represent a new model of university library, which can be integrated the different elements and features of the new model of existing university library in the field of Anglo-Saxon and Spanish, whose concept is called Resource Centre for Learning and Research CRAI. The study presents the state of the art university library Saxon model CRAI, especially some implemented in the U.S., UK, Australia and Spain. The main objective of this study is to identify the characteristic of the Chilean university library model, establish the degree of integration of the concept and CRAI model that is in them, and the main elements or characteristics of this model, which could or should be considered in reformulations or new university library projects in Chile. The methodology uses the survey by use of a questionnaire which was answered by 25 managers of principal universities that make up the Chilean university system. The results show that Chilean university libraries have characteristics that make possible partial or total integration of some elements or features of the concept CRAI. Finally some recommendations are made for new projects or renovations of university libraries.
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Wallace, Richard L., Nakia J. Woodward, and Travis Clamon. "A Mixed-Methods Analysis of a Library-Based Hand-Held Intervention with Rural Clinicians." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3816.
Full textAbstract:
Background: The East Tennessee State University Quillen College of Medicine Library has participated for several years in projects to provide rural clinicians with health information resources.
Objectives: To determine whether a strategy of hand‐held devices with a best‐evidence point‐of‐care disease tool and a drug database paired with access to a medical library for full‐text articles and training to use the tools would be an affordable way to meet the information needs of rural underserved clinicians.
Methods: This study is a mixed‐methods methodology. The first project was evaluated using a randomised controlled trial (RCT) methodology. The second was evaluated qualitatively using interviews and focus groups.
Results: The quantitative findings discovered that clinicians equipped with a hand‐held device with evidence‐based software more frequently found answers to clinical questions, found answers more quickly, were more satisfied with information they found and use expensive resources such as continuing medical education, online databases and textbooks less than the group that did not have access to online technology. Qualitative results supported the quantitative findings. Conclusion: Librarians can implement a three‐pronged strategy of the secondary literature via a hand‐held, the primary literature via Loansome Doc and quality training to meet basic information needs of rural clinicians.
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Doucette, Wendy, and Joanna Anderson. "Embedding Student Support into Boot Camp: Research, Citation and Data Management at the Point-of-Need and Beyond." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/391.
Full textAbstract:
Although we give library instruction in graduate courses per request,we reach a small number of students this way. Others will see us oneon-one,but we’re still missing the majority. Nearly all Boot Campersare unknown to us, which means they’ve had no formal graduatelibrary instruction prior to writing the biggest project of their academiclives.To this end, we offered two new strategy-based workshops, whichwe propose to outline as one single-session presentation at USETDAunder the category of “Student Support and Training” (ImpactfulETD Processing).In Boot Camp, Session One covers data management: physical andvirtual workspace organization, file structure, online data storage andbackups. The emphasis here is on where to put data and how to saveit. Online programs covered include free word processing softwaresuch as Google Docs, Word Online, Shutterbug, and Zoho Docs andcloud storage services such as Google Drive, Microsoft’s OneDrive,Mac’s iCloud Storage, Amazon storage, Box and Dropbox.Session Two of Boot Camp addresses research and citation management.Revamped to include the Association of College and ResearchLibraries (ACRL) Information Literacy Framework’s concepts, wepresent systematic research as a transferable skill, not an isolated casetied to one course or problem. This workshop incorporates criticalthinking into showing students how to construct a search; how tokeep on top of research through folders, feeds, and alerts; and how tomanage citations via Mendeley.After the presentation and discussion, attendees should be able torecognize the significant function librarians perform in a targetedprogram such as Boot Camp convey the value of formal, timelyintervention for graduate students assess the benefits of linking ouroverall methodology to the ACRL Framework replicate our offeringsto support their students at the point of need, and beyond.
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Smith, Christina Catharina. "An analysis of the e-research needs of postgraduate students at higher education institutions." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-01162007-153836/.
Full text
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Cook, Karen. "The role of the academic library in supporting postgraduate students and researchers within the Community and Health Sciences Faculty at the University of the Western Cape." University of the Western Cape, 2020. http://hdl.handle.net/11394/7287.
Full textAbstract:
Magister Bibliothecologiae - MBiblResearch, aimed at strengthening the economy and driving development, with the view to address South Africa’s numerous challenges and/or advance knowledge, generally, exists in abundance. It has highlighted the crucial role played by institutions of higher learning, such as universities, in this regard. In particular, the contribution of academic libraries in supporting the country’s agenda, with regard to its teaching and research goals, has come to the fore. Academic libraries have been portrayed, quite correctly, as the legitimate heart of the university, for majority of scholars rely heavily on their collections and services in their quest to develop new knowledge. However, the role played by these important facilities in supporting postgraduate students and researchers in South Africa is yet to be comprehensively examined. With a view to partly address this existent knowledge gap, this study examines the interaction between the University of the Western Cape’s (UWC’s) library and the institution’s Faculty of Community and Health Sciences’ postgraduate students and researchers. In accomplishing this task, I explore the skill set and competencies required of the subject librarian to best support the research needs of postgraduate students and researchers at UWC’s Faculty of Community and Health Sciences. I also investigate the perceptions and expectations of postgraduate students and researchers vis-à-vis the institution’s library. Additionally, this study explores the innovative measures adopted by UWC’s library in its quest to provide competent and satisfactory services to its postgraduate students and researchers. For its theoretical framework, this study employs the Diffusion of Innovation (DOI), also known as Roger’s model. This framework has been used to explore how innovative research services can be established and offered to support postgraduate students and researchers’ needs. This study employs a mixed methods approach and makes use of various data collection instruments, namely, survey questionnaires and interviews. The collected data has been analyzed through the Statistical Package for the Social Sciences (SPSS). The transcribed interviews have been analyzed thematically. The findings indicated some gaps between postgraduate students’ and researchers’ expectations for library’s research support services, research workshops and skills and competencies of a subject librarian. The findings also revealed postgraduate students’ and researchers’ perception of the library’s research support services, research workshops and subject librarians’ skills and competencies to be fulfilled. Even though many of the identified needs are currently being addressed by UWC library, several potential areas for improvement were identified. One of the major challenges is the awareness of the library services and facilities the library offers to support research. Other challenges that postgraduates’ students and researchers are facing is that they are often not aware how to search for information, easy access to the library’s resources and the expertise of the subject librarians.
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Adebonojo, Leslie, and Kathy Campbell. "Libguides to the Rescue: The Cure for the Same Old Boring Papers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/376.
Full textAbstract:
Devising new ways to collaborate with faculty can be a challenge. In offering professors the opportunity to replace a written paper with a LibGuide assignment, the librarians hoped that the close working relationship necessary to ensure the success of this pilot would allow us to become actively engaged in the classroom. From the perspectives of faculty, a LibGuides assignment can represent an interesting alternative to a research paper that offers flexibility in design and content. For students, a LibGuide assignment can not only be fun but also challenging, since they will have to assess everything they put in the guide.
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Serrell, Karen. "Finders Keepers: A Comparative Study Investigating Teaching The Florida Research Process Finds Model Through Three Different Approaches at the Elementary School Level." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3106.
Full textAbstract:
The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons" survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.Ed.D.
Department of Educational Studies
Education
Education EdD
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Gianini, Eleny. "A forma??o de professores surdos de Libras: a centralidade de ambientes bil?ngues em sua forma??o." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14413.
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Previous issue date: 2012-03-29Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners
O objeto de estudo desta tese entrecruza a hist?ria da educa??o de surdos, nos ?ltimos 30 anos, em tr?s escolas para surdos nos munic?pios de Campina Grande, Gado Bravo e Aroeiras, na Para?ba, as hist?rias de vida de seis docentes surdos de L?ngua Brasileira de Sinais (Libras), que se formaram e atuam nessas institui??es de ensino para surdos e o nosso pr?prio percurso, como formadora e pesquisadora. O trabalho foi desenvolvido no marco te?ricometodol?gico da pesquisa (auto)biogr?fica em Educa??o e dos estudos s?cio-hist?ricos sobre a forma??o social do humano. O corpus utilizado para a an?lise constou de seis entrevistas narrativas, realizadas em l?ngua de sinais e transcritas para o portugu?s, de documentos e arquivos pessoais e institucionais. A an?lise nos possibilitou delimitar tr?s momentos charneiras dessa hist?ria: o da cria??o da primeira escola para surdos, no marco do Oralismo (1980 1991), o da passagem para a Comunica??o Total (1991 1995) e, finalmente, o da introdu??o do Bilinguismo (1995 aos dias de hoje). As an?lises revelam que as trajet?rias de forma??o docente dos participantes da pesquisa refletem a hist?ria das tr?s escolas que constitu?ram espa?os sociais bil?ngues de suma import?ncia para os sujeitos e a comunidade surda enquanto grupo social de minoria lingu?stica e cultural. A evolu??o dessa trajet?ria permitiu demarcar duas gera??es entre os participantes da pesquisa. A gera??o dos herdeiros do oralismo, que tiveram acesso tardio a Libras e que viveram uma educa??o referenciada no Oralismo, cujas reminisc?ncias da inf?ncia e da adolesc?ncia est?o fortemente marcadas por sofrimento pela falta de comunica??o, o que dificulta sua trajet?ria social e profissional at? hoje e a gera??o dos filhos do bilinguismo, os mais novos em idade, que tiveram acesso a Libras na inf?ncia e ? escolaridade nos marcos do bilinguismo, cujas reminisc?ncias n?o est?o marcadas pelo sofrimento e t?m uma vis?o positiva do futuro. No que concerne ? sua forma??o docente, destacam-se tr?s figuras de professor. A do professor improvisado, mais pr?xima dos docentes da primeira gera??o que foram chamados a ensinar sem a devida forma??o. A figura do professor artes?o, que corresponde ? imagem que a maioria deles tem de si mesmo atualmente, entendendo que seus saberes fundamentam-se na troca entre pares e, finalmente, a figura do professor de verdade, que se coloca em seu horizonte de expectativas como futuros graduados em Letras/Libras. As narrativas permitiram perceber que a evolu??o entre essas figuras est? alicer?ada nas contribui??es do outro: professores ouvintes da EDAC e da Universidade Federal de Campina Grande e professores surdos das duas gera??es que aprendem mutuamente. As an?lises e reflex?es permitiram defender a tese da centralidade de ambientes bil?ngues para a constitui??o da pessoa surda como cidad?o de plenos direitos, com base na voz dos surdos, silenciados pela hist?ria da educa??o, conduzida por ouvintes
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Davids, Marion. "Evaluating an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7041_1297853081.
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The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo
s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo
s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo
information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo
prior experience of libraries, reading and computers, which might impact on their information literacy...
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Dyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
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Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.
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Pampel, Heinz. "Strategische und operative Handlungsoptionen für wissenschaftliche Einrichtungen zur Gestaltung der Open-Access-Transformation." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://edoc.hu-berlin.de/18452/23636.
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Die vorliegende Arbeit befasst sich mit der Rolle von Forschungseinrichtungen in Deutschland bei der Transformation des wissenschaftlichen Publikationswesens von Subskription zu Open Access im Bereich wissenschaftlicher Fachzeitschriften. Die Open-Access-Transformation zielt darauf ab, das tradierte Subskriptionsmodell zu überwinden und innovative Verfahren der digitalen Wissenschaftskommunikation zu ermöglichen.
Diese Arbeit untersucht, welche Handlungsoptionen sich Forschungseinrichtungen zur Gestaltung der Open-Access-Transformation eröffnen. Auf Grundlage einer Darstellung der Handlungsoptionen in den Bereichen Strategie und Kommunikation, Services und Infrastrukturen, Geschäftsbeziehungen mit Verlagen und Kooperationen wurde die Umsetzung dieser Handlungsoptionen in der Praxis analysiert.
Hierzu wurde eine Erhebung unter 701 wissenschaftlichen Einrichtungen in Deutschland durch-geführt. Mit einer Rücklaufquote von 403 antwortenden Einrichtungen (57,49 %) wird die Betei-ligung an der Umfrage als sehr positiv bewertet.
Diese bislang wohl umfangreichste Studie zum Thema, zeigt, dass die akademischen Einrichtungen in Deutschland bis dato nur wenige Handlungsoptionen zur Förderung von Open Access umsetzen.
Während die Verbreitung von Open-Access-Repositorien positiv zu bewerten ist, stehen der Um-gang mit Open-Access-Publikationsgebühren und damit verbunden auch das Monitoring von Publikationskosten noch am Anfang. Die Ergebnisse der Erhebung deuten auf einen hohen Handlungsbedarf hin.
Über die quantitative Erhebung hinaus, die die Lücke einer fehlenden Datenbasis zu Open Ac-cess in Deutschland schließt, formuliert die Arbeit in einem anwendungsbezogenen Ansatz Empfehlungen für die weitere Befassung mit der Open-Access-Transformation an Forschungseinrichtungen in Deutschland. Ein Fokus liegt dabei auf Aktivitäten, die sich im Bereich der wissenschaftlichen Bibliotheken ergeben.This thesis investigates the role of research institutions in Germany in transforming scholarly publishing from subscription to Open Access in the field of scientific journals. Open Access transformation aims to overcome the traditional subscription model to further innovative methods of digital scholarly communication. The study examines the options open to higher education institutions and research performing organizations for shaping the Open Access transformation. The thesis presents a description of these options in the areas of strategy and communication, services and infrastructures, business relations with publishers and cooperation. Then, the implementation of these options in practice was analyzed. For this purpose, a survey was conducted among 701 academic institutions in Germany. The response rate of 403 responding institutions (57.49%) can be considered very positive. This survey, which is probably the most comprehensive on the subject to date, shows that higher education institutions and research performing organizations in Germany have so far implement-ed only a few options for promoting Open Access. While the distribution of Open Access repositories is positive, the handling of Open Access publication charges and the associated monitoring of publication costs are still at the beginning. The results of the survey indicate a high need for action. The presented quantitative survey closes the gap of missing data on Open Access in Germany. Based on this new dataset, the study formulates recommendations for further engagement with the Open Access transformation at research institutions in Germany. One focus is on activities that arise in the area of academic libraries.
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Chisango, Russell. "Evaluating an information literacy intervention for first year faculty of business students at Rosebank College Cape Town." Thesis, UWC, 2012. http://hdl.handle.net/11394/3232.
Full textAbstract:
The purpose of this research is to investigate the effectiveness of an Information
Literacy intervention administered to first year Faculty of Business students at
Rosebank College Cape Town. The exponential nature of information has led to
students having access to abundant information which often comes unfiltered. This
requires them to be in possession of life long competencies to find and apply this
information to solve problems. Recent shifts in pedagogy and curricula have also
precipitated the importance of independent learners who are capable of constructing
their own knowledge. Student centred methods of teaching employed in tertiary
institutions such as, problem based learning, evidence based learning and inquiry
learning have necessitated the importance of Information Literacy training towards
the development of independent learners. The study assesses the baseline incoming
skills of the Faculty of Business students. Two intervention workshops are conducted
for the experimental cohort and a post-test is administered. After the post-test the
results of the control and experimental group are compared. The study uses the
Association of College and Research Libraries (ACRL) Information Literacy
Standards for higher education as a theoretical foundation. The standards are
applied as benchmarks when assessing the Information Literacy competencies. The
study explores the following research questions:
Are the Information Literacy interventions administered to the first year business
faculty students effective and do they meet the proposed outcomes?
What are the existing Information Literacy competencies of the incoming students
in the Faculty of Business?
How should Information Literacy programmes be delivered?
Are the ACRL standards a reliable tool to assess Information Literacy skills and
the effectiveness of the interventions administered?
The study found out that offering Information Literacy interventions would result in
students accumulating these skills. This is supported by the difference in scores
between the control group and the experimental cohort. However it must be noted
that Information Literacy training is not an event but rather an on-going process.Magister Bibliothecologiae - MBibl
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Vitorino, Anderson Francisco. "Educação bilíngue : o desdobramento das práticas pedagógicas com alunos surdos." Pós-Graduação em Educação, 2017. http://ri.ufs.br/jspui/handle/riufs/7472.
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The study analyzes the teaching practices adopted by the classroom teacher and the classroom teacher of AEE - Specialized Educational Attendance, who work with deaf students in an inclusive school. Given this, the need arises to know how they contribute in the teaching and learning process of deaf students in the bilingual context, Libras / Português. For that, we use some theorists who talk about bilingual education, Fernandes (2012; 2015); Gesser (2014); Guarinello (2007); Karnopp (2012; 2015); Lacerda (2012; 2009; 2006); Lodi (2012, 2015, 2006); Tables (2015, 2012, 2011, 2008, 2006, 2004, 1997); Stumpf (2012; 2009) among others. The methodology used in the research was qualitative, descriptive with the perspective of understanding, reporting and describing the phenomenon studied, through the case study and documentary analysis method, Triviños (2009); Gil (1999). At the moment of the intervention of the researcher was used collaborative research with the intention of providing the construction of knowledge and continuing education for the teacher. Based on this, we used methodological guidance based on Alarcão (2011); Capellini (2004); Ferreira (2009); Ibiapina (2008; 2009); Mendes (2007). In this understanding, the research demonstrates relevance of walking in the dialectical direction of social, historical and cultural reality.O estudo analisa as práticas de ensino adotadas pelo professor da sala de aula comum e o professor da sala de AEE - Atendimento Educacional Especializado, que trabalham com alunos surdos numa escola inclusiva. Diante disso, surge a necessidade de saber, como eles contribuem no processo de ensino e aprendizagem dos alunos surdos no contexto bilíngue, Libras/Português. Para tal, utilizamos alguns teóricos que dialogam sobre a educação bilíngue, Fernandes (2012; 2015); Gesser (2014); Guarinello (2007); Karnopp (2012; 2015); Lacerda (2012; 2009; 2006); Lodi (2012; 2015; 2006); Quadros (2015; 2012; 2011; 2008; 2006; 2004; 1997); Stumpf (2012; 2009) entre outros. A metodologia utilizada na pesquisa foi de ordem qualitativa, descritiva com a perspectiva de compreender, relatar e descrever o fenômeno estudado, através do método estudo de caso e análise documental, Triviños (2009); Gil (1999). No momento de intervenção do pesquisador foi utilizada pesquisa colaborativa com a intenção de proporcionar a construção de conhecimento e formação continuada para o professor. Com base nisto, foi utilizado encaminhamento metodológico sustentado em Alarcão (2011); Capellini (2004); Ferreira (2009); Ibiapina (2008; 2009); Mendes (2007). Neste entendimento, a pesquisa demonstra relevância de caminhar na direção dialética da realidade social, histórica e cultural.
São Cristóvão, SE
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Hughes, Hilary E. "International students using online information resources to learn." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29348/.
Full textAbstract:
This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs.
An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs.
The study’s key findings reveal:
• the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use.
• the array of strengths as well as challenges that the international students experience in their information use and learning.
• an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information
• the need for enhanced information literacy education that responds to international students’ identified information literacy needs.
Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.
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ITSUMURA, Hiroshi, and 裕. 逸村. "筑波大学附属図書館研究開発室." 名古屋大学附属図書館研究開発室, 2011. http://hdl.handle.net/2237/14595.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes December 4, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626507.
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"Research Administration Training and Developmental Provisions for Staff: Professional Developing and Structuring of a Library for Research Administrators." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.63022.
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abstract: This action research study utilized a mixed-method approach to better understand the current situation of the research administration community with respect to addressing the training and development needs for new and junior staff within Arizona State University’s Fulton Schools of Engineering and encompass other departments and units at Arizona State University. The study extended on those efforts of support by implementing an innovative resource library as a foundation, to decipher the needs of the research administration community and better equip staff through successful training, development and learning experiences. This study assessed Arizona State University’s research administration training and development platforms and other institutional platforms (e.g., National Council of University Research Administrators, National Science Foundation, Grants.gov, and National Institutes of Health) – to garner the necessary ingredients and components to creatively design, develop and implement the innovative library. This study involved two naturally occurring groups consisting of a cohort of research administration staff with varying levels of experience. Specifically, a group of junior and a group of senior research staff were invited to participate in this study. The groups delivered on their experience, perceptions, evaluations, and ideas, which also aided in the necessary modifications to the library resource. For instance, following the delivery from the group of senior participants’ adjustments and modifications aided in the preparation of the junior participants' performance in the library portal. The junior participants performance experience in the library embodied and measured their perceptions, experience, confidence, and comfort levels. Performances within the site enabled the participants to clearly identify and clarify areas of need within the research administration infrastructure within Fulton Schools of Engineering and at Arizona State University overall. In addition, encouragement for future iterations of the library resource were strongly declared and proposed. The revelations brought about through the discussion modules from both groups gave insight through the eyes of participants (e.g., seniors and juniors); which heightened and strengthened the results of the study. Overall, the outcomes received and tracked through the discussion modules from both groups suggested that the current training and development research administration infrastructure within Arizona State University’s research community needed adjustments.Dissertation/Thesis
Doctoral Dissertation Higher and Postsecondary Education 2020
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"LIS Education and Research Areas for Developing Countries." INFLIBNET Center, 2007. http://hdl.handle.net/10150/106268.
Full textAbstract:
The importance of Information and Communication Technologies in distance learning has been acknowledged as an essential component of strengthening LIS education in the remote areas of the north eastern states of India. (Rath). The same could be said of the use of ICT for LIS education in remote areas of Australia, South Asia and in America. A global infrastructure of physical, human and financial resources will continue to attract students to the LIS profession and add dimension to the concept of information literacy for all as a universal concern. Beyond ICT and distance platforms, LIS education can also be strengthened by faculty knowledge of cultural differences experienced by their students and the impact of the digital divide. With knowledge comes sensitivity. This reflective essay was based on a literature review of barriers in LIS international education. In 1999, Robert Stueart wrote of the challenge to information access in Asia: “One of the most important activities is information society is to maintain a cadre of qualified information professionals”. How can India maintain a cadre of qualified information professionals? Library education in India dates back to 1911. Dr Ranganathan was the major force in the introduction of librarianship courses at the University of Madras, Bombay, Banaras, and Delhi. This essay concludes that information professionals themselves are the channel of globalization of LIS education because they see the need for standards in computerisation initiatives and are sensitive to the benefit of promoting communities of practice within and without their own country of origin. Students everywhere may have overcome great difficulties and personal sacrifice to pursue their education. Universities need to develop students who possess not only discipline knowledge but a high level of personal and interpersonal skills The subject of information ethics can be part of the library and information science curriculum in developed and developing countries worldwide. This subject forms a common boundary which is open to student interpretation.
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Bracke, Paul, and Anita Sundaram Coleman. "DLIST: Opening LIS Research and Practice." 2003. http://hdl.handle.net/10150/105792.
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This is an unpublished and longer version of a short paper that was submitted (and not accepted) to JCDL 2003. In this paper we describe our initial goals for DLIST, a digital library for Library and Information Science Research and Practice and for Information Technology as it relates to LIS.
DLIST is built upon the open access eprints model, but extends materials in the collection beyond the formal, scholarly literature to include other types of content created by researchers and practitioners. DLIST is intended to promote resource sharing in LIS and IT and to attempt to bridge the gap between research and practice. The notion of open access is briefly discussed as a central tenet for the development of the intellectual commons as an interactive space for learning.
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Hsu, Jou-Chin, and 徐柔瑾. "Study on Distance Education in Library and Information Science Research and Development, 1998-2017." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/84h4dt.
Full textAbstract:
碩士國立政治大學
圖書資訊與檔案學研究所
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The purpose of this study is to analyze the characteristics of the literature of distance education in library and information science, the characteristics of periodicals and the author's productivity by using the method of informetrics from 1998 to 2017. A total of 2,416 bibliographic data were retrieved from LISA and SSCI databases. It is expected that the results of this study can provide a reference for the future research of distance learning in library and information science and can also provide direction for future development and service of library. The results of the present study are as follows: (1) The growth pattern of distance education in library and information science literature is relatively close to linear growth. (2) United States, United Kingdom, Netherlands, Canada and Germany are five major countries of distance education in library and information science publications. (3) English is the most often used language. (4) The top three subjects of distance education in library and information science are library and distance education, courses and content, instructional technology and course delivery. (5) The distribution of the journal articles fits Bradford’s Law, and there are seven core journals. (6) Both the United States and the United Kingdom are major publishers of core journals and highly cited journals. (7) High citations are mostly distributed in the previous decade and are mostly co-authored. (8) The development of single and co-authors has begun to grow toward co-authors in the last decade. (9) The first author law and the equality law still satisfy Loka's Law by KS-test. (10) United States ranks first in author service institutions and countries, and it produces the most academic research publications. (11) Researchers in other countries prefer publishing their work in the journals mostly from the United Kingdom. (12) Taiwan, India, and China perform very well in the study of distance education in library and information science in Asia. According to the results of the research and development, the following suggestions are proposed: (1) In view of promoting international academic exchanges, long English summary of the publication is recommended to increase by literature researchers. (2) The two subjects of courses and content, instructional technology and course delivery have become the focus of academic research on distance education of library and information science. The two subjects should gain more in-depth and diverse research breakthroughs in the future. (3) Taiwan ranks first in Asian study in library and information science, and the characteristics of education research distance performance can be strengthened in the future.
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Alsereihy, Hassan A. "Continuing library education practices and preferences of the university and major research library personnel in Saudi Arabia with special emphasis on technical services staff /." 1993. http://books.google.com/books?id=ttrgAAAAMAAJ.
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Bishop, Ann Peterson. "Community Informatics in LIS: Research, Learning and Action Partnerships." 2005. http://hdl.handle.net/10150/105600.
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A total of 35 slides were presented in Session 2.4 â Community Connections: Advancing LIS Education and Practice Through Partnership, at the 2005 ALISE Conference. Community informatics, defined as the study and practice of enabling communities with information and communications technologies, is drawn to the attention of researchers. A call for a Community Informatics Initiative that employs community partnerships to develop useful information systems is made. Diverse initiative programs such as Prairienet and Community iLabs are presented as examples. At the same time, the presentation highlights the barriers and issues pertaining to the development of such community resources. Some goals are established for building up community connections, including facilitating teaching/learning/research, undertaking community action and development, and paying attention to local/global use and impact to the development.