Dissertations / Theses: 'High school libraries – Swaziland'

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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.

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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.

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Ndlangamandla, Sibongile Buyisile. "The development of a prototype uniform for high school girls in Swaziland." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25798.

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A study was carried out to:

Determine and describe all the stakeholders’ preferences and problems with regard to high school girls' uniform; and
To make recommendations for the prototype uniform that could be tested amongst stakeholders.

A survey was conducted through three questionnaires for the three different groups, namely the Form-3 girls, parents (represented by the mothers), and the teachers at the school, to determine the functional and aesthetic preferences and problems experienced with the current school uniform. Form-3 girls were selected because it was assumed they had passed the spurt of growth between the ages of 15 and 17 years. Their mothers had the experience of purchasing the family’s clothes, while the teachers spend most of the time with the girls observing the quality features of the uniform. Purposive sampling was used to select the girls, their mothers and five teachers from each school, resulting in a total sample of 150 girls, 150 mothers and 84 teachers. Fifteen (15) schools were selected from two highly populated urban areas, namely: the Hhohho region (Mbabane) and the Manzini region (Manzini). `The analysis starts with the descriptive characteristics of the demographic information of the stakeholders in the uniforms used in the school. Data was expressed in frequencies and percentages. Means and standard deviations were ranked in descending order, the most preferred functional and aesthetic features placed at the top. The functional and aesthetic performance problems were also ranked, with the feature giving most problems placed at the top. The study revealed that Swazi high school girls rated both their functional and aesthetic preferences high. Amongst the performance preferences, sensory-aesthetic dimensions were rated as very important, followed by durability (that the tunic should not fade in colour), comfort and ease of care. Performance preferences that were considered less important by the girls were the wearing of the tunic in summer and winter and using the tunic for class and sports. Mothers were not asked about comfort preferences because they do not wear the tunic; however, amongst the functional performance qualities tested on them, durability, care and cost were considered important. As was the case with the girls, mothers also considered symbolic preferences less important, for example that the tunic should show family and cultural values. The comparison of the combined functional dimensions to the combined aesthetic dimensions indicated that the girls and their mothers rated the functional performance preferences of the tunic higher than the aesthetic performance preferences. Teachers were only asked to respond on end-use and symbolic qualities of the tunic. Teachers considered the wearing of the tunic in winter and summer more important than the symbolic preferences. Symbolic preferences were also seen to be less important with the girls and their mothers. From the problems it can be concluded that the mothers and the girls did not experience major problems, except that the tunic fades. Mothers saw the cost of the tunic to be too expensive, as the same tunic could not be worn for sports. All the preferences relate to choice of style and fabric. Consumers preferred a panelled style of tunic with a waistline; however, in order to accommodate for growth, a semi-fitted princess style was recommended.
Dissertation (MConsumer Science)--University of Pretoria, 2011.
Consumer Science
unrestricted

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Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.

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Sigman, Kimberly Ann Bickel. "A study of West Virginia secondary public school library media centers and library media specialists and their use of 21st century technology tools." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=898.

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Tumwine, Baguma Deo. "The role of school managers in managing violence in high schools : a Swaziland case study." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45883.

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Children are guaranteed the right to education by various domestic, regional and international laws. Basing on the daily media reports and the violence witnessed by the investigator during his teaching career, the researcher set out to investigate the role played by the school senior managers – hereafter School Management Team (SMT) in managing violence in Swaziland schools. A qualitative multiple case study design was chosen to gather information pertaining to the perceptions on management of school violence by interviewing a principal, a deputy principal and a senior teacher in three schools. The legal obligation of educators’ duty of care was used as a conceptual framework to guide the study. Document analysis was used to triangulate the interview findings. The data gathered was analysed in line with the accepted procedures for processing qualitative data. The data revealed that 70% of the respondents indicated witnessing various forms of learnerdirected violence in schools. All respondents cited corporal punishment as the most frequently observed form of punishment in addition to sexual harassment, bullying, gender-based violence (GBV), and fighting. Educators supervised learners in class and during school excursions. Basing on the study findings, the investigator concludes by suggesting possible recommendations.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
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Putsoa, Bongile. "Investigating the ability to apply scientific knowledge, through process skills, among high school leavers in Swaziland." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333765.

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Turriff, Alison. "The effective evidence-based high school librarian : a journey to decision." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/375.

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This thesis aims to establish how high school librarians in Scotland and America can become effective evidence-based decision-makers. Initial data collection consisted of written questionnaires to elicit background data from librarians on the extent of their evidence-based practice. Three main themes emerged: collaboration; interprofessional relationships and roles; and decision-making. These themes are discussed in more detail. A range of qualitative methodologies was designed and implemented to gain more in-depth information on practice and viewpoints, involving librarians and stakeholders. A draft model was created of the effective evidence-based practitioner in a high school library, based on an interpretation of findings and readings from the literature. After member-checking and validating by stakeholders, a final model was produced. This emergent model focuses not on the role of the school librarian in isolation, but stresses the importance of interrelationships involving the librarian. The study makes an original contribution to knowledge by giving a better understanding of the effective evidence-based high school librarian in the wider context of education. There is also a contribution to knowledge by adding to the general theory of workplace decision-making and evidence-based practice which is applicable outwith the school sector, and the pragmatic solution-driven model of decision-making is introduced. Key findings give an insight into the complexity of the school library situation, and highlights that ideally there will be positive relationships between school management, school librarian and collaboration. When these come together, it can mean an increase in student achievement, and more effective evidence-based decisions can be made. Findings also demonstrate links between these elements with evidence, national bodies and skills and qualities needed to be an effective evidence-based high school librarian, and identify how the new and complex expectations made of school librarians can be met. Recommendations are made to help stakeholders improve practice.

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Jackson, Carolyn M. Rhodes Dent. "The high school library web site scaffolding information literacy skills /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276395781&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154031&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent Rhodes (chair), Tom Crumpler, Cheri Toledo, Bobb Darnell. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.

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Lundin, Karin. "Sex i skolbiblioteket : Kunskap, makt och konstruktionen av sexualitet på svenska skolbibliotek." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253296.

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The purpose of this essay is to investigate the construction of sexuality in Swedish school libraries through the lens of Foucault’s concept of power/knowledge. Five libraries were investigated, using two kinds of method: discourse analysis of titles, classification codes and subject headings of sex education materials, and qualitative interviews with librarians working at each of the libraries. Most sex education materials were classified within the medicine section, illustrating the continued authority of medical discourse in matters concerning sexuality. Books for younger audiences were often written for either boys or girls, reproducing a binary understanding of gender. Most library collections had a larger number of books written for girls, indicating that girls’ sexualities are subjected to a higher degree of discipline compared to boys’. Collections illustrated two combating discourses about female sexuality, one focusing on problematic aspects of sexuality such as rape and sexual abuse, the other constructing female sexuality as connected to lust and pleasure. Sex and love were constructed as intrinsically linked though the frequent use of the word “love” in titles and the concurrence of the subject heading “love” with “sex” or “sexuality”. Indexation patterns made LGBTQ-people stand out as exceptions to the heterosexual norm. Informants had differing views on what they thought should be part of their libraries’ sex education materials. Some mentioned a range of different subjects; others emphasized the need for “basic” books. When asked what materials they would not purchase informants mentioned pornographic, racist, violent and otherwise “offensive” materials. Most informants did not actively promote the libraries’ collections of sex education materials apart from signposting certain books. Regardless of the level of cooperation between teachers and librarians none of the informants had ever participated in the schools’ sex education classes. This is a two years master’s thesis in Archive, Library and Museum Studies.

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Shove, Claire. "More than just a room full of books: Swedish school libraries during distance education." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447174.

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Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process: 1. Most well-established practices, relationships and collaborations could be adapted. 2. The library room had social functions that could not be fully rebuilt online. 3. Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4. Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science.
Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format. Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen: 1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.

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Webb, Carol. "Information literacy and the secondary school." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/13100/.

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Maximising student attainment is a key issue for every secondary school. Student attainment can be improved by raising their information literacy levels. It is part of a school librarian’s role to promote these skills. This is complicated by the absence of information literacy in secondary school curricula, teachers’ low awareness of the concept and the lack of teacher training in the professional education of librarians. There are a range of definitions and different approaches to teaching information literacy published leading to conflict over choices. Overall there is a lack of empirically tested pedagogy, particularly for synthesis and assessment. This research explores what it means to be information literate and addresses the fundamental question of ‘How can we raise information literacy levels in a secondary school? The research strategy explored the teachers’ perspectives to ascertain their perceptions of information literacy, how it is currently taught by them and their understanding of the librarian’s role. The research was conducted in a secondary school where semi-structured interviews were used with a sample of twelve teachers selected by age, experience and subject. The analysis examined three diverse teacher voices and compared these with insights from the remaining nine teachers’ perspectives. The research findings show that teachers view information literacy differently. This is shaped by the role of information in their subject’s approach to learning. Student progress to higher information literacy levels requires a pedagogy that is situated in subject teaching, rather than generic sessions, with clarity of how skills are deployed in different subject contexts to support learning transfer and work that is differentiated to meet different learning needs. Conceptually it was found that information literacy is contingent upon the context in which it is being used. A new instrument has been designed depicting progress in information literacy to stimulate thinking about possible pedagogy and assessment.

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Stevenson, Alexander. "Resource centres in secondary education with particular reference to teacher and pupil attitudes in selected secondary schools in Natal." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15826.

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Includes bibliography.
Resource centres have been in existence for some 15 years in the most educationally advanced provinces in South Africa and for some six years where most recently established. Little has been written about them and consequently the role they play in secondary schools is not well-known. The present study set out to determine the attitudes of pupils and teachers to the resource centre, and the patterns of use. It was hypothesized that the resource centre would be an integral part of the implementation of the school curriculum; that it would be an indispensable element of individualised learning and that resource-based teaching would be in evidence rather than resource-based learning.

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Haskell, Loretta Murray. "Student Performance of a Library-Related Task." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330802/.

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The high school research paper is a task which consumes instructional time, requires considerable student effort, and places a high demand on school library resources. Little research has been conducted on how students accomplish this task. Academic task research indicates that in classrooms, tasks are defined by students in terms of (a) the nature of the products the teacher will accept and (b) the operations allowed and the resources available. Here the product is the research paper; the resources available include those found in the school library. The purpose of this study was to determine what strategies students use to perform the library-related task.

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Beauchel, Virginia Bernstrom. "Patterns of Arizona high schools' acquisition and use of microcomputer software." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185045.

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The purpose of this study was to examine the patterns of acquisition and use of microcomputer software in Arizona high school library media centers, and to determine the selection procedures used by the library media specialists or other designated personnel responsible for the library media centers. The instrument used in this study was a survey developed and reviewed by a committee of school library media specialists. Subjects selected as the target population were 130 Arizona high school library media specialists. The procedures used for testing the 13 hypotheses were: (1) point biserial correlation coefficients, (2) t-tests, and (3) frequency distributions. Significant findings were indicated for the analysis of data of six hypotheses. The conclusions are summarized as follows: (1) As the size of the student body increases, the availability of microcomputer software for library management purposes also increases. (2) As the size of the library media budget increases the availability of microcomputer software for library management purposes also increases. (3) A negative relationship between the size of the library media center budget and the intention to obtain microcomputer software for school-wide purposes presented an anomaly for the intuitive approach to the analysis. (4) The methods chosen for evaluating and selecting microcomputer software varied significantly for each type of software selected. (5) Cell means indicated that for each type of library management programs obtained by the library media center, three school-wide programs were obtained. (6) Microcomputer software is utilized in the library media center more than in either classroom or in computer labs. Recommendations for additional investigation were discussed.

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Lange, Louise. "En kvalitativ intervjustudie av gymnasiebibliotekariers emotionella arbete." Thesis, Uppsala universitet, Institutionen för ABM, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387383.

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Introduction. The concept of emotional labour can be described as the strategies used to express emotions required of a job, and the strategies used to suppress those emotions that are inappropriate in the workplace. This paper aims to examine the emotional labour of Swedish high school librarians. Method. For this study, six high school librarians were interviewed about emotional situations in the workplace and how they handle their emotions. The interview transcripts were analysed thematically, using QDA Miner Lite software. Analysis and results. Emotional labour theories and role theory were used to understand the librarians' emotional labour. The findings show that emotional labour occurs in interactions with students, teachers/colleagues and managers. Situations that require emotional labour include students that make a racket in the library, students in need of support in personal matters and challenges of instructional work. However, the most prominent theme concerns teachers/colleagues and managers who do not have accurate knowledge of the librarians' competencies. The librararians use deep and surface acting strategies to handle their emotions, as well as situation modification, situation selection and venting. These strategies are used both during interaction and before/after (outside of) situations. Conclusion. Interactions with students are not the primary cause of the librarians' emotional labour. Rather, the main reason for emotional labour is managers' and colleagues' limited knowledge of school library work and the competencies of school librarians. One effect of this limited knowledge is that the librarians do not always get the opportunity to practice their competence. Another effect is the risk that the students do not get equal access to the librarys' and the librarians' services – in turn, the risk of this inequality affects the librarians' emotional health negatively. This is a two years master’s thesis in Library and Information Science.

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Stephens, Wendy Steadman. "The Influence of Engagement with Graphic Narrative Text Formats on Student Attitudes Towards the School Library." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700038/.

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Comics, graphic novels, and manga differ appreciably from textual narrative formats, and materials with increasingly visual elements have found their way into progressive and student-centered library collections. But many educators and librarians still resist inclusion of graphic narratives in school libraries and devalue the reading practice of students who prefer more visual texts. Using the framework of radical change, which posits that both text conventions and reader expectations for text are increasingly multimodal as they possess characteristics of evolving digital media, this study considered the relationship of the characteristics of text individual students prefer, particularly those they select from the school library, and their attitudes towards aspects of reading practice as evidenced through the Adolescent Motivation to Read Profile instrument. Survey data was supplemented with circulation history from the library management system to inform a correlational study punctuating attitudinal differences based on reader preferences. Findings include high school students who engage with graphic narrative text formats reporting more favorable views of libraries and reading. There is a demonstrable distinction in attitudes between students who prefer more visual text when compared with peers with more traditional print affinities. Student engaging with graphic narrative texts also report more frequent engagement with text overall. These demonstrated relationships should help to legitimize the inclusion of more graphic narrative text formats in school library collections.

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Chikuchi, Helika Amemiya. "Estudo exploratório sobre o uso e a busca de informações e de recursos didáticos por professores de biologia do ensino médio cadastrados na biblioteca digital de ciências da UNICAMP." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-20072011-152009/.

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Este trabalho de caráter exploratório tinha como objetivos principais investigar o uso e a busca de informações e de recursos didáticos realizada pelos Professores de Biologia do Ensino Médio (PBEM) cadastrados na Biblioteca Digital de Ciências da Unicamp (BDC), em seu aprendizado e aperfeiçoamento profissional e nas suas atividades didáticas. Foram utilizados métodos de coleta de dados indiretos, que consistiram na aplicação de dois questionários estruturados online, e métodos diretos, que consistiram no registro realizado por ferramentas instaladas na BDC sobre as palavras-chave utilizadas, os comentários sobre os recursos e as mensagens eletrônicas dos professores. O primeiro questionário permitiu traçar um perfil dos PBEM. Eles têm em média 36,4 anos, a maioria é do sexo feminino, leciona em escola pública e vive na região sudeste. A maioria encontrou a BDC usando ferramentas de busca; no momento do cadastramento, já usava a Internet há mais de cinco anos, e estava interessada principalmente em conteúdos para subsidiar o preparo de aulas e em recursos didáticos. O segundo questionário mostrou que os PBEM tiveram uma formação inicial compatível com a função que exercem: a maioria fez Biologia ou Ciências Biológicas e licenciatura. Entretanto, quanto ao uso didático das tecnologias digitais, a maioria não teve nenhuma preparação nem na formação inicial e nem por meio de cursos de capacitação. Na investigação sobre fontes de informação utilizadas na preparação de aulas, obtenção de recursos didáticos e no aprendizado do professor, foi possível perceber que, de forma geral, ainda ocorre uma baixa utilização de fontes de informação que utilizam a Internet, como as bibliotecas digitais, os sites de universidades, os blogs, fóruns e grupos de discussão. Fontes impressas como jornais e revistas especializadas ou não, livros acadêmicos, livros paradidáticos também são utilizadas pela maioria dos professores de forma eventual. A fonte mais utilizada é o livro didático que desempenha papéis múltiplos: para o aprendizado do professor, preparação de aulas e recurso didático. Congressos, palestras e cursos são considerados fontes de aprendizado eventuais para a maioria. Por outro lado, trocas de experiências com os pares é considerada uma fonte frequente de informações para o aprendizado do professor. A análise cruzada de dados sugere que a maioria dos professores ainda não detém as habilidades necessárias para o uso das tecnologias e que não sabem avaliar criticamente os recursos digitais educacionais. Os resultados também indicaram a preferência por recursos que não exigem interatividade por parte dos alunos (apresentações em PowerPoint e imagens) sugerindo um uso limitado dos recursos digitais educacionais. O quadro geral indica a existência de fragilidades na forma como os PBEM participantes desta pesquisa estão se atualizando e aprendendo, sendo importante verificar se essa tendência se mantém na totalidade dos PBEM do país.
This exploratory study investigates what are the sources of information and resources used by High School Biology Teachers (HSBT) enrolled in the Digital Library of Science (DLS) in their learning and professional development and in their didatic activities. Methods were used for collecting indirect data, which consisted in applying two online structured questionnaires, and direct methods, which consisted in analysing the keywords, comments about resources and the electronic messages left by teachers. The first questionnaire allowed us to outline a profile of the HSBT. They are averaged 36.4 years old, most are female, teach in public school and live in the Southeast. Most of the teachers found BDC using search engines. At the time of their registration, they were already using the Internet for over five years, and were interested primarily in contents to support lessons planning and teaching resources. The second questionnaire showed that HSBT had an initial formation compatible with their function: the majority studied Biology and has graduation degree. However, concerning on the didactic use of digital technologies, most had nothing on initial formation neither on training courses. The results about information sources used in planning lessons, getting instructional resources and teacher\'s learning showed that, in general, there are a low use of information sources based on Internet (such as digital libraries, sites of universities, blogs, forums and discussion groups). Printed sources like newspapers, magazines, textbooks, academic books have been used eventually by most teachers. The most common source used is the textbook that plays multiple roles: for teacher learning, lesson planning and as didactic resource. Congresses, lectures and courses are considered eventual sources of learning for the majority. Moreover, exchanging experiences with colleagues is considered a frequent source of information for learning. Cross-analysis of data suggests that most teachers do not hold basic skills to use technology, and also do not know how to evaluate digital resources in education. The results also indicated their preference for resources that do not require interactivity by students: the PowerPoint presentations and images (pictures, video or animation). It seems there is a limited use of digital educational resources. The overall picture portrayed in this work suggests the existence of weaknesses in how HSBT are upgrading and learning about science and about information and communication technology. It is recommended that further investigations can be lead to confirm if this tendency is observed in the totality of brazilian HSBT.

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Larsson, Camilla. "Nyanländ i skolbiblioteket : En kvalitativ studie av hur skolbibliotek kan utforma sin verksamhet för nyanlända elever." Thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324846.

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This thesis examines how school libraries can adapt their programme to new arrival immigrant students. The purpose is to survey the regulatory documents for school libraries to investigate how they adapt their programme based on the documents; how new arrival students regard their information needs and if the regulatory documents and practice cover those needs; and finally, if the regulatory documents and practice can lead to integration. The theoretical framework consists of integration theory, discourse analysis and SWOT-analysis. The methods used to collect data were semi-structured interviews, conducted with five librarians at four high school libraries, in addition to two student interviews, observations, and 26 questionnaires that were collected from students. Important findings are that the regulatory documents advocate an adaption to the new arrival students, and thereby interpellate them with certain needs, such as literature in their native language as well as easy reader books in Swedish. The school libraries adapt their programme based on these needs. From the students' perspective, the requirements specified in the regulatory documents align with the new arrivals’ needs to a certain extent. There are, however, additional needs, which the students expressed that are not yet being met by the regulatory documents or library programme. Based on the empirical material it is recommended to do an inventory of the newcomer students’ needs before adapting the library programme. Finally, the results suggest that the regulatory documents and the library programme make integration in the library context possible when it comes to the communicative dimension. However, more could be done regarding social integration, which is one of the needs the students express, but that does not have sufficient support in the regulatory documents. These additional needs should be met in order to improve integration for new arrivals into the library programme. This is a two year master’s thesis in Library and Information Science.

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Khumalo, Lokuqala Joyce. "Use and non-use of selected senior secondary school libraries in Manzini, Swaziland." Thesis, 2006. http://hdl.handle.net/10413/1335.

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The use and non-use of school libraries depends on their existence or lack thereof, the quality and accessibility of their collections, their relevance to current curricula and on the availability of a teacher librarian and the teaching of information skills. These are but a few of the factors that influence the use of school libraries.
Thesis (MIS)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

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Anaya, Toni. "Librarians Bridging the Gap: From High School to University." 2012. http://hdl.handle.net/10150/224691.

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Poster presentation from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ.
Academic libraries have not typically been able to build partnerships with K-12 education in ways that could both impact our information literacy mission and the goals of our universities surrounding student achievement and academic persistence. However, these partnerships are important in the big picture, as libraries try to affect information literacy and student achievement. Partnerships with pre-university students can be accomplished in various ways, but one avenue is working through college preparation and academic outreach programs affiliated with the university. Since 2010, the University of Nebraska-Lincoln Libraries have been collaborating with the Office of Admissions on an innovative program working with high school seniors through the Nebraska College Preparatory Academy (NCPA). The UNL Libraries have been able to demonstrate a strong connection with the students as they enter college, helping impact student retention and achievement statistics. Moreover, the project has improved the information literacy skills of the cohort’s students, by starting to work with them from the high school level.

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Mngomezulu, Johannes Phumlani. "Secondary school teachers' perspectives of development studies as a school subject in Swaziland." Thesis, 2004. http://hdl.handle.net/10500/1239.

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This research project explores the views of secondary school Development Studies teachers on the subject in Swaziland. Development Studies as a school subject, was designed to integrate environmental education into the secondary school curricula in Swaziland. The study followed a qualitative, explorative, descriptive and contextual grounded theory design. Face-to-face individual interviews were carried out where the respondents expressed their thoughts, concerns and feelings about Development Studies as a school subject. Eight Development Studies teachers and one curriculum designer were interviewed. Only one question, followed by relevant probes was presented to the respondents. The question asked was: What do you think of Development Studies as a school subject? This study followed Tesch's approach to data analysis. The study revealed that Development Studies teachers in Swaziland were generally not trained in environmental education. Recommendations are made.
Educational Studies
M.Ed.(Environmental Ed.)

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Sitsebe, Vusi Friday. "Enhancing discourse through motivation : a case study of high school teaching in Swaziland." Thesis, 2019. http://hdl.handle.net/10500/26576.

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Communication seems to play a pivotal role in any high school classroom. But it was found those classes or certain individual students shy away from engaging in effective communication during natural science lessons in Swaziland. One of the directives in the Swaziland National Education Policy states that syllabuses for studies in Form 4 and 5 should enable learners to develop essential skills which include communication and language skills. This study then, on realising that there was a gap between what was stated in the Education Policy and what was actually the case in the natural science classrooms, sought for a solution that would encourage effective communication in natural sciences. Therefore, the main purpose of the study was to encourage active participation of high school students in natural science lessons. The main research question posed for this purpose was: Can student motivation enhance classroom discourse for the negotiation of science understanding? Five sub-questions emanated from the main research question: (a) How does classroom discourse relate to natural science understanding? (b) What effect does external motivation have on discourse during natural science lessons? (c) What is the effect of feedback during natural science learning? (d) How can feedback be enhanced in the natural science class? (e) Which teaching strategies improve interactions during natural science learning? The study is organised into five chapters. The first chapter summarises the whole study by giving the problem statement, research aim and objectives, definition of terms, as well as chapter divisions. Chapter two provides the background to the study through the discussion of education theories based on classroom discourse and motivation. The third chapter presents detailed information about the research design, methods of data collection and analysis, as well as a proposed method for motivating students. The fourth chapter presents the research results, analysis and discussion. The fifth and the final chapter presents research findings, concluding remarks drawn from the research findings, as well as recommendations for similar future research. The case study style uses a qualitative, descriptive and exploratory approach. The study concentrated on theories explaining learning and motivation. The sample comprised six purposefully selected students and their two physical science teachers. Data were collected using the standardised open-ended interview and non-participant lesson observation methods, and from documents. The data were collected in two phases, the pre-motivation phase and the motivation phase. The collected data was further categorised into two segments, with each segment being a unit of analysis. One of the segments was composed of oral interchanges, while the other was composed of students’ written work. The data was then transcribed, coded, analysed and discussed using the thematic discourse analysis approach. The principles of triangulation, reliability and validity ensured the credibility of the study remained intact. Research ethics were also observed by the researcher and there was trust, respect and autonomy during data collection. The ethics observed included informed consent, confidentiality, beneficence, anonymity and non-malificence. Permission to collect data was sought and obtained from all concerned. The motivation method helped the physics group improve more (55%) than the chemistry group (7%) in tests. In the overall performance the two groups improved more or less the same: the chemistry group improved by 4% while the physics group improved by 5%. There were three main findings for the study and they revolved around the purpose and the research question. The first major finding was that the motivation method used with the students instilled self-discipline in the students, resulting in self-regulated behaviour and better understanding of science concepts. The finding suggested that motivated students are self-disciplined and take ownership of their learning. The second major finding was that during the motivation phase of data collection interactions improved between the students and their science teachers. These interactions were in the form of classroom talk, submission of school work and feedback. It was inferred that motivated students communicate more effectively and with better understanding of the concepts taught. The third major revelation was that the students were motivated by learner-centred teaching strategies and the use of teaching aids in a science laboratory. A main finding for the first sub-question was that the more students interacted with each other, with their natural science teachers, and with their books the more they appreciated and understood science concepts. For the second sub-question the main finding was, the motivation method used with the students improved discourse during natural science lessons. The marks the students were awarded gave them the energy to engage more in science activities and to behave well. The main finding for the third sub-question was that prompt feedback and positive comments motivated students to engage more in science discourse and to understand science concepts better. An important finding from the fourth sub-question was that prompt and positive feedback enhanced feedback, as well as giving students tasks that were not too far above their abilities, enhanced feedback in the natural science class. For the fifth sub-question it was found that student-centred teaching methods as well as teaching aids and learning in science laboratories improved interactions during natural science learning.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

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Dlamini, Badelisile Alexia. "Leading and managing high schools in Swaziland : challenges, strategies and practices." Thesis, 2012. http://hdl.handle.net/10539/11323.

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Sheau-Jiuan, Shiau, and 蕭曉娟. "Studying the Library User Education in Senior High School Libraries." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/18426341125484863904.

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碩士
淡江大學
教育資料科學學系
87
Abstract : This research is to study the library user education in senior high school libraries. There are two major parts. The first part is to understand the current situation of senior highs'' library user education. The second part is to examine how these students utilize their libraries，the attitude toward library user education，and the score of "library user education''s evaluation test". The study also analyzes the differences in the following variables：grades，sexes，the frequency of using library，and whether they attend library user education. This research samples senior highs'' libraries in northern Taiwan. The method of data collection includes questionnaire and test. SPSS is used for data analysis，and frequency，percentage，Kai-square，t test and one way ANOVA are included. There are eight major findings in this research. First， all senior highs'' libraries have courses about teaching students how to utilize libraries. The staff is responsible for planning the courses，and the first year students in senior high schools are the major subjects. Second，the arrangement for such courses are not fixed，and most schools held the courses "once a year". Besides, the study also finds that the content and method of these courses are really diverse. Third，the obstacle for library user education is lack of personnel. However，all interviewee agree on the necessity of library user education. Fourth，most interviewee have ever attended library user education，and they are volunteers. Among different choices，the most popular type is library -guided tour. Fifth，participating library user education is really helpful when students are utilizing library. Most students express their willingness to learn more knowledge and techniques about library use. Sixth，the major purpose of using library for senior high students is to borrow and return books. The major type of information using is general books. The common way they find information is to browse the book stacks，and major obstacles for them is that they cannot find what they want. Seventh，senior high students hold positive attitudes toward library user education. This is influenced by the frequency of using library and whether they participate library user education. Eighth，senior high students pass the "library use education''s evaluation test"，but there are significant differences in sexes，the frequency of using library，and whether they attend library user education. The suggestions from this research includes thirteen points. First，to increase library human resources. Second，to strengthen librarians'' on-the-job training. Third，the placement of library teachers. Fourth，to improve libraries'' resources and equipment. Fifth，to practice library user education as early as possible. Sixth，to plan a systematic courses for library user education Seventh，to put library user education into formal lessons. Eighth，the integration between library user education and formal lessons. Ninth，librarians should promote library user education actively. Tenth，to hold the inter-libraries discussions and visits often. Eleventh，to enrich the courses and teaching methods of the user education . Twelfth，to carry out evaluation work. Thirteenth，to be supervised by the government.

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陳雅靜. "Public Senior High School Principals’ Perceptions of the Functions of School Libraries--Based on Six High School Principals’ Personal Experiences." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/bqgnq4.

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碩士
國立臺灣師範大學
圖書資訊學研究所在職進修碩士班
96
The aim of this study is to learn about senior high school principals’ perceptions of the theoretical and practical functions of high school libraries. It also examines the barriers and facilitators to fully implement the functions and to explore the types of actions that can be taken to develop principal support. Data was collected through semi-structured interviews with six public senior high school principals who were once directors of senior high school libraries. The response analysis from the purposive samples indicate that: (A) There is a difference between the perceived theoretical functions and the perceived practical functions of high school libraries.(B) The barriers to fully implement the theoretical library functions include students’ overwhelming stress of the college entrance exam; students’ being disinterested in reading; lack of formal library instructional courses, professional librarians, and support from teachers for collaboration and integration. Meanwhile, the changes in the educational climate, particularly the move to a diverse college entrance system, resource-based learning and hiring certified staff, have created opportunities for school libraries to function. (C) Five out of the six interviewees shared the same perception that most high school principals have little knowledge of the theoretical functions and true value of modern school libraries. Principals should be led to be knowledgeable about the library in order to become a strongly supportive advocate of the school library. Suggestions are submitted as followed: (A) Senior high school library staff should update their professional knowledge and inform their principals of the crucial functions of school libraries by communicating regularly with the principals and building shared vision with them to gain principal support. (B) Senior high school principals should know the potential of school libraries and empower them to be the niche of a quality school by hiring certified staff and encouraging collaboration between librarians and teachers. (C) The training and administration organizations should beat the drum for the true potential of a school library by including library and information science in the principal as well as teacher preparation programs, inviting principals to attend in-service training, conferences and visits of model school libraries and by offering library program checklists , guidelines or manual brochures for principals. Last but not least, the training organizations should make sure that strategies of communication are part of their program so as to breed the librarians who can develop the support and partnership with principals and teachers in schools.

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Ndlela, Julia Nelisiwe. "The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland." Diss., 2011. http://hdl.handle.net/10500/5700.

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The researcher has observed and noted that out of the four regions of Swaziland, Shiselweni is the leading region with high schools that manifest a poor culture of learning and teaching. The summary of 2009 Junior Certificate results revealed that it is not only that Shiselweni had the lowest pass rate, but also that it recorded the highest number of failures when compared with the other three regions. The purpose of the study was to determine strategies that could be used by principals in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. The study pursued a qualitative research design which was explorative and descriptive. Qualitative methods were used to collect data from the respondents. Data was collected by means of focus group interviews with learners and teachers, and then through one-onone interviews with principals and parents. The sample was drawn from six high schools in the Shiselweni region that differed in their academic performance. Purposive sampling was used when selecting the schools and those who were to participate in the study. Data was constantly compared and analyzed using the coding method. Participants signed letters of consent and they were assured of the anonymity and confidentiality of the study. They were also made aware that they were not forced to participate in the study and that they were free to withdraw if they were so persuaded. Triangulation and the Guba’s trustworthiness model were used to enhance the reliability and validity of the study. Findings helped the researcher to arrive at recommendations on the role that principals should play in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland.
Educational Studies
M. Ed. (Educational Management)

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Wang, Yu-Jau, and 王昱昭. "A study of Institutional Repository in Public Senior High School Libraries." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/51202842185363092610.

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碩士
國立交通大學
資訊學院碩士在職專班數位圖書資訊組
96
This research employs literature review and questionnaire investigation to discuss the present status and perspective of Institutional Repositories (IR) in Taiwanese public senior high school library. In addition, on the basis of NTUR software, which is amended by National Taiwan University from Dspace, the researcher impelements an IR system in National Yang Ming Senior High School. According to the impelementation experience, a workflow for implementing IRs in public senior high school libraries are explicated. According to literature discussion, questionnaire analysis and after system operation, the following conclusions are drawn. IR is an organization-based (including senior high school) promoise and action to collect its comprehensive knowledge works. Through digitalization and centralized management, knowledge works of the organization can be permanently preserved, well organized, accessed, and distributed. More than 80% library directors of public senior high schools express that they have not planned IR yet. The main problems are lacks of manpower, budget and professional technique. More than 80% library directors of public senior high schools consider that IR is worth to implement. At least 70% library directors would like to implement IR if the issues on manpower, budget, technology, and policy can be settled. Public senior high school library directors consider that the most important content of IR is school history. A practical workflow for constructing IR for public high school libraries includes the following steps: (1) Determine repository content; (2) evaluate functionalities of IR systems; (3) evaluate manpower and budget; (4) frame policy and implementation schedule; (5) install and test the IR system; (6) on line and popularize. Finally according to this research conclusion, the suggestions to school libraries, educational administrative organization ands IR system functions are given.

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Gehlken, Vivian Seiber. "The role of the high school library media program in three nationally recognized South Carolina blue ribbon secondary schools." 1994. http://books.google.com/books?id=L7_gAAAAMAAJ.

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Zook, George H. "The factors which have affected the implementation of the ACCESS PA project in forty-seven high school libraries in two intermediate units in Pennsylvania." 1993. http://books.google.com/books?id=HbvgAAAAMAAJ.

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陳冠穎. "A Study on the Teaching Support of Taipei Senior High School Libraries." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/45517575250605652215.

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碩士
國立政治大學
圖書資訊與檔案學研究所
95
The school library is the center for collecting, organizing and using information resources, and is therefore an indispensable part of school teaching activities. Teachers could better choose teaching materials, develop curriculum, and evaluate programs with school librarians’ support. Library literatures show that teacher and media specialist collaboration can effectively enhance student learning. This study use in-depth interviews to investigate the the situation of teaching support in Taipei senior high schools, to analyze the difficulties encountered, to identify the successful factors, and to provide strategies of teaching support.

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Lo, Yu Ching, and 羅玉青. "Service quality assessment of comprehensive high school libraries : Taichung City case studies." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07290102126011957808.

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碩士
國立政治大學
圖書資訊學數位碩士在職專班
99
This study uses the method of Questionnaire to measure the expectations and degrees of satisfaction of comprehensive high school students toward libraries. Using the method of literature review, also taking reference from Library Service Quality Assessment LibQUAL+ and relevant theories concerning high school or professional high school libraries, this study comes up with a revised index of service quality assessment suitable for junior and senior school students. After conducting three focus group interviews with school librarians and users, the researcher then revises the above-mentioned index and transformed it into a Questionnaire. This study, using students from four comprehensive high schools in Taichung City as subjects of empirical studies, issued 1,142 questionnaires, among which 1,138 were returned (the return rate was as high as 99.64%), and effective ones amounted to 1,132.The questionnaire consists of four aspects: space and environment, library resources and usages, library services, and librarian education and promotion. It includes 29 indicators, and is rated by the expected and perceived service qualities. The study shows the following results: 1.Comprehensive high school students look forward to more comprehensive library resources as well as resources in electronic forms. 2.The percentage of students visiting libraries less than once in a week is as high as 57.8%, meaning the usage rate for comprehensive high school libraries is low. 3.The perceived quality for library service, on average, is generally above 3.5 points in a score ranging from 1-5, but not reaching the expected service qualities. Such result manifests that students find the library service mostly acceptable, but not preferable. Both junior and senior high students find ‘the accessibility of libraries’ most unacceptable. 4.Gender has relatively little effect on the difference of perceived quality of service, whereas there’s a big gap between junior and senior high school students. Junior high students tend to score higher than senior high students on perceived service quality. 5.It is imperative for comprehensive high school libraries to provide different service strategies for junior and senior high school students. Based on the result of the above study, the thesis suggests the following: 1.Libraries should use service quality assessment as a way to enhance their evaluation, whose result should be taken as managerial reference. 2.It is imperative to strengthen the promotion of the usage of libraries. 3.It is imperative to enlarge the organization scale of libraries so as to promote professional image and to enlarge service range. 4.It is imperative to upgrade soft, as well as hardware equipment of libraries to enhance information service of libraries.

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Su-Ling, chiu, and 邱素玲. "Strategic study of on-line reading club in senior high school libraries." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/33666711904035776921.

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Sitsebe, Vusi Friday. "Student discourse in a natural science classroom : a case study of high school teaching in Swaziland." Diss., 2012. http://hdl.handle.net/10500/8546.

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The aim of the study was to investigate classroom discourse among high school natural science students in Swaziland. The research problem was: Can student interactions tell us something about the negotiation of understanding during natural science teaching? A qualitative approach was used, specifically, the observational case study style. The population comprised three Form 4 students and their natural science teacher, purposely selected. Data was collected using the non-participant observation and the standardised open-ended interview methods. The collected data was analysed using the discourse analysis approach. The analysed data indicated that prevailing discourse patterns were teacher and student talk, as well as written work. A conclusion was that student classroom discourse in the natural sciences should be encouraged among all students for improved understanding and meaning making.
Science and Technology Education
M. Ed. (Natural Science Education)

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Lin, Cheng-Mei, and 林正美. "A study of Post Occupancy Evaluation in Elementary and Junior High School Libraries." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7m6ecy.

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碩士
國立政治大學
圖書資訊學數位碩士在職專班
106
Over the last ten years, our country has been popularizing the habit of reading through the national government and various local institutions’ financial policies for improving libraries’ reading spaces. These policies reveal that the environment does have a relative effect towards promoting the habit of reading. This study is based on the K-12 Education Administration’s financial policy, which provides environmental improvement for six elementary schools and junior high schools, in 2014. The purpose of this study is to investigate the difference between the readers’ numbers and their satisfactions towards the library’s new and old appearances. This study uses case analysis and surveys and concludes six perspectives about the readers' usages of the library before and after with their satisfactions towards the library's facilities. First of all, the library’s decoration cannot conclude the readers’ frequency of visiting the library. Second, the survey reveals that the library isn't fully used for education purpose since a higher percentage of students who do not use the library filled up the surveys. Third, the average frequency for students using the library is once to trice per week, with the time of an hour. Also. the main reason for students to visit the library is to borrow and return books. Fourth, different groups show huge differences between their satisfactions towards their experiences using the old and redecorated library. Fifth, most of the students’ surveys reveal that even though the new library provides a lovely environment for them, the students still feel a gap between their anticipated library and how the actual library appears. Sixth, students propose their recommendation for the library to acquire more computers, more air conditioning facilities and set a higher amount allowing students to borrow books. Through the integrated analysis, the study provides several recommendations for the future evaluation of the library’s interior modifications. First, modification of the library’s interior plan should emphasize on the readers’ visual perception and actual demands. Second, the library’s collection should increase as much as possible. Third, events for popularizing the library should be held once the library’s new decoration is modified. Fourth, the library should support all kinds of school’s field trips. Last, mobile applications should be promoted to solve problems for the lack of the library’s lack of hardware.

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Huang, Yu-Chun, and 黃喻淳. "The Study of Electronic Resources Collection and Its Service in High School Libraries." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90798375359604380505.

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碩士
國立臺灣大學
圖書資訊學研究所
98
The study explores how high school libraries choose and organize electronic resources, and how school teachers deploy them in the digital world. There are reasons why the study chooses high school libraries as my research objects. First of all, school libraries are the largest numbers among all kinds of libraries. They not only provide teaching resources, but also help students to cultivate reading habits and know how to access library resources. Besides, high school libraries play an important role in developing students’ self-learning skills, which would help them be ready for college student living. Hence, in order to achieve the foregoing goals, for high school libraries, having a plenty of collection is important. The study examines how high school libraries choose and organize electronic resources, what services they provide, and how electronic resources are been used. The research methods of the study include content analysis and interview method. With purposive sampling, 15 high school librarians were interviewed. By pre-reviewing the websites of those school libraries, the author pinpoints on the very different problems those high school libraries might have. The findings of the study as follow. First of all, the major types of electronic resources are database and internet resources, and the major sources of them are determined by library director or librarians, and recommended by teachers. Except for libraries, discipline teachers also shared electronic resources about teaching. Second, there is no electronic resources selection policy in high school libraries, and resources usually chose by library inside members. Furthermore, there are much difficult when choosing and organizing electronic resources. Then the chose resources are provided to users in resources list. Third, there are many methods to promote electronic resources, and to collaborate with teachers by using electronic resources at class. Finally, librarians don’t know teachers and students’ user satisfaction because they don’t have user survey. There are some suggestions for this topic, high school libraries should establish electronic resources collection policy or selection principles, and collaborate with other high school libraries to purchase electronic resources together. It also can integrate with other department in school to develop a teaching and learning center, in order to provide complete electronic resources and service.

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Mojapelo, Maredi Samuel. "Provision of school libraries in public high schools in the Limpopo province, South Africa." Thesis, 2014. http://hdl.handle.net/10500/19845.

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Well-resourced and functional school libraries are important resource centres for teachers and learners, particularly in historically disadvantaged communities where other information services such as public or community libraries and multipurpose centres are few or virtually non-existent. However, only a minority of the schools in South Africa have well-stocked and well-staffed school libraries. In the Limpopo Province, the situation leaves much to be desired because only 2.3 % of the state schools have well-resourced and functional school libraries. Importantly, for the different school library facilities to be functional, an approved school library policy with endorsed school library standards and models is essential. Amazingly, there is no approved and legislated national school library policy in South Africa to support a progressive, constructivist and resource-thirsty curriculum. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. The purpose of the study was to investigate provision of school libraries in the Limpopo Province. With well-stocked and functional school libraries, teachers and learners can access the library-based resources for curriculum support. The study was limited to public high schools only in both urban and rural communities of the province. The study is based on the constructive teaching and learning theory which emphasises the use of different resources to stimulate progressive and constructivist teaching and learning styles in schools. A multi-case study research design was adopted for data collection. Qualitative and quantitative research approaches were adopted in the study to investigate the focus of the study in-depth and intensively. Data were collected through questionnaires administered to 163 teacher-librarians or principals of the sampled 306 public high schools. The education officials, that is, the senior manager and two chief education specialists were interviewed face-to-face using an interview schedule. The findings of the study established that more than 33% of the public high schools in the study had a library facility. However, the findings indicated that the majority of the school library facilities were non-functional because the fundamentals of school library development such as a legislated school library policy are not in place. The absence of an overarching library policy leads to, lack of strategic direction, inadequate provision of resources, compromised functionality as well as the poor standing and value of school libraries. The study recommends that the newly launched National Guidelines for School Library and Information Services (2012) be legislated to become school library policy so that school library standards can be implemented in different school library models to enable teachers and learners to have access to library resources to support the constructivist and resource-based curriculum.
Information Science
D. Litt. et Phil. (Information Science)

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Atagan, Favour Ogochukwu. "An evaluation of the Russell High School's library collection in meeting the curricula needs of learners." Thesis, 2001. http://hdl.handle.net/10413/3245.

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The purpose of the dissertation was to evaluate the Russell High School library collection in meeting the curricula needs of learners. A study population consisting of 150 learners, 13 teachers, the librarian and Principal was surveyed by means of questionnaire and interview. Three types of questionnaires were used, one each for the learners, the teachers and the librarian. The Principal's interview was based on a checklist. Results were discussed in terms of frequencies and cross-tabulations of responses were made. Results are graphically displayed in the form of tables, pie charts and bar charts. The present situation of the library and its problems are discussed with regard to resources, the availability and suitability of the present collection, types of materials used, and satisfaction with the library by users as well as encouragement from teachers and the librarian to learners in the use of the library. The discussion was situated within the current requirements of Outcomes-Based Education as guided by Curriculum 2005 and 21. The study findings indicated that learners and teachers were satisfied with the library stock although a need for books, especially new titles, was identified. Learners and teachers felt that more books and better infrastructure for example, computers, television sets, and more space were needed. It was also revealed, however, that the budget was severely limited. These findings are discussed within the framework provided by a review of international, African and local school libraries. Recommendations for possible future services are made in the light of this discussion.
Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2001.

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Lin, Hong Yuan, and 林鴻源. "Senior High School Teacher Information Technology Integration into Teaching and Support Strategies of Libraries." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/17953564498455824961.

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碩士
國立政治大學
圖書資訊學數位碩士在職專班
99
In today’s informational education, information technology is fused into the courses, materials, and teaching also provides a meaningful learning progress to the learners for better teaching effect. These are the creativity and breakthrough that a teacher should have in teaching. The function of the school’s library is to collect and provide teaching materials to support teachers in teaching and students in learning. Therefore, it should have a close cooperative relationship with the teachers. This research is to discuss the situation, degree, and liberay-support-teaching strategy of the information technology brought in by high school teacher. We used questionnaire investigation and the group interview to gain the data and the opinion of the high school teachers on these issues. Later, propose effective strategies that support teaching. In general, the current status of high school teachers blend in the informational information is: (1) the integral performance is bad; (2) it’s better in making teaching tools but worse in communication and sharing; (3) male, age under 40, with highest degree of bachelor and 6-10 years of teaching experiences in the arts and also hold administration office has better performance; (4) teachers in public high school who make use of library a lot and attend information-related seminar for more than 24 hours within a year have better performance. For investigating teachers blend in information technology, we adapted LoTi scale with eight simple levels to classify the degree. The research result is similar to the current status that (1) the integral blend in degree is “average;” (2) blend in level 4a (integrate- mechanization) has the highest proportion; (3) the blend in ratio of entire teacher is 2:5:3, low-medium-high; (4) male, age under 30, with highest degree of bachelor and 6-10 years of teaching experiences in the arts, attend seminar for 19-24 hours within a year, teach in Taipei City with an administration position in public high school and often use the library has better performance The general resulf of the demand and satisfatory degree that teachers hold toward liberary support teaching are: (1) integral performance: strong teaching demand but bad satisfactor; (2) in the aspect of teaching demand, “Internet resource and electronic database” has the highest point; “long-distance teaching support” has lowest point; (3) teachers’ personal variables of public high school teachers, medium blend in level (3-benedly, 4- integrate) have higher teaching demand; (4) in the aspect of satisfactory, “soft- and hard-ware equipment” has higher point and “long-distance teaching support” has lower point; (5) the satisfactory of teachers in Pingdong County is lower than those in Taipei City; teachers in private vocational school has lower satisfactory than those teachers in other kinds of schools. The result of general interview is that the effective support strategy of high school library includes: (1) enrich teaching resource. Libraries should provide abundant electronic books, electronic resources and databases for teaching; establishes cross field material, courses, and evaluating learning platform, etc; (2) elevate service. The library should have a team with profession and enthusiastic; hold regular discussion, information knowledge seminar to understand the needs of teachers and students also increase informational content; cope with teaching demand and collect these data and make recommendations, etc.; (3) build up a reward system. Encourage teachers actively work with the librarians in favor of blending of school informational technology; (4) maintain good interaction. Having a good relationship with teachers is the primary work of all librarians and it also is the key to the success of the library activities. Finally, this research proposes several recommendations in library-support teaching for related units: (1) hold more in school discussion to understand the needs of the teachers; (2) encourage teachers to participate in the seminar to increase literacy in information; (3) assign teaching material with life and digitalize; (4) corporate in supporting teaching and draw reward regulations; (5) the quality of a libarian should be both professional and enthusiastic; (6) set up additional support team to provide professional service; (7) integrate access website to link to the Internaet resources; (8) integrate destric resource and set up electronic database.

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Dubazana, Faith Khanyisiwe. "The school library as an integral part of the curriculum : a case study of peri-urban high school around Durban." Thesis, 2007. http://hdl.handle.net/10413/922.

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The study focuses on school libraries as an integral part of the curriculum. This is an area of inquiry, which has potential to make the South African curriculum accessible among teachers and learners through collaboration with the teacher-librarian. The critical questions that guide the study are based on the role of the school library as an integral part of the curriculum and the systems, procedures and strategies that enhance the utilisation of the school library for curriculum purposes. An interpretive methodology with a case study design format is applied to investigate the questions in the context at one public high school on the outskirts of Durban.
Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

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范綺萍. "THE STUDY OF HIGH SCHOOL LIBRARIES IN UTILIZING THE COMMUNITY RESOURCES－ FROM EXAMPLE OF TAIPEI COUNTY HIGH SCHOOLS." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/58866829431961559875.

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碩士
國立臺灣師範大學
圖書資訊學研究所在職進修碩士班
98
This study aimed to exam the practical experience of high school libraries managing community resources to conduct marketing activities to understand the connections to the community resources, the cooperation styles and the factors for success of high school libraries. The challenges and solutions are also discussed in this study. The researcher conducted depth interviews with the library directors or leaders from 13 Taipei County high schools. After analysis, interpretation and induction on the collected interview data and cross discussion with relevant literatures, the study came out with several research results: Firstly, Taipei County high school libraries mostly initiated activities to explore the five kinds of community resources, in particular for human resources and financial resources. The gaining of natural resources was related to the rank of local fusion that the library staff possessed. Many libraries have become the producers of cultural assets. And the exploration for the resources of the institutions lay on the initiatives and capability of libraries to propose cooperation projects. Secondly, the cooperation model of high school libraries to use community resource was found: both sides established a cooperation consensus and develop the memo for the work. The libraries provided feedbacks to the community that gave the resources. The roles that the library plays are the collector, integrator and publisher of community resources. They are also the providers of specialized collection, the instructors for creating community resources, and the output of the information flow to enhance the effectiveness and the quality of teaching in schools, to form the special features of libraries or schools and to reinforce the community interactions. Thirdly, the effectiveness of high school library to use community resource was found. During the process of inputs, transformation and output of various resources, the personnel, finance, collection, equipment, and premises are improved in quantity and quality. The cultural display windows combined with teaching curriculum, website design and digital collections brought the learning energy and visibility of libraries and community resources. It increased the recognition of the library and built the operating features. There were four libraries recognized the functionality to supplement the “cultural center” or “community library”. One library was considered as the resources center for the elementary and high schools in the community. Fourthly, the difficulties of high school library to use community resources can be classified into categories of people, matter, place, and time. They were solved by library directors to build related policies and attitudes for cooperative communications. Schools supported for public relationship and at the same time expected the improvement from the government policies. They also used the creativity to find other resources to address the difficulties of development. Fifthly, Taipei County high school library would like to develop information and organization resources. They expect to have stable funding and resources and wish the school libraries can be open for the community gradually. It was suggested to make improvement on the disadvantageous factors of energy efficiency policies and limit of standard outsourcing procedures. The more explicit resource network and better vertical and horizontal connection in and among high schools were also considered necessary. According to the findings and discussion, the study provided some suggestions for the library respondents, principles, education authorities in local government: The suggestions for library respondents: 1. To start from the application of various financial and institutional projects or programs for human resource innovation and to improve the service quality and teaching activities to win support. 2. To use a variety of meeting and propaganda to communicate the vision of library and adhere to the professional standards. 3. To use community resources to set up collections with natural and cultural features in the region for display and to be the special feature of the library. 4. Deliberations on the feasible way for library to open for community use. The suggestions for principles in high schools: 1. To look into the importance of ultimately using high school library resource and enable the library as the foundation of qualified school. 2. Principals should proceed from the aspect of the system to assist library funding independently and build the information media group. 3. Principals should integrate the services from different departments in school to gain administrative team consensus and support as the backup for library community resources development. The suggestions for Taipei County Board of Education: 1. The County government authorities need to lead the vertical and horizontal connections and facilitate strategic alliances and resource integration. 2. Taipei County high school libraries are seen as the professional platform and drive for Taipei County school reading program. 3. The County government should implement the course for library utilization education to prepare principles or directors the knowledge of making use of library resources and instructing the reading programs. 4. The County government can hold seminars related to library management for principles and multi-departments to build the library management and resources development concept and consensus. Keywords: school libraries, high school libraries, teaching resource center, community resources

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Liao, Hsiu-fen, and 廖秀芬. "The reading motivation model and issue of public junior high school libraries in Taoyaun county." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/90889227725379931545.

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碩士
國立臺灣師範大學
社會教育學系在職進修碩士班
97
This paper highlights the reading motivation model and issue of public junior high school libraries in Taoyaun county; the conclusion and recommendation are made according to the research result. Based on the background of research issue and motive, four research purposes are concluded as follows: I.Understanding the concept of reading motivation by Taoyuan county public junior high school principals and person in charge for libraries II.Understanding the status of reading motivation of Taoyuan public junior high school libraries III.Understanding the model for reading motivation IV.Understanding the difficulties and resolution strategies, prospect and expectation. This research generalizes the following conclusions on the basis of documentation research and practical visit: I.Administration personnel agree that reading is the fundamental of all learning, and the importance of reading motivation. II.Taoyuan public junior high school library is the support center of reading motivation learning. Visited Schools in Taoyuan based on The Assessment of the Coltivation on the Field of Reading&the Pursuit for Brilliant Achievement and The Project of Reading to actively engage in reading motivation. III.Model of reading motivation of Taoyuan public junior high school library 1.Create comfortable reading space, books and library related resources and equipment, offering best reading environment. 2.Full-functioned school library promotes reading organization structure. Based on lim 3.ited resources to create infinite possibilities by divide and cooperation. 4.Make the library resources alive and integrate the social cultural system to promote reading together. IV.Difficulties and resolution,prospect and expectation of Reading Motivation of Taoyuan public junior high school library : 1. Difficulties and resolution of reading motivation: (1)Library is college classroom; not administration organization. When the management resources is insufficient, library-management experienced teachers should be hired to assist the library management. (2)Junior high school library opening hours cannot match student's need. It should utilize the library volunteers to extend the opening hours.and promot the library service. 2. Prospect and Expectation of reading motivation (1)School library’s responsibility for reading motivation a.Library provides reading education site, complete storage, fine equipment, and comfortable reading space. b.Based on policy, hire qualified library personnel and elaborate school library's functions practicably. c.Increase budget for library's computing systems and other facilities to create a better learning environment. d.Establish library honored volunteering system and student's achieve full year open time for reading room to satisfy student's requirement and provide the best environment for teachers and students to study together. (2)School teachers’ responsibility for reading motivation a.Administration and Chinese language teachers research discuss and promote school reading activity. They accept the opinions and plan for a long term reading promotion plan. b.Chinese language teacher plan the reading promotion and induced-writing, creative reading classes in order to promote the reading atmosphere and improve the language learning as well as teaching efficiency. c.Conduct the lecture guidelines for teachers in order to enhance reading lecturing abilities. d.Library should practicably utilize education to upgrade the reading atmosphere and establish reading-preferred school. Key words：Public junior high school library、reading activity

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42

Mukwevho, S. D. "The challenges of not having a library at secondary school in Sibasa Circuit and the management thereof: a case study of Vhembe District." Diss., 2015. http://hdl.handle.net/11602/785.

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43

Richey, Jennifer Elaine Moore. "The role of high school librarians as sexual health information providers : perceptions from two social systems." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3776.

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Educating adolescents about sexual health in schools has been a controversial issue for the past 40-plus years. Multiple studies conducted by academic scholars, government agencies, and private organizations have concluded that adolescents receiving sexual education in schools typically make healthier decisions than adolescents not receiving a formal sexual health education, and adolescents participating in comprehensive programs make healthier choices than adolescents participating in abstinence programs. Texas school districts are not required to teach sexual education, but if they choose to do so, adolescents receive abstinence education. Texas adolescents also consistently report making more unhealthy sexual decisions than adolescents in other states. According to the social constructivist epistemology, learning occurs through social interactions with people, symbols, and tools. Interactions with various people, institutions, and information formats construct adolescents’ knowledge about sexual health. High school librarians who teach information literacy skills, who provide sexual health information resources in their collections, and who promote intellectual freedom improve adolescents’ knowledge about sexual health. The more informed adolescents are, the more likely they are to practice healthier sexual behaviors. Myriad factors encourage and discourage high school librarians from playing the role of sexual health information provider. This study explores the role high school librarians play as sexual health information providers within the framework of Role Theory. According to Role Theory, individuals exhibit predictable behaviors within a specific context based on socially constructed expectations. Multiple factors, both internal and external, may inhibit individuals from playing roles. District level library coordinators and high school principals share their perspectives about high school librarians playing this role and the factors influencing librarians’ willingness to do so. Data was collected through three rounds using the Delphi technique. Library coordinators and principals disagree about the role librarians play. Together participants identified fifteen motivators and five barriers to information provision.
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44

Self, Sharon Williams. "A quasi-experimental study of student use of periodicals for independent research projects in high school libraries." 1990. http://books.google.com/books?id=c-fgAAAAMAAJ.

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Cole, Paula G. "Self-regulation and the secondary school library media center a development project /." 1996. http://books.google.com/books?id=L7fgAAAAMAAJ.

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46

Ying-hua, Yang, and 楊瑩華. "A Study on Senior High School Principals' Perceptions of the Transformation of Libraries into Instructional Resource Centers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72055023256761819351.

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碩士
國立臺灣師範大學
圖書資訊學研究所
98
The purpose of this research is to investigate the present situation of the transformation of libraries into instructional resource centers in senior high school based on the implementation of Informaion Education and the perception of senior high school principals who participated in the transformation of libraries into instructional resource centers. The study is to provide a reference for management, operation and development of school libraries. Firstly, the study used survey research to investigate the development of 87 senior high school libraries in Taipei City and Taipei County. All participants are librarians and the recall rate of valid questionnaires is 100%. And then the study used case study to interview 7 senior high school principals who participated in the transformation of libraries into instructional resource centers. According to the results of questionnaire investigation and interview, the following results are obtained: 1.The development present situation of the transformation of senior high school libraries into instructional resource centers: (1)More than 50% senior high school libraries in Taipei City and Taipei County are recognized as instructional resource centers. (2)However libraries change names or not, the transformation of libraries still go on. (3)Most of the personnel who join the libraries cause of transformation have information speciality. (4)The personnel of libraries increase obviously, but it cannot equal the outcome of libraries 2.The process of libraries transformation that senior high school principals participated in: (1)The decision of libraries transformation has planned for many years and it have effect on the support of the policy. (2)The catalyst of libraries transformation is the change in human affairs. (3)The definition of functions and manpower are the two chief considerations of the execution of libraries transformation. (4)The Success of libraries transformation is caused of suitable personnel. 3.The anticipation of libraries that senior high school principals expect: (1)The key hindrance is the difference of personnel’s perception. (2)There is a Tendency towards the outsourcing of general computer service. (3)It is still not in agreement on the revision of Library Law.

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47

Krige, Neeltje A. C. (Ansie). "High school students' use of licensed databases and digital resources via the public library in the East cobb area of Atlanta, Georgia, USA." Diss., 2008. http://hdl.handle.net/10500/1489.

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The study aimed to examine high school student usage of licensed databases available through public libraries in Atlanta-USA. A descriptive quantitative survey was conducted via a web-based questionnaire among 135 East Cobb high school students. The findings revealed that most students are aware of these licensed databases, but their usage is low (1:10) compared to Google. However, as students advance in grade levels, their database usage increases and GALILEO is the most-used licensed resource. Factors that influence student database usage include: specific academic needs; teacher instruction to use specific databases and frequent Digital Information Literacy (DIL) instruction. Most students receive DIL instruction at school, but their DIL skills are still inadequate. To increase usage of licensed databases as reliable information resources, the study recommends collaboration between public libraries and high schools, including incorporation of Generation Y's digital information preferences such as Google-type simplified interfaces, cutting-edge technology and time-saving search features.
Information Science
M.A. (Information Science)

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48

Chiang, Ming Hsiu, and 江明修. "Study on the current management condition and in the 2nd grade of junior high school students’ satisfaction of Taichung county junior high school libraries based on the establishing and operation standards of junior high school library." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/37314021901859166217.

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碩士
國立臺中教育大學
區域與社會發展學系碩士班
99
Abstract Based on the Establishing and Operation Standards of Junior High School Library, the study aims to examine the current management condition, teaching methods and contents of library information utilization, promotion of reading activity, and students’ satisfaction of Taichung county junior high school libraries. Surveys were conducted on the 2nd class students (2010) and persons in charge of libraries of 46 public junior high schools in Taichung County. Data were collected on library management, education on utilization of library information, and promotion of reading activity. Among all the sent “Questionnaires on the Current Management Condition of Taichung County Junior High School Library,” 46 valid were returned. Another “Questionnaires on Library Using Condition and Satisfaction” were sent to collect data on students’ library using condition and satisfaction, a total of 741 valid returned. Both questionnaires are subject to frequency distributions, percentage rank, and one-way ANOVA for statistic analysis. Major findings are: A. Personnel: 34.7% of the librarians have professional training; no schools have established a steering committee stipulated by the Establishing and Operation Standards of Junior High School Library. B. Future development: 82.6% have no plan on future collection; 67.4% have no out-dated books elimination rules; and 60.1% have no book choosing policy; 58.9% fails to conform to the collection requirements, 95.7% fail to meet newspaper and journals requirements set forth in the Establishing and Operation Standards of Junior High School Library. Funds for purchasing collection come mostly from Education Office/Bureau of respective local governments. C. Installation: 37% are located on the 3rd floor; floor area averages the size of one or two classrooms; 93.5% of the floor area is occupied by information counter; and only 8.7% have information retrieving area. D. Management and operation: 97.8% operate mainly on providing book borrowing and returning service; open time are limited to off-class hours, and fail to meet the required 40 hours per week; all of the libraries have set up booking borrowing and returning rules; 93.5% provide take-out service. E. Education on information utilization: 34.8% have implemented education on information utilization, mostly conducted by class teachers or full-time teachers; the former has 25% students, while the latter has 81.3% students been instructed in Chinese Literature class. F. Promotion of reading activity: 80.4% conduct reading instruction (at between classes or weekly gathering); and 68.9% promote presentation of reading report. G. The top three items on the satisfaction list are: (i) Installation: clear marking of service items; journals/magazine section, and moving line planning; (ii) Service: book borrowing and returning procedures; book returning process, and time-limit of borrowing; (iii) Promotion: exhibition activity, language/speech competition, and books exchange promotion activity.

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Chung, Po-Chung, and 鍾柏中. "A Study of Students’ Perception in Service Quality and Satisfaction toward Junior High School Libraries in Taichung City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/gw3fne.

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50

Friel, Linda de Lyon. "The information research process with low-achieving freshmen using Kuhlthau's six-stage model and the interventions that facilitate the process." 1995. http://books.google.com/books?id=9LngAAAAMAAJ.

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Dissertations / Theses on the topic 'High school libraries – Swaziland'

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