Dissertations / Theses: 'Teaching Library'

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Häger-Weigel, Elisabeth, and Claudia Schmidt. "Die Kunstbibliothek als Teaching Library." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1228921972615-62207.

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Noch vor wenigen Jahren in aller Munde, geradezu versatzstückartig in jedem Bibliothekskonzept verwendet und bibliothekspolitisch eingesetzt, ist es inzwischen ruhig geworden um den Begriff „Teaching Library“. Dies könnte schlimmstenfalls als Hinweis auf das Abebben einer Modeerscheinung gewertet werden; tatsächlich jedoch scheinen viele Bibliotheken ihre Funktion als „Orte des Lernens“ – auf vielfache Weise inhaltlich untersetzt – seit dem mit großer Selbstverständlichkeit als Kerngeschäft definiert zu haben, so auch die Kunstbibliothek der Staatlichen Kunstsammlungen Dresden....

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Parrott, Deborah, and Reneé C. Lyons. "Teaching Civics in the School Library." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2372.

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This session will encourage school librarians to consider the precepts of the book "Teaching Civics in the Library." Specifically, participants will be encouraged and shown how to utilize high-interest trade books and carefully evaluated websites to immediately integrate school librarianship and civics education. Participants will be introduced to carefully constructed questions eliciting civic discussion, as well as detailed civic action/service project suggestions, for all grade levels, along with civic-oriented reading promotion plans, collection development best practices, grant writing options, and extended units of learning. First, a brief discussion will ensue as to the role of a school librarian in creating civic-minded students pursuant to AASL Learning Standard 3. Next, participants will be introduced to methods and best practices associated with this role, as listed above, actually participating in a Socratic discussion based in award-winning children's literature (for purposes of modeling). Then, a smattering of projects, promotion plans, helpful organizations, and grant opportunities will be highlighted, along with an inquiry as to successful programming across the country. A Q and A session will provide additional information in association with the ideas which most highly piqued audience interest.

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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Delahoyde, Theresa Hawkins Peggy L. Morin Patricia J. Hutchinson Christine. "Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Theresa Delahoyde, MSN, RN to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on health professions education. This dissertation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, PhD, RN, BC, CNE - chair ; Patricia Morin, PhD, RN - committee member ; Christine Hutchinson, JD - committee member. Includes bibliographical references.

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Maderholz, Gertrud. "Teaching Library - Konzept für eine Benutzerschulung an einer Fachhochschule." [S.l. : s.n.], 2004. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11675731.

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Kelly, Christa D. "Teaching practices that affect student attitudes toward writing." < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2004. http://www.su.edu/library/digitalthesis/kellychrista.pdf.

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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Introduction." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620823.

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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Acknowledgments." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620824.

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Lyons, Reneé C. "Heeding Our Forefather’s Directives: Teaching Civics in the School Library." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2417.

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Lonzo, Lavonia Lonzo. "Adult Public Library Patrons' Perceptions of an Academic Library E-Learning Resource." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5370.

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Many Americans lack the skills required to use public access computers and the Internet at public libraries (PLs). Staff members of a PL in the Midwestern United States provide basic computer training to support patrons' Internet and public access computer use. However, adult patrons who are beyond the basic skills level and those with sensory-disabilities are underserved. The purpose of this qualitative single-case study was to understand how an academic library's information literacy e-resource affected the PL's adult patrons' learning based on the perceptions of adult patrons at a PL. Kling's social informatics served as the study's conceptual framework and the research questions centered on how academic library's e-resource affected the participants' learning. Purposive homogeneous sampling was used to identify 10 participants over the age of 18 who were patrons at the target site. Data were collected using observations, semi structured interviews, and document review. The data were analyzed using coding and structural analysis. Themes supporting the findings of an academic e-resource affecting the participants' learning included standards-based e-resource sharing across library types, digital exclusion, digital inclusion, change, and innovation. A white paper was developed including a summary of the findings and the recommendation that library leaders adopt the academic library's e-resource system to improve access and to support individuals who have sensory disabilities as well as patrons beyond the basic skills level at the study site. The implications for social change include enhanced e-services and the potential expansion of the patron base to include underserved stakeholders within the urban PL community.

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Fake, Ingrid Christine. "Adaptations teaching the learning disabled student in the visual arts /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1995. http://www.kutztown.edu/library/services/remote_access.asp.

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Woodward, Nakia J. "Teaching Public Health Principles to a Medical School Community Medicine Rotation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8837.

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Beck, Catherine Tacci. "A discipline-based approach towards teaching architecture on the secondary level." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Bolton, Marcia. "The impact of continuous staff development on teaching practices in Reading Recovery." < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2004. http://www.su.edu/library/digitalthesis/boltonmaria.pdf.

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Smid, Mary Kay. "Nursing student's self efficacy following participation in a service learning teaching activity." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Mary Kay Smid to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.

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Watson, Dana L. "Assessment of a Library Learning Theory by Measuring Library Skills of Students Completing an Online Library Instruction Tutorial." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3599/.

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This study is designed to reveal whether students acquire the domains and levels of library skills discussed in a learning library skills theory after participating in an online library instruction tutorial. The acquisition of the library skills is demonstrated through a review of the scores on online tutorial quizzes, responses to a library skills questionnaire, and bibliographies of course research papers. Additional areas to be studied are the characteristics of the participants enrolled in traditional and online courses at a community college and the possible influence of these characteristics on the demonstrated learning of library skills. Multiple measurement methods, identified through assessment of library instruction literature, are used to verify the effectiveness of the library skills theory and to strengthen the validity and reliability of the study results.

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Lavigne, Nancy C. "Authentic assessment : a library of exemplars for enhancing statistics performance." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35324.

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This manuscript incorporates recent proposals for enhancing the learning of mathematics by developing authentic statistics instruction and assessment for eighth grade students based on a cognitive apprenticeship approach. The goal of instruction was for small groups to create statistics projects that addressed a meaningful research question. To ensure that criteria for assessing such performance were understood, groups were assigned to two treatments--library of exemplars and text--which differed in the degree to which criteria were explicit. The effectiveness of elaborating on criteria through examples (i.e., library) or text (i.e., text) for enhancing learning was examined. Both treatments demonstrated significant performance gains from pretest to posttest. However, students' understanding of representative sampling was significantly better as a result of receiving the library treatment than the text treatment. Making criteria more elaborate through examples of performance can thus enhance students' understanding of more abstract statistical concepts such as sampling.

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Ma, Yuxin. "Exploring Faculty Perceptions of a Case Library as an Online Teaching Resource." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/2.

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Professors need alternative programs to support their online teaching. This dissertation reports an initial study in a long-term research agenda for developing a faculty online teaching solution. The primary purpose of the study is to explore faculty perceptions of a case library to help decision makers and researchers determine whether they would pursue the use of such a tool to support faculty online teaching. The secondary purpose of the study is to generate design knowledge to inform future development of and research on this or similar case libraries. The methodology of this study includes three components: development research, rapid prototyping, and qualitative methods. Development research and rapid prototyping provided a three-stage framework for this study: conceptualization, development, and research. I synthesized the literature to create conceptual models of an Online Teaching Case Library (OTCL) at the conceptualization stage, built a prototype to implement the models at the development stage, and conducted research to evaluate the prototype at the research stage. Qualitative methods guided data gathering and analysis. I recruited seven faculty participants based on a purposeful sampling technique. To gather the data, I followed a three-step data collection process: initial interviews, contextual interviews, and final interviews. This process allowed me to observe and interview faculty participants while they were exploring the prototype. I analyzed the data by following an 11-step procedure synthesized from the works of Miles and Huberman (1994) as well as LeCompte and Schensul (1999a). This study found that on one hand, faculty members might use an OTCL, because they perceived that this tool could support their apprenticeship approach to learning to teach. On the other hand, however, their perceived decision to use an OTCL would also be influenced by the perceptions of the usefulness and usability of the tool. The study identified the initial evidence supporting an OTCL as an online teaching resource and the challenges involved in developing and implementing such a solution. It provides a base for decision makers to determine whether they would adopt this tool. It also offers some design guidance for those who do want to pursue this solution to faculty development.

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McCaw, Scott R. "Implications for middle school teachers concerning the intersection of teachable moments and dialogic moments: asymmetry, surprise and learning environments /." PDF Mode of access, 2008. http://www.dbq.edu/library/collectionsPDF/mccaw.pdf.

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Mgquba, Sibusisiwe K. "Library as a collaborative partner in teaching and learning : role and Contribution of the library in e-learning at Monash University." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/51263.

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Technology enhanced learning has become one of the dominant modes of teaching and learning in higher education today. Indeed, it seems that no higher education institution can survive without embracing the new educational technologies that have come to define teaching and learning in the knowledge era. E-learning as such, has become one of the dominant forms of delivering teaching and learning content. Rooted in established pedagogical foundations, e-learning adopts the constructivist approach to teaching and learning which attributes the construction of knowledge to learner experiences. Thus learners construct their own understanding and knowledge through interaction with others. As universities adopt the e-learning approach, libraries are also forced to find ways to deliver their content in ways and in platforms where the new generation of students interact. The focus of this research is to find out how Monash University Library has risen to the challenge of integrating its vast resources and services through the medium of e-learning, especially pertaining to the delivery of Information Research and Learning Skills (IRLS). The research aims to find out what the challenges, strengths and limitations are in this mode of information and content delivery. But the most pertinent question the study seeks to answer is “What is the effectiveness of e-learning in the provision of IRLS”. The results of the study culminate in a few suggestions by the researcher which could be employed to better assess the effectiveness of e-learning in IRLS.
Mini Dissertation (MIT)--University of Pretoria, 2015.
Information Science
MIT
Unrestricted

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Hall, Wendy K. "Assessment of college elementary methods courses on two dimensions confidence and lesson assessment /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1990.
Abstract precedes thesis as [3] preliminary leaves. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 41-42).

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Currie, Joni L. "Traditional and interdisciplinary teaching approaches a comparative study of teacher's attitudes toward the arts in general education /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1988.
Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaves i-ii. Includes bibliographical references (leaves 60-64).

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Giovarelli, Thomas Anthony. "An Investigation of how video can be used effectively in teaching sound recourding techniques for commercial radio." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Rose, Diana Florence. "Evaluation of computer-based aids in library and information studies." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/7172.

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The idea that computers are important as an aid to learning has gathered momentum due to ecomomic and social conditions. Moreover, the number and flexibility of computer hardware and software has lead to them being used at all levels of education, from primary school to higher education. This is learning at a distance as it involves no direct contact with the teacher in the traditional sense. This study, which is in the form of a formative evaluation, involves computer-based aids used to deliver commercial packages and reading lists in information and library studies topics. The evaluations involved tutors, academic librarians and students at all levels; research and undergraduate. Staff and students from Loughborough University and the Department of History at Leicester University were participants, as well as tutors and academic librarians from various British universities. To complete the study, questionnaires and interview questions were designed to reflect the backgrounds of participants, their views on the success, or otherwise, of the aids and their views on computer-based learning in general. Quantitative and qualitative techniques were to determine outcomes. Commercial packages were highlighted and some comparison was made between staff and students with regard to outcomes. Features which were more successful were identified, and information was gathered on how students use automated reading lists. The value of this study is two-fold. First, it brings forward information which can be used to improve computert-based learning and, second, it pinpoints the situation as it was during the years of evolution, i.e. 1992-1996.

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Jones, N. E. "The use of simulation in the teaching of library management : a critical appraisal of the development of the Blackford Polytechnic Library simulation." Thesis, University of Bradford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355234.

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Kick-Samy, Mary. "Worked examples in teaching queries for searching academic databases." Thesis, Old Dominion University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571174.

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The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, Chandler, & Sweller, 1998; Kalyuga, Chandler, Tuovinen, & Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance (Renkl, Atkinson & Grobe, 2004). This study showed that studying worked examples was more effect than solving problems or completing fading examples when learning to form search queries for library databases, an ill-structured problem-solving environment. In addition, participants within the worked-example group with low, intermediate and high levels of domain-specific knowledge achieved parity. Within the traditional problem-solving group, those with low domain-specific knowledge performed less well than those with high domain-specific knowledge.

Keywords: cognitive load theory, worked-example effect, fading examples, expertise-reversal effect, information literacy.

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Bailey-Shimizu, Pamelalee. "First Nations Tribal Library and Social Research Center." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1952.

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Evans, Paul, of Western Sydney Nepean University, and Faculty of Visual and Performing Arts. "A multimedia system to instruct novice users of online library catalogues." THESIS_FVPA_XXX_Evans_P.xml, 1996. http://handle.uws.edu.au:8081/1959.7/342.

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The research reported here focuses on the application of multimedia to the teaching of information skills in academic libraries. Specifically, the research project has involved the development and evaluation of a multimedia system to instruct novice users of online library catalogues. The research has included an investigation of the characteristics and needs of novice library users. The ways in which novices approach using library-based information technologies which may be applied to any instructional programme for teaching novices how to use library-based information technologies. The research project has involved the development of a comprehensive multimedia system based on the theoretical model. The multimedia system was designed using Macromedia Director v.4.04. The production techniques and operation of the multimedia system are described in some detail. The multimedia system was evaluated and tested using formative evaluation strategies. The evaluation involved the prototype system being reviewed by expert librarians, and multimedia producers, as well as novice users of online library catalogues. The information gathered during the evaluation was used to make suggestions about improvements to the design of the prototype. The results of the evaluation are reported and analysed.
Master of Arts (Hons)

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Mondschein, Lauri A. "The development of an interactive computer program to be used as a teaching aid in a college course covering A/B roll editing." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2002.
Source: Masters Abstracts International, Volume: 45-06, page: 2808. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 45-47).

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Lyons, Reneé Critcher. "Teaching Civics in the Library: An Instructional and Historical Guide for School and Public Librarians." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/078649672X.

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Civics education is "on the books" in all 50 states, yet civic illiteracy is widespread. Only one third of 12th graders are able to explain the significance of the Declaration of Independence, and fewer than half of 8th graders know the purpose of the Bill of Rights. This instructional guide explores the foundations of civics education--and the reasons for its demise--with commentary from civics education leaders and scholars across the nation. Questions for eliciting civics discussion are provided for all grade levels, along with detailed civic action and service projects and reading plans. Best practices and grant writing options are included. The author argues for a return to early 20th century civics education and details the traditional and present-day role of America's libraries in developing a civic-minded populace. School and public librarians are urged to utilize trade books and carefully evaluated websites to integrate civics within educational and youth services offerings.
https://dc.etsu.edu/etsu_books/1015/thumbnail.jpg

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Brook, Julia. "An on-line digital video library of piano teaching: A case study with five teachers." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27572.

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Professional development is an integral part of one's career, providing opportunities for growth, reflection, and improving practices. In the field of piano pedagogy, most teachers work independently, often providing instruction from their home, therefore finding appropriate professional development opportunities may be limited by proximity (both in terms of time and physical distance) as well as financial constraints. To meet this need, an on-line digital video library of piano teaching (DVL) was developed and a multiple-case-study methodology was employed to examine the experiences of five piano teachers as they interacted with this tool for four weeks. Findings from this study indicated that viewing the DVL was a beneficial professional development activity, which facilitated teacher learning that could be immediately carried over into their teaching situation resulting in increased student success. Keywords. professional development, piano pedagogy, digital video library, asynchronous distance education

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Hays, Lauren. "Academic Librarians' Teacher Identity Development through the Scholarship of Teaching and Learning| A Mixed Methods Study." Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810849.

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This dissertation was an explanatory sequential mixed methods study that sought to understand academic librarians’ involvement and experience in the Scholarship of Teaching and Learning (SoTL). Specifically, the researcher studied academic librarians’ teacher identity development through SoTL. Quantitative data were collected from a survey sent to the Association of College and Research Libraries Information Literacy listserv. Semi-structured interviews with seven academic instruction librarians who took part in the survey provided qualitative data that complemented and built upon the survey results. The theoretical framework, Communities of Practice, guided and supported the research. Results from the study indicated that academic instruction librarians are involved in SoTL for a variety of reasons, but primarily because they believe participation in SoTL improves their teaching. Also, the null hypothesis of if librarians engage in the Scholarship of Teaching and Learning, their identities will be the same as they were before was rejected, and the research hypothesis was accepted. Engagement in SoTL does impact academic instruction librarians’ teacher identity. After involvement in SoTL most research participants reported that their view of themselves as a teacher grew. Participation in SoTL also impacted academic instruction librarians’ instructional practices. After participation in SoTL, study participants reported an increase in their attitude toward self-improvement and in their use of active learning strategies. These study findings have implications for Library and Information Science (LIS) graduate schools, academic library administrations, and professional development organizations.

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Doucette, Wendy C. "Teaching Motivation that Works: Structuring Graduate-Level Research Support Workshops to Foster Centered, Focused Self-Sufficient Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5351.

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All too frequently, instruction librarians’ only opportunity to teach students distills down to the fifty-minute, one-shot, make-or-break experience. We disseminate the essential information as requested—how to use the library, how to search the databases, and so on—with little time to explain why all the pieces fit together and why they are important. Worse, well-intentioned librarians often strive to cover as much as possible in these sessions, oversaturating and frustrating their student audience. Even in settings of brief duration with no follow-up, another approach is possible. Rather than attempting to demonstrate everything at once, we can interject effective, real-life motivational tactics into the session by highlighting the underlying purpose of the process demonstrated. In other words, we can focus not simply on “what” or “how” but on “why.” Providing this context and structure not only grounds students, it clarifies and demystifies the process. Understanding that purpose and method are as important as data better empowers students with strategies to pursue their own needs independently. This chapter focuses on graduate students, particularly those in doctoral programs, but with a little creative thinking, these strategies could also be adapted for application with undergraduate learners.

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Smith, Curtis John. "Evaluation of the effectiveness of using an interactive video system to supplement classroom instruction." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Gates, Angela. ""A (blind) woman's place is (teaching) in the home"| The life of Kate Foley, 1873-1940." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254368.

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This thesis examines the life and career of Kate Foley, home teacher of the blind with the California State Library from 1914–1940. The purpose of this investigation is to determine how Foley, who was disabled, built a successful career with the state library despite facing significant discrimination and prejudice. Using a wide variety of primary source material, including letters, library publications, conference proceedings, newspaper articles, and census data, this biography evaluates Foley’s pioneering role as well as the challenges she faced. Home teaching provided a new vocational opportunity for blind women, whose professional choices were extremely limited. Despite her unique career, the extensive contributions she made, and the fact that she was lauded upon her death as a pioneer and asset to the State of California, Foley’s life has been largely ignored in the historical literature. This biography remedies the omission, drawing upon the history of library services, the history of disability, women’s history, the history of Progressive Era California, and the history of state and federal welfare systems to provide context for her life and achievements. Chapters include discussions of the cause of Foley’s blindness, her education at the California School for the Blind, her volunteer teaching work, her career with the California State Library, the early organized blind movement, and the development of social services for blind individuals.

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Omenyo, Rosekel. "The role of the school library in teaching and learning: a case study of a public basic school in Accra, Ghana." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23393.

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This study examined the role of school library in teaching and learning and sought to establish the relationship between the use of school library resources and teaching and learning in basic schools in Ghana. The study was conducted in Achimota Basic School (ABS), using the case study methods of interviews, observation, focus group discussions and document analysis. The findings revealed that students and teachers appreciate the presence and function of the school library acknowledging it as fundamental in every educational system especially at the basic school level. The findings also revealed that students and teachers actually used the library resources in site of the fact that one of the challenges facing the library was the inadequacy of its stock. It is hoped that the findings of the study will persuade the Ministry of Education and the Government of Ghana to reconsider the role of school libraries in basic schools. Recommendations are made toward improving school libraries in general and the Achimota Basic School Library in particular.

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Ndwandwe, Sipho Cyril. "Teaching and learning of Information ethics in Library and Information Science Departments/Schools in South Africa." Thesis, University of Zululand, 2009. http://hdl.handle.net/10530/1281.

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A dissertation submitted in partial fulfillment of the requirements for the degree of Masters in Information Science at the University of Zululand, South Africa, 2009.
This study investigated the nature and level of information ethics education in Library and Information Science Departments in South Africa. The study was carried out using both qualitative and quantitative methods through a survey and content analysis. All 12 LIS Departments in South Africa were targeted. Within these departments, the departments’ Heads, lecturers teaching the module, and the course outlines/study guides of information ethics modules formed the target population. Data was collected via questionnaires that were emailed to the Heads of the various LIS Departments, who were also requested to forward a separate set of questionnaires to the lecturers teaching information ethics modules. Departments that offered information ethics modules were also requested to forward the study materials of their modules (i.e. their study guides) for content analysis. Of the twelve LIS Departments, responses were received from only seven. These were departments from the Universities of Zululand, Pretoria, Cape Town, South Africa, KwaZulu Natal, the Western Cape, and the Durban University of Technology. Study guides for content analyses were received from the three LIS Departments that offered information ethics as a full stand-alone module. These were the LIS Departments at the Universities of Zululand, Pretoria and South Africa. The results of the study indicate that in most LIS Departments, information ethics was taught in the content of other modules and not as a stand-alone module. In the LIS Departments that offered a stand-alone information ethics module, the module was only first offered in 2nd year, the rationale being that at this level, students are senior enough to appreciate information ethics. It was also found that the stand-alone information ethics modules were only offered by LIS Departments. Furthermore, only one lecturer from the University of South Africa had a background in both Library and Information Science and Philosophy; the rest of the lecturers in the LIS Departments had backgrounds only in Library and Information Science. The study also found that in terms of the units covered in information ethics modules, there was quite a bit of diversity, with each LIS Department offering its own version of information ethics. However, issues of intellectual property, copyright and privacy were covered across the board. The study acknowledges the ethical dilemmas facing information professionals and recommends that information ethics be made a major component of LIS education and training, in which case it would be offered as a full standalone module.

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Beaird, Marilyn Miller. "The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2221/.

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This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.

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Brown, Elaine Louisee. "An examination of the roles and responsibilities of health education professionals teaching methods courses and library science professionals directing curriculum materials centers in providing educational materials for use by teacher.. /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818137.

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Osman, Zaiton bte. "The school library as a learning and teaching resource : a survey of library use by Standard Six pupils and teachers in selected primary schools in Peninsular Malaysia." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/14037.

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This study is basically a survey designed to investigate whether primary school libraries in Malaysia are used for the purpose of learning and teaching. This study is the first of its kind in Malaysia, involving the three main groups connected with library use in schools, namely pupils, teachers and' teacher-librarians. The subjects of the study are Standard Six pupils, teachers and teacher-librarians from thirty-four selected schools throughout Peninsular Malaysia. They comprise 3,417 pupils (11-12 years old), 152 teachers and 34 teacher-librarians. Questionnaire data were obtained to examine the following areas: 1. Use of the library by Malaysian primary school children. 2. Perception, role and involvement of teachers in library activities. 3. Perception, role and involvement of teacher-librarians in library activities. The study also examined to what extent the "Project to Encourage the Use of the School Library" undertaken at federal and state levels from 1981-1985 had been successful in encouraging and promoting library use in primary schools. The questionnaire data provided the quantitative input, while field visits to ten schools to interview teachers, teacher-librarians and pupils as well as 10 observe library periods provided the in-depth and qualitative perspectives to the study. The quantitative data were tabulated and comparisons between Project and Non-project schools were made. Where appropriate, chi-square tests of significant differences were made. Some of the major findings were: 1. That Malaysian primary school children: (a) use the library at least once a week mainly to borrow and relurn books; (b) tend to borrow a mixture of fiction and nonfiction books but more of fiction; (c) occasionally use library books for learning. 2. That Malaysian primary school teachers: (a) consider higher order teaching objectives more important; (b) send pupils to the library at least once a week; (c) do use library materials for teaching; (d) are of the opinion that reading and reference materials in their library are available and suitable forteaching but for a majority of them not adequate for learning needs; (e) are generally involved in library activities, but not for teachingllearning purposes. 3. That teacher-librarians in Malaysian primary schools: (a) are mainly responsible for book acquisition and selection; (b) have a greater teaching workload than library workload; (c) are exposed to library skills and library use as teacher-trainees; (d) are generally trained in librarianship with 17.6% having dual qualifications. 4. That the Project had been successful in encouraging and promoting library use for teaching and learning in primary schools. Based on the findings, recommendations were made.

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Lyons, Reneé C. "Trips and Treks: Teaching Endangered Species Through Literature." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2367.

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Nwakanma, Chukwuemeka Dean. "Alignment of competencies as identified by library and information science educators and practitioners : a case study of database management." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94179.

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Library and Information Science (LIS) education must equip its graduates with the level of competence commensurate with the demands of entry-level positions available in the field. This is more so in the area of information technology (IT) that is widely acknowledged to be rapidly evolving thereby offering unique job specifications and or positions in LIS. This exploratory research investigates the extent of alignment between the level of competence proposed in learning objectives by LIS educators, and the level of competence required from LIS graduates by practitioners in the field. The study focuses specifically on cognitive competence, and in the domain of database management (DBM) within LIS education in US and Canada. The Taxonomy Table (TT) designed by Anderson and Krathwohl (2001) was used as a conceptual framework, to analyze learning objectives obtained from DBM educators and practitioners to determine the levels of competence proposed by educator and practitioners in DBM. The levels of competence derived from educators and practitioners were then compared to determine the extent of alignment between the levels of competence offered by LIS educators, and the levels of competence expectations of LIS practitioners from graduates in DBM.
Une fonnation en bibliothéconomie et les sciences de l’infonnation (BSI) doit équiper ses finissants de compétences qui répondent aux besoins du marché du travail. C’est d’autant plus vrai dans le domaine des technologies de l’infonnation et des communications où il est reconnue y avoir une évolution rapide créant des caractéristiques de tâches et/ou des emplois uniques en BSI. Cette recherche exploratoire examine le degré de concordance entre le niveau de compétences proposé par les objectifs d’apprentissages émis par les éducateurs en BSI et celui demandé aux finissants en BSI par les professionnels du domaines. L’étude est concentrée spécifiquement sur les compétences cognitives dans le domaine de la gestion de bases de données (GBD) dans les contexte d’une éducation en BSI aux États-Unis et au Canada. Le tableau taxonomique conçut par Anderson et Krathwohl (2001) sert de cadre conceptuel pennettant d’analyser les objectifs d’apprentissage obtenus chez les éducateurs et les professionnels. Cette analyse détennine le niveau de compétence offert par les éducateurs et celui demandé par les professionnels. Ces niveaux sont ensuite comparés afin de quantifier le degré de concordance entre les niveaux de compétence offerts par les éducateurs en BSI et les attentes que les finissants en BSI devront combler afin de satisfaire les professionnels en BSI en se qui attrait à la GBD.

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Ho, Wai-pan Anthony, and 何慧彬. "Integrating information literacy into the curriculum: collaboration between university library and faculty." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039821.

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Malapela, Thembani. "A study into the availability of and access to electronic journals for teaching and research by the academic staff at the Faculty of Agriculture, University of Zimbabwe." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13108.

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Includes bibliographical references.
Researchers have relied on journals as a source of current research information for more than 350 years. In sub-Saharan Africa, researchers and libraries complain about a lack of access to subscription electronic journals despite an increase in electronic journals access schemes for developing countries. Furthermore, African researchers lag behind in publishing their work when compared to their counterparts in the developed world. Research was carried out in the Faculty of Agriculture at the University of Zimbabwe, which sought to investigate electronic journal availability from the researchers’ perspectives; to discover how electronic journals are used for teaching and research; and how faculty use journals in their publications. To explore this multi-faceted objective, four key sub-objectives emanated from the main research objective. The first sub-objective was to determine to what extent the available electronic journal collections met faculty’s electronic journal teaching and research needs. The second was to establish journal usage through analysing journals cited in faculty research papers and reading lists given to graduate students. The third was to understand the problems if any, encountered in accessing electronic journals –establishing the nature and frequency of these problems. The last was to explore if academic staff desire and publish their research and in the process, to understand the obstacles they face. This study used methodological triangulation, and data was gathered through three main research methods. These were an electronic journal availability study, a 26 question- 7 survey, and a citation analysis. Each respective method addressed a respective sub-objective, with an overlap of methods for the fourth objective. The findings revealed that 85.5% of the required journals were available across the available electronic journals collections. Faculty members use electronic journals for their work; however, they need training to access and to be aware of what journal content is available. While faculty members aim to be published, evidence indicated that they use less recent journals in their published works. There was no evidence that suggested that access to electronic journals alone leads to increased publications.

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Klingler, Scott Lavell. "What makes a quality Ph.D. program in library and information sciences?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5499/.

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The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.

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Al-Alawi, Bader. "Web based learning system : teaching Arabic language for beginners /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/al-alawi.pdf.

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Toohil, Theresa K. "Curriculum-Oriented CAI Based On Instructional Technology To Be Used For Teaching Secondary School Students Introductory Library Skills." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/885.

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In 1990, the New York State Education Department presented a syllabus that required the teaching of curriculum-oriented library skills and suggested the use of computers to be integrated with the teaching of these skills whenever possible. Schools in New York State are now trying to implement the suggestions in the syllabus. Many authors of educational articles have written at length concerning the incorporation of computer-assisted instruction (CAl) into the classroom, but clear directions have not been provided in the literature for the design or implementation of the necessary software. The purpose of this study was to design a program based on a CAl model to be used for teaching secondary school students introductory library skills. The skills were integrated with the educational curriculum. The CAl design was based on the instructional technology of Gagne and Merrill; and it was implemented in the code of a specific introductory library lesson. The program was statistically evaluated using three matched groups of ninth grade students at Lindenhurst Senior High School in Lindenhurst, New York. The total number of participants was 105 with 35 students in each instructional group: CAl, traditional, and control. The statistical tests used were analysis of covariance and t-tests based on the results of the analysis of covariance. The design developed in this study for educational software based on current learning theory was shown to be as educationally effective as teacher-centered instruction. Results demonstrated that implementation will facilitate efficient use of educational time and money in the secondary school environment.

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Reagon, Renee Anne. "Competencies required by South African, entry-level, library and information science graduates." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

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Battle, Joel C. "The Effect of Information Literacy Instruction on Library Anxiety Among International Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc5552/.

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This study explored what effect information literacy instruction (ILI) may have on both a generalized anxiety state and library anxiety specifically. The population studied was international students using resources in a community college. Library anxiety among international students begins with certain barriers that cause anxiety (i.e., language/communication barriers, adjusting to a new education/library system and general cultural adjustments). Library Anxiety is common among college students and is characterized by feelings of negative emotions including, ruminations, tension, fear and mental disorganization (Jiao & Onwuegbuzie, 1999a). This often occurs when a student contemplates conducting research in a library and is due to any number of perceived inabilities about using the library. In order for students to become successful in their information seeking behavior this anxiety needs to be reduced. The study used two groups of international students enrolled in the English for Speakers of other Languages (ESOL) program taking credit courses. Each student completed Bostick's Library Anxiety Scale (LAS) and Spielberger's State-Trait Anxiety Inventory (STAI) to assess anxiety level before and after treatment. Subjects were given a research assignment that required them to use library resources. Treatment: Group 1 (experimental group) attended several library instruction classes (the instruction used Kuhltau's information search process model). Group 2 (control group) was in the library working on assignment but did not receive any formal library instruction. After the treatment the researcher and ESOL program instructor(s) measured the level of anxiety between groups. ANCOVA was used to analyze Hypotheses 1 and 2, which compared pretest and posttest for each group. Research assignment grades were used to analyze Hypothesis 3 comparing outcomes among the two groups. The results of the analysis ascertained that ILI was associated with reducing state and library anxiety among international students when given an assignment using library resources.

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Taylor, Pamela Denise. "Promoting Information Literacy through Teacher - School Library Media Specialist Collaboration." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1718.

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Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.

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Dissertations / Theses on the topic 'Teaching Library'

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