Relevant bibliographies by topics / University of Alberta. School of Library and Information Studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'University of Alberta. School of Library and Information Studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "University of Alberta. School of Library and Information Studies"

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Voskoboinikova-Huzieva, Olena. "DIGITAL HUMANITIES IN HIGHER EDUCATION SYSTEM OF CANADA." Continuing Professional Education: Theory and Practice, no. 2 (2019): 58–62. http://dx.doi.org/10.28925/1609-8595.2019.2.5862.

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The urgency of the article is due to the increased impact of information and communication technologies on research in the field of socio-humanitarian cycle sciences, which led to the emergence of interdisciplinary direction of research and projects – Digital Humanities, increasing socially important digital content (electronic collections, archives, libraries, museums) and the need for training specialists for this area of activity. The author relies on the main provisions of the publications by V. Kopanieva, T. Yaroshenko, S. Chukanova, O. Oliinyk, and Manifesto for the Digital Humanities. The purpose of the paper is to analyze the experience of preparing specialists in Library Science and Information Sciences (LIS) in the interdisciplinary Master’s Degree Programs in Digital Humanities in Canada and determining the prospects for introducing such programs in Ukraine. The author uses the systematic approach to determining the prospects of training specialists in Digital Humanities for libraries, educational institutions, museums, archives, and other cultural institutions. Methods of analysis of literary sources and information resources, content analysis of university sites in Canada, comparative analysis of educational programs Digital Humanities are applied. The University of Alberta (Edmonton, Canada) was selected as the main research object, where the 3-year Interfaculty Educational Program upon Digital Humanities and the Master of Science in Library and Information Research (MLIS) is offered by the Digital Humanities Program and the Library for Information Studies School. The comparative analysis of the contents of the Interfaculty Educational Program upon Digital Humanities at the University of Alberta and the educational and professional program on Information, Library and Archives Management at Borys Grinchenko Kyiv University stimulated the decision to develop a new specialization in Digital Humanities for undergraduate Master’s program students in Ukraine. Digital Humanities combine information and communication methods and theories with research and teaching in the field of art and the humanities. The training of specialists in the field of DH is an actual and important task for the higher education system in Ukraine, and the experience of universities in Canada can be extremely useful.
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Kong, Richard, and Kate Marek. "Case Study: Dominican University School of Information Studies and Skokie Public Library Internship Partnership." Library Trends 66, no. 1 (2017): 23–36. http://dx.doi.org/10.1353/lib.2017.0026.

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Hoffner, Courtney, and Antonia Osuna-Garcia. "LibGuides Groups in practice: Building a partnership between an academic library and an information studies school." College & Research Libraries News 81, no. 4 (April 9, 2020): 197. http://dx.doi.org/10.5860/crln.81.4.197.

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The University of California-Los Angeles campus is home to an iSchool and a robust library system, consisting of nine physical locations and even more affiliated library units. It would seem natural that the iSchool would partner with the library to provide library and Information Studies students with opportunities to learn practical skills to enhance their resumes.
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May Beddow, Lucinda, and S. Michael Malinconico. "Frederick G. Kilgour participates in 1994 University of Alabama School of Library and Information Studies Alumni Day activities." Program 29, no. 2 (February 1995): 183–90. http://dx.doi.org/10.1108/eb047196.

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Libraries, North Carolina. "Library and Information Science Research 1999-2001: A bibliography of Master's Papers from the University of North Carolina School of Information and Library Science." North Carolina Libraries 60, no. 1 (January 21, 2009): 26. http://dx.doi.org/10.3776/ncl.v60i1.239.

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Agnew, Laura. “Characteristics and Benefits of Online Support Groups.” 135 pages. July 2001. Headings: Information services – Special subjects – Disease; Virtual communities – Medical; Information needs – Medicine; Information eds – Self-help; Surveys – Information needs; Use studies – Internet.
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Varlejs, Jana. "The University of Wisconsin-Madison School of Library and Information Studies Continuing Education Services: A Profile in Stability." Journal of Education for Library and Information Science 43, no. 1 (2002): 69. http://dx.doi.org/10.2307/40323989.

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Mohammed, Rabiu Nurudeen. "POSTGRADUATE STUDENTS INFORMATION SEEKING BEHAVIOUR IN THE FACULTY OF MANAGEMENT SCIENCES, BAYERO UNIVERSITY, KANO, NIGERIA." American International Journal of Multidisciplinary Scientific Research 6, no. 4 (December 19, 2020): 1–14. http://dx.doi.org/10.46281/aijmsr.v6i4.916.

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The study examines postgraduate student’s information seeking behavior in the faculty of management sciences, Bayero University, Kano, Nigeria. Information play critical role in human daily activities such as school life, work, marital life and any other kind of scenario. The concept of information seeking behavior has attracted researchers’ attention and has been of great concern to stakeholders in the academia. Academic libraries avail information from different sources and formats. Objectively the study examines postgraduate students’ information seeking behavior in order to understand students’ information seeking behavior and provide guide to improve the quality of education and performance. Survey research design were use and the population consist of the entire postgraduate students in the faculty of management sciences at Bayero University, Kano, due to difficulty to reach all the population, purposive sampling were applied which result to the selection of (200) respondents comprising of (50) respondents from each of the four departments and questionnaire were issued to them. From the findings it is obvious that in the course of carrying out their studies postgraduate students seek information as a result of activities they engage such exam preparation, dissertation/thesis work, updating knowledge, lecture notes update, personal reading and general reading. However, the result implies that majority of the respondents use library for information concerning exam preparation while the lowest is for general reading to improve their knowledge. The study conclude that postgraduate students do engage in information seeking behaviour for various reasons even though these are hinder by some obstacles. The study recommends the need for management to improve service delivery in the aspect of electronic library, researchers should be guided easily and educated so as to facilitate easy collection of library materials, users should also be guided to enhance easy retrieval of information, continuous training of library staff should be given attention in order for them to be friendly and give quality service to information seekers and finally problem of poor electricity supply should be addressed to make the environment conducive for learning.
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N.B., Nisha, and Rekha Rani Varghese. "Literature on Information Literacy." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 308–15. http://dx.doi.org/10.14429/djlit.41.4.16405.

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The paper provides an overview of the research conducted on various aspects of Information Literacy. Many studies have been conducted in India and abroad on different facets of Information Literacy and pinpointed that information literacy is an essential skill in the era of information explosion. This paper provides an outline of the research done on Information literacy all over the world. By analysing 104 studies on information literacy, the present study indicates that Information Literacy is an essential skill in the current society. The importance of libraries in imparting information literacy is also mentioned in many studies. The literacy training has to be started at the school level, and it should be included in the curricula. The review shows that the only solution to reduce the digital divide gap among the information-rich and information-poor citizens is information literacy. Many initiatives have been started in India to bridge this gap. Many organisations and Associations like UNESCO, IFLA, American Library Associations, Society of Colleges, National and University Libraries (SCONUL) have framed different standards and Information Literacy models for various types of information users.
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Conrick, Margot, and Anita Wilcox. "Information Literacy Education for University Undergraduates: A case study in a Library initiative in University College, Cork, Ireland." Nordic Journal of Information Literacy in Higher Education 5, no. 1 (December 4, 2013): 11–21. http://dx.doi.org/10.15845/noril.v5i1.184.

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In Ireland, there is an identified need to address the inconsistency that exists in Undergraduate Education at entry to university level. This article aims to provide a roadmap of generic skills teaching which in turn will form the foundation of a Teaching for Understanding (TFU) framework, as developed in " Ten Years at Project Zero: A Report on 1993 - 2002", Harvard Graduate Studies School of Education, in the 1990s (HGSE, 2003). Thus, at UCC, a structured, comprehensive and collaborative approach was used to develop a programme which would initially begin within the Library, but would also form the nucleus of, and have the potential to become, an all-inclusive Information and Communications Technology (ICT) type, university-wide, credit bearing module. To contextualise our model we will firstly look at the prevailing background to our project and review some of the existing literature and international standards on Information Literacy (IL).
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Hörzer, Birgit, Karin Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, Christian Schlögl, Monika Schneider-Jakob, and Maria Seissl. "Education for academic librarians in Austria: From the early beginnings up to the present." Education for Information 36, no. 4 (December 16, 2020): 441–55. http://dx.doi.org/10.3233/efi-190343.

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After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.
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Dissertations / Theses on the topic "University of Alberta. School of Library and Information Studies"

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Esson, Rachel Margaret. "How good is survey design in medical libraries? a systematic review of user surveys : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1282.

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Carman, Nicholas. "LibraryThing tags and Library of Congress Subject Headings a comparison of science fiction and fantasy works : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1272.

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Shepheard-Walwyn, Emma Jane. "Usage and impact factor correlations in electronic journals submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1265.

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Tong, Wendy Yee. "An analysis of encyclopaedia citations in University of Auckland Doctor of Philosophy dessertations, 2007 and 2008 submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1270.

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Pibulsilp, Thanawadee. "An investigation of cultural influence on academic library usage and experience of international medical students from Asian countries a case study of students at the Christchurch School of Medicine, University of Otago, Christchurch : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1273.

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Leslie, Susan Elder. "An examination of the information behaviour of new entrepreneurs in the start-up phase of a business submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1271.

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Hwang, Kyu Won. "A selected annotated bibliography of the resources on the perceptions and attitudes in relation to people who stutter : covering the period from 1990 to the present day submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1280.

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Golfo-Barcelona, Mary Grace. "Towards a master’s program in archival studies at the School of Library and Information Studies (SLIS), University of the Philippines." 2017. http://hdl.handle.net/1993/32220.

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Abstract The archival community worldwide faces challenges posed by the advent of digital communication, shifting understandings of archives prompted by a new emphasis on the power of means of communication and archives to shape knowledge, and fundamental debates that have followed over how archives should be run. Archivists from different parts of the world have started to revamp archival concepts, learn new skills, and acquire the specialized knowledge through graduate level education (master’s and doctoral degrees) necessary to address these challenges. Such specialized university degree programs in archival studies are fairly new phenomena. Professional education for archivists was initially offered in many countries by archives themselves to their new staff members and through conferences held by archival associations. Some then followed with one-year graduate diploma programs that eventually developed into a full master’s degree. In Canada, the Association of Canadian Archivists first established guidelines for master’s degree programs for educating archivists in 1976. The first master’s program in Archival Studies offered in North America was launched in 1981 by the University of British Columbia. In the United States, the first guidelines for the development of a graduate program in Archival Studies came out in 1993. In Asia, by the late 1950s courses in archives were offered in several countries such as Vietnam, Taiwan, and the Philippines, but not as a specialized degree program. In the Philippines, archival courses are only being offered as elective courses within library and information studies programs. There is, thus, a major gap in the programs of archival education in the Philippines. Certain factors that are unique to the Philippine archival profession further increase the existing common challenges facing archivists across the world and heighten the need for a specialized master’s degree in Archival Studies. These factors include: inadequate access to records or archives that document the country’s rich cultural and historical heritage, which makes research on the richness of Philippine history and culture difficult; the natural environment of the Philippines that makes it disaster prone requires special education in the care and management of the archives; and the relative youth of the archival profession in the country and thus limited number of properly educated professional archivists. This thesis discusses these challenges and how they can be addressed through a graduate program in Archival Studies. Lastly, the thesis offers a rationale and proposal for a master’s program in Archival Studies at the School of Library and Information Studies, University of the Philippines.
May 2017
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Moore, Penelope Anne. "The cognitive and metacognitive demands of library research as experienced by Form one students : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." 1992. http://hdl.handle.net/10179/1519.

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In recent years educators have become increasingly aware of the necessity to support the development of higher order thinking abilities in all students. It has been suggested that, in this regard, special attention should be given to those aspects of the curriculum "which are inherently enabling of further learning" (Resnick, 1987, p44). Library research skills tuition is one such area but traditional modes of teaching these have frequently overlooked the cognitive and metacognitive demands of tasks requiring information retrieval and use. The extent of these demands as they affect students undertaking project assignments independently was largely unknown and prompted the following study. To access the levels of knowledge and thinking processes used by students, think aloud/concurrent interviews were conducted individually while 23 Form 1 students (mean age 11 years 8 months) attempted to gather information for a project. These interviews were videotaped and then replayed to students to provide memory cueing for retrospective interviews. Students were found to have wide ranging metacognitive knowledge, the accuracy of which influenced their performance on the information retrieval task. However, the knowledge they made public concerning the learning task and the criteria by which their learning would be assessed was very limited. Few students voiced recognition that the criteria for evaluation would have implications for the way in which they approached the learning task itself. In contrast, they voiced considerable awareness concerning the expected features of the materials they must use, qualities of their own learning abilities and processes, and interactions between these. However, Form 1 students often lacked an accurate understanding of the relationships within the library system and between access structures in individual books. Overall they had insufficient general and tactical knowledge to facilitate the use of alternative action paths when a favoured approach failed. However, both able and less able students were found to engage in some form of executive control processing. Two case studies are presented which illustrate differences in the quality of students' executive control processes. In particular, students varied in the degree to which monitoring events triggered associated planning and regulation/revision episodes. The findings are discussed in terms of their implications for providing a learning environment that supports the development of higher order thinking and increased information retrieval success.
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Moyo, Mercy. "Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa." Diss., 2017. http://hdl.handle.net/10500/24807.

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During the 21st century, electronic resources have become an important component in every sector of society and the academic sector is no exception. Academic libraries worldwide have adopted the technologies involved in electronic resources, with some replacing their traditional collections with e-resources, which are more accessible by users. This study was conducted at the University of South Africa (Unisa) and was aimed at investigating the levels of awareness and usage of e-resources by third-year students in the School of Arts. The study used the descriptive survey study design, which is quantitative in approach. The target population comprised of 5 377 third-year students enrolled in the seven departments in the School of Arts and a proportional sample of 360 students was drawn from the population by using stratified random sampling. Library staff was also included in the study, in order to determine students’ usage patterns of e-resources and to establish initiatives available at the Unisa Library to increase awareness and use of e-resources. Online questionnaires distributed via Survey Monkey were used as the data collection instrument. The study established that the Unisa Library subscribes to a wide range of e-resources and has a number of initiatives in place to encourage the awareness and usage of these resources. However, 50, 3% of the student respondents were unaware of the availability of Unisa e-resources. The study also established that the majority of students use e-resources for study and research and that, although they have basic information and communication technologies (ICTs) skills, the majority of students lack advanced information search and retrieval skills, which are required to utilise e-resources properly. The four main barriers that prevent students from accessing and using e-resources were the cost of access to the internet, unavailability of relevant literature for studies, lack of time to do online searches and preference for information freely available on the internet. To encourage increased awareness and use of e-resources, the study recommend the development of an e-resources marketing strategy, the introduction of an information literacy module for all first-year students, the provision of infrastructure and technologies for access, development of specialised library assistance services, balancing of the electronic library collections across different subjects, tutors including more e-resources references in study guides and tutorial letters and hiring of more library staff. The study concludes that the Unisa Library has a wide variety of electronic library resources and services needed in academic institutions, but awareness and usage of the resources is quite low, due to several factors highlighted in the study. Therefore, the Library should step forward and ensure that the resources are fully utilised by following the recommendations suggested in the study.
Information Science
M. Inf.
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Books on the topic "University of Alberta. School of Library and Information Studies"

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Brundin, Robert E. From the codex to the computer: Twenty-five years of the School of Library and Information Studies. Edmonton, Alta: School of Library and Information Studies, University of Alberta, 1995.

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Dattilo, Maurizio. Forty years of library education: The School of Library, Archival & Information Studies, University of British Columbia, 1961-2001. Vancouver: School of Library, Archival & Information Studies, University of British Columbia, 2001.

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Duderstadt, James J. Challenges of a knowledge society: Ehrlicher Room dedication, School of Information and Library Studies, October 4, 1990. [Michigan: School of Information and Library Studies, University of Michigan, 1991.

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Dalhousie University. School of Library and Information Studies. Self-study report prepared for the Committee on Accreditation of the American Library Association 1989. Halifax: Dalhousie University, School of Library and Information Studies, 1989.

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Science, University of Toronto Faculty of Library and Information. A proposal for a Master of Information Science in the Faculty of Library and Information Science at the University of Toronto: A report to the School of Graduate Studies, University of Toronto. [Toronto, Ont: s.n., 1985.

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Pan, Pacific Library Conference on Information Transfer and Networks (1991 Manoa Hawaii). Information linkages over space and time: Proceedings of the Pan Pacific Library Conference on Information Transfer and Networks, School of Library and Information Studies, University of Hawaii at Manoa, January 13-16, 1991. Honolulu, Hawaii: School of Library and Information Studies, University of Hawaii, 1991.

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University of Michigan. School of Information and Library Studies. Three-year report, July 1, 1997-June 30, 1990. [Ann Arbor, Mich.]: The School, 1990.

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Hunt, Mary Alice. Transitions: The informal history of a school in celebration of its 50th anniversary, 1947-1997 : with alphabetical and chronological listing of all graduates through December 1996. [Tallahassee, Fla.]: School of Library and Information Studies, Florida State University, 1997.

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University of British Columbia. School of Library, Archival, and Information Studies. Self-study report. Vancouver: University of British Columbia, School of Library, Archival and Information Studies, 1991.

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Carmel, Michael. Reconciling microcomputer databases: Report of a project submitted in part fulfilment of the degree of Master of Science in Information Science, University College London, School of Library, Archives and Information Studies. Guildford: South West Thames Regional Library Service, 1990.

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Book chapters on the topic "University of Alberta. School of Library and Information Studies"

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Shapiro, Debra. "The Master’s in Library and Information Studies Program via Distance at the University of Wisconsin-Madison." In Advances in Library and Information Science, 222–28. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch015.

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A narrative history of the development of the online Master’s degree at the University of Wisconsin-Madison, School of Library and Information Studies (SLIS), from its inception in collaboration with an Illinois public library system, to its current, fully online iteration is given. In addition, course delivery methods, from videoconferencing to Web-based methods, are outlined, and other details of the program are described.
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O'Neil, Erin, and Sarah Severson. "Notes from the field: Three Wikimedian-in-Residence case studies." In Wikipedia and Academic Libraries. Michigan Publishing, 2021. http://dx.doi.org/10.3998/mpub.11778416.ch14.en.

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When the University of Alberta Library hired its first Wikimedian-in-Residence (WIR) in 2019, the team had difficulty finding detailed information about how to plan for a WIR and set up the role for success. This chapter details two Wikipedia residencies that served as a guide for the Alberta team in building their WIR project. Case studies of the University of Toronto and Concordia University in Montréal are presented alongside a case study of the University of Alberta. Each study includes details about how the role was approved and funded, how hiring decisions were made, how the WIR focused their efforts, and the impact at their institution. Together, these three examples demonstrate the variety of options for funding and hiring a WIR role and for the focus of the WIR’s work in their term. The chapter poses concrete questions for librarians considering implementing a WIR role at their institution and offers recommendations from each WIR experience as guidance in answering those questions.
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Cesevičiūtė, Ieva, and Gintarė Tautkevičienė. "Research Data Management Support at Kaunas University of Technology." In Advances in Library and Information Science, 52–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4546-1.ch003.

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Kaunas University of Technology is one of the largest technical universities in the Baltic region. The university staff has been involved in different Open Access- and Open Science-related activities for more than a decade. Different initiatives have been implemented: stand-alone and series of training and awareness-raising events, promotion of Open Access and Open Science ideas so that institutions develop their Open Access policies and make their repositories compliant with larger research infrastructures. Within the institution, the initiatives of Open Science are implemented as a result of joint effort of the library, the departments of research, studies, and doctoral school. The current tasks involve revising the institutional Open Access guidelines and facilitating the implementation of data management plans in doctoral studies. In this chapter, the aim is to provide an overview of the efforts highlighting the successes and failures on the way to best practice in research data management support both institutionally and on the national level.
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Stokes, Joseph, Rachel Keegan, Mark Brown, and E. Alana James. "Digitalization of Higher Degree Research (HRD) and Its Benefit to Postgraduate Researchers." In Advances in Library and Information Science, 133–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7065-3.ch007.

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Graduate Schools offer supports to enhance and improve the graduate skills development of their postgraduate research community not only in their research but also in preparing them for their future careers. The European University Association Council for Doctoral Education has identified the digitalization of doctoral education as necessary to the future to fully globalize the graduate school offerings. This vision is aligned, for example, to several of the objectives in Dublin City University 2017-2022 Strategic Plan. Online supports go towards the development of DCU as a global university allowing us to attract, and to provide aid to, research students who are studying primarily outside of Ireland. The same structured support also benefits staff who are involved in the life cycle of a research student. Therefore, it is important to assess the needs of our graduate researchers in terms of online supports and to provide them with such tools to ascertain if their needs can/are being met. Hence, this chapter begins this journey by determining what online resources our doctoral community use to move their studies forward and then follows on to measure the value of one resource “DoctoralNet,” which offers comprehensive support to such students. This chapter discusses surveyed material, yielding a positive message that our doctoral education requires such digital resources to meet their (students') educational needs.
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Kazmer, Michelle M., Amelia N. Gibson, and Kathleen Shannon. "Perceptions and Experiences of E-Learning among On-Campus Students." In Advances in Library and Information Science, 45–64. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch004.

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This chapter explores the experiences of on-campus graduate students in Library and Information Studies (LIS) who take online classes using the relevant literature and analyzing data from an exploratory study to begin to answer the overarching research question: What are the factors influencing the perceptions and affective experiences of on-campus graduate students who take courses taught via Web-based instruction? Specific subareas of the existing research literature addressing student perceptions of online learning and hybrid and blended learning provide direction and frame the discussion. Empirical evidence is provided via qualitative data from a study comprising face-to-face, semi-structured interviews with 20 on-campus students at the Florida State University School of Library and Information Studies (SLIS), all of whom must take online courses to complete the Master’s degree at SLIS.
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Revercomb, Pamela Lipe, and Ruth V. Small. "Information Technologies in Educational Organizations." In Current Issues in IT Education, 268–85. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-753-7.ch022.

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In this chapter, the collaborative design, development, implementation, and evaluation of a new interdisciplinary course being offered by Syracuse University’s School of Information Studies and School of Education are described. The course was offered to graduate students in response to the need to revise two master’s degree programs at Syracuse University and in order to satisfy new state competency standards for certification as Educational Technologists and School Library Media Specialists. The course development process, course objectives, course content and activities, and the results of a formative and summative evaluation conducted by the researchers are included, as well as recommendations for future implementation, including distance delivery.
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Bishop, Kay, and Christine Kroll. "Planning and Implementing Online Programs." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 106–26. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch006.

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This case study reviews the planning, development, and initial implementation of an online Master’s of Library Science (MLS) degree program at a large public research university. The development process will be presented from both a school-based and a department-based perspective. A review of the literature found articles and books that address online programs in education and library science; however, the majority of those publications focus on either the experiences of students or the concerns of faculty members who deliver courses through distance education technologies. Very few of the resources address the full spectrum of planning, developing, and implementing an online program. The authors found that the MLS program development process greatly benefited from existing school-based policies and procedures, while some barriers and challenges were also encountered in the context of customizing those policies and procedures for the Library and Information Studies (LIS) department. The authors believe these experiences will inform practices at other institutions and departments considering initiating online programs.
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Bishop, Kay, and Christine Kroll. "Planning and Implementing Online Programs." In Cases on Building Quality Distance Delivery Programs, 44–58. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch004.

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Abstract:
This case study reviews the planning, development, and initial implementation of an online Master’s of Library Science (MLS) degree program at a large public research university. The development process will be presented from both a school-based and a department-based perspective. A review of the literature found articles and books that address online programs in education and library science; however, the majority of those publications focus on either the experiences of students or the concerns of faculty members who deliver courses through distance education technologies. Very few of the resources address the full spectrum of planning, developing, and implementing an online program. We found that the MLS program development process greatly benefited from existing school-based policies and procedures, while some barriers and challenges were also encountered in the context of customizing those policies and procedures for the Library and Information Studies (LIS) department. We believe our experiences will inform practices at other institutions and departments considering initiating online programs.
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9

Ball, Warwick. "Introduction." In Archaeological Gazetteer of Afghanistan. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199277582.003.0009.

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The background to the present work lies in the exciting archaeological climate of Afghanistan in the 1970s. Increasing numbers of foreign archaeological missions were engaged in fieldwork: following on from the pioneering work of the Délégation Archéologique Française en Afghanistan (DAFA) since 1922, British, German, Italian, Japanese, Soviet, and US missions were undertaking active research, as well as the Afghans themselves under the auspices of the Afghan Institute of Archaeology. The latest to establish a permanent presence in Kabul was the British Institute of Afghan Studies, in 1972. To keep abreast of these activities, in 1979 work on compiling a simple card-index file of archaeological sites in Afghanistan was begun for the library of the British Institute. It was designed as a quick, working reference guide to the major sites for the use of researchers who needed further information on a particular site or sites, modelled on those indexes existing at the time in the British School of Archaeology at Athens and the Institute of Archaeology at London University. The value of such a guide soon became apparent, and it was decided to expand this index into a full catalogue encompassing as many of the sites and monuments as possible that could be found from published sources. As such, all known sites, whether they were simply unidentified mounds observed in passing or major monumental and excavated sites, could be referred to quickly and a comprehensive list of publications dealing with each site be consulted, in tandem with expanding the Institute library. In its loose, unbound form it was designed not only to be consulted for reference but also to be constantly enlarged, updated, and improved by its users. As a result of expanding the index into a more comprehensive catalogue, it was suggested that a second version be prepared for publication as a gazetteer, and the original work was conceived. At the same time several colleagues offered to contribute their own unpublished field material for inclusion in the Gazetteer as a means of publishing sites hitherto accessible only in private archives. Chief of these were Jean-Claude Gardin and Bertille Lyonnet, who had recently completed their eastern Bactria surveys.
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