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Dissertations / Theses on the topic 'Libraries and education'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Kataria, Sanjay. "Libraries in Higher Education in India." University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.

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Paper was presented in ULA of Sri Lanka, 2007 Conference
This was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.
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2

Moran, Renee Rice. "Creating and Implementing Classroom Libraries." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3629.

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3

Small, Cheryl R. "Librarians Leading Change| Informal Learning Spaces and the Interception of Public Libraries and STEAM." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975218.

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Public libraries throughout the United States are increasingly using technological platforms to provide information resources to students across socioeconomic environments. Advances in technology have affected the way in which we learn with the advent of online learning, e-learning and shared learning experiences that have become ever present in schools and libraries. How relevant is the public library in the initiatives that are directly related to the much-needed support of science, technology, engineering, arts, and math (STEAM)? This study explores the public library as a free, public space for informal learning and the democratic ideals of success as it relates to science education, achievement, and national innovation. The purpose of this study was to determine the challenges that the public library experiences in the implementation of STEAM programs, strategies, and practices employed by the public library in managing the implementation, and how the public library measures success in the process. The questions explored are an (a) examination of best practices in developing strategies for implementation and the challenges that public libraries face as they relate to the implementation and development of STEAM programs, (b) the challenges that public libraries face as they relate to the implementation and development of informal learning programs focused on STEAM, (c) how public libraries measure success within informal learning programs related to STEAM, and (d) what lessons have been learned in the development of informal learning spaces focused on STEAM in the public library.

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4

Cochenour, John J. "The educational role of Oklahoma public libraries." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990. http://catalog.hathitrust.org/api/volumes/oclc/26457309.html.

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5

Crawford, Jennifer. "An analysis of adult education in libraries and museums." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28031.

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One of the characteristics of adult education is the degree to which it is dispersed throughout society. Much adult education is practiced in organizations and institutions that have purposes other than adult education. Schroeder (1970, p. 37) has suggested a category of adult education agencies (Type III agencies) established to serve both the educational and non-educational needs of the community, agencies in which "adult education is an allied function employed to fill only some of the needs which agencies recognize as their responsibility." The purpose of this study was to examine adult education in Schroeder's Type III agencies using libraries and museums as examples. The study addressed the definition and description of adult education, the importance of adult education relative to other functions of the organization, and the purposes for which the organizations used adult education. A comparative analysis of the adult education function of three libraries and three museums was conducted. Print materials (annual reports and publicity brochures) and interviews with the person responsible for programming were used as data sources. Analysis of the findings was done in three stages: single case analysis (within case analysis), analysis of libraries and museums (within category analysis), and comparison of libraries and museums (across category analysis). Many definitions of adult education were found. Most described the purposes of adult education rather than the process of teaching and learning. It was also found that the importance of adult education varied among the organizations studied. Adult education was less important than other organizational functions in four of the six organizations studied. It was as important as other functions in one organization and was not ranked in one organization. Five uses for adult education were found: stimulation (encouraging better use of the library or museum), enrichment (adding extra information), extension (enlarging community contacts), service (filling a social need), and advocacy (promoting social change). Generally, libraries used programming for extension and museums used it for enrichment. This study has contributed to understanding adult education in Type III organizations by describing some ways non-professional adult educators view adult education. It has also suggested some contextual factors that influence the adult education function in those organizations and has suggested a variety of purposes for which adult education could be used.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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6

Alhouti, Dakhil. "Marketing electronic information resources in Kuwaiti higher education libraries." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/5192/.

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7

Coleman, Anita Sundaram. "Interdisciplinarity: The Road Ahead for Education in Digital Libraries." CNRI, 2002. http://hdl.handle.net/10150/105984.

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Focus is on curriculum development for Knowledge Organization (a core area, a problem area) using Learning Communities; rather than LIS education continuing to focus on Information Technology.
This article reviews the state of education in digital libraries and curriculum planning documents from professional associations in two areas: Library and Information Science; and Computing. It examines suggestions for integration and interdisciplinarity in education for digital libraries curricula using definitions of a discipline, interdisciplinarity, and the transdisciplinary structure of a university in order to discover how such integration may be successfully accomplished. A plan to use learning communities and develop an interdisciplinary curriculum for Knowledge Organization is briefly discussed.
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8

Copeland, Michele Rzewski. "Parent involvement in elementary school libraries." Thesis, Shenandoah University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569346.

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In the 21st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs.

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9

Skepastianou, Maria. "Promotion of preservation and conservation in Greek libraries with special reference to the education of Greek librarians." Thesis, University College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327354.

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10

Wells, Amy Tracy. "Hypermedia and learning contrasting interfaces to hypermedia systems /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling Educational Psychology, and Special Education, 2008.
Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 221-229). Also issued in print.
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11

Campbell, Kathy, and Leslie Adebonojo. "Nontraditional Students Need Academic Libraries Too." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/372.

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12

Ridgway, Judith Sulkes. "Standards-based teaching and educational digital libraries as innovations undergraduate science faculty in the adoption process /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133030652.

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13

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

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

Lee, Chu Keong. "Music libraries in 13 weeks: The experience at NTU." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106085.

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The Division of Information Studies offered a module on music libraries for the first time in 2005. This paper explains the rationale for offering the module, and describes the experience in offering the module. The paper is divided into three parts. The first part describes the topics covered in the module. The second part discusses the challenges faced and how they were overcome. Lastly, some anecdotal feedback and suggestions from the students will be presented.
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15

Swanepoel, AJ. "Lessons learned from library mergers at colleges of higher education in Flanders." South African Journal of Libraries and Information Science, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001006.

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This article reports the findings of an investigation into merger experiences of several libraries of colleges of higher education in Flanders. The purpose of the study was to gain first hand knowledge from institutions who recently merged; especially, what best practices to follow and what to avoid. Data was gathered with a mail questionnaire and followed by personal interviews with the heads of the selected libraries concerned. The article includes topics such as the composition and tasks of merger task teams, most difficult issues in the planning phase, the role of consultants, how progress is monitored and communicated, dealing with different organisational cultures, decisions that have an impact on merger outcomes, appointment of a post-merger library head, duration of a merger, do’s and don’ts, outcomes of library mergers, and challenges of library mergers. It is concluded with a list of lessons that other libraries can learn from the Flemish experience and indicates whether a particular lesson is supported by the merger literature or not.
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16

Tang, Jinhong. "Educational reform and the emergence of modern libraries in China with special reference to the Metropolitan Library of Beijing, 1909-1937." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/23658.

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This thesis examines the rise of modern Chinese libraries between the1840s and the 1930s in the context of educational reform, intellectual development, national regeneration and state building. It focuses on how educational reform and other factors influenced the way in which modern libraries came into being in China. It argues that the establishment of modern libraries in China was a complicated and long process, as China followed neither the “industrialisation and democracy” model of the United States nor the “modernisation” model of Meiji Japan. Modern libraries were introduced into China in the closing years of the Qing Dynasty (1644–1911) to facilitate educational reform and national regeneration. The Nationalist government, established in 1928, further stimulated the expansion of Chinese libraries as part of the government’s state building efforts. This thesis examines the Chinese case in the emergence of modern libraries: the case of “underdevelopment” with distinctive Chinese characteristics. To explore the factors that contributed to the underdevelopment of modern Chinese libraries as they emerged, this thesis employs a case study of the Metropolitan Library of Beijing—the predecessor of the National Library of China—between 1909 and 1937 in terms of its formation, early development, and problems. This analysis reveals that both the macro and micro factors conducive to library development were not present in China before the 1920s. Even when the conditions improved during the 1920s and the 1930s, especially during the Nanjing Decade, the development of modern Chinese libraries was far from satisfactory for various reasons, with low library consciousness being an important one. The Conclusion of this thesis outlines the continuing impediment of low library consciousness in China today.
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17

Valunas, Madelyn F. "A Study of Organizational Climate in Pennsylvania's State System of Higher Education Libraries." NSUWorks, 1987. http://nsuworks.nova.edu/gscis_etd/895.

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The Work Group Survey (Bare, 1976) was adapted to investigate organizational climate in the Pennsylvania State System of Higher Education (SSHE) libraries. The goal was to determine whether or not the APSCUF (Association of Pennsylvania State College and University Faculties) collective bargaining agreement was perceived by the work groups as a cause of dysfunction. The Work Group Survey measured member characteristics, task dimensions, group structure and process, group effectiveness, and leadership. Seven items relating to the faculty union contract (CBA) were added to diagnose the effect of collective bargaining. Authorization to survey each work group was sought from the university administrator to whom the library director reported. Questionnaires, introductory letters, instructions, and stamped, self-addressed, return envelopes were then mailed to non-temporary librarians and library directors. Thirteen of the fourteen administrators gave authorization to send questionnaires. Of the one hundred forty-four questionnaires mailed, ninety-two (63.9%) or 58. 6 percent of the total population (N=157) were returned from twelve campuses. Ten of the twelve groups had greater than a 66 percent response rate and six (54.5%) of the eleven directors who were surveyed participated. Responses from ten groups were analyzed using SPSSx. Analysis to test Scheffe's, were used of variance at .05 level of significance was used the hypothesis of no difference between groups. Tukey's HSD, and LSD multiple comparison tests in follow-up analysis when the F ratio was significant. Homogeneity with Bartlett's Box F. of group variances was tested. No significant difference exists between groups on the CBA, polarization, autonomy, and initiation of structure criteria. Significant difference does exist for other criteria: task, group, leader, member, effectiveness, stratification, communication, team building, and boundary spanning. On the whole, the results are in accord with the hypothesis that the faculty contract is not a major cause of conflict within the work groups. Collective bargaining issues are symptoms of undeveloped or unrefined skills in communication, interpersonal or human relations, resolution, and leadership. Recommendations conflictto the Chancellor, the authorizing administrators, and to the work groups are: (1) to support and encourage growth and development in these areas, (2) for the director to be more aware of how others perceive his or her behavior, (3) for the group to consider themselves as a team and develop a shared view of their goals, and (4) that no change be made to the faculty contract without examining the survey results. The study supports earlier research conclusions that the Work Group Survey is a useful diagnostic tool.
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Ntshuntshe-Matshaya, Pateka Patricia. "Investigating the relevance of quality measurement indicators for South African higher education libraries." University of the Western Cape, 2021. http://hdl.handle.net/11394/8337.

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Philosophiae Doctor - PhD
This study investigates the relevance of quality measurement indicators at higher education libraries for faculty academics, librarians, and students. The study followed a mixed-method design with a mixture of quantitative and qualitative data collection. Faculty academics, librarians and students ranked the existing quality measurement indicators for South African higher education libraries. The findings revealed that for library quality measures to meet the needs of faculty academics, librarians, and students, the resources must be accessible both physically and virtually, and staff should be accountable and willing to offer services responsive to the users' needs and expectations of a safe, secure, and comfortable library space, be it physical or virtual. The qualitative data highlighted the importance of adequate resources and the adoption of new developments as measures for quality. Quality measurement indicators must include elements such as adequate funding; relevant resources aligned with teaching and learning programmes; programmes that are integrated into teaching plans; effective supplier collaboration with respect to the process of acquiring relevant learning materials; effective student training; communication of the value of library services and alignment with the student learning outcomes; research support in a digital environment with e-tools and website navigability; research data management; and open access, which is a prominent role of the library. Based on the data, there was a quality measure (process) that was commendable even though it did not form part of the existing quality measures nor a service whose relevance was assessed. The separation of undergraduate and postgraduate learning spaces was amongst those services that ranked quite high from the students' responses (qualitative data). Even though there were differences emphasized on each indicator by either faculty academics or students, there were also discrepancies in the interpretation of what each quality indicator means to each study population group. As the study of this nature has recommendations and gaps identified in terms of research findings, it is quite important to record that there was a series of gaps that were identified in terms of library expectations and perceptions. These gaps were suggested as part of further research that must be conducted to fill the void in terms of library users’ voices in the development of higher education library measurement indicators.
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19

Lucy, Theodore John. "End User Resource Valuation in Community College Libraries: A Q Methodology Study." UNF Digital Commons, 2010. http://digitalcommons.unf.edu/etd/176.

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The purpose of this study was to explore the valuation process of community college library end-users as they decide which information resources to use when conducting research. This study was designed as an exploratory study using Q methodology and focused on five specific information resources that community college library end-users routinely use in their research process: the Internet, the reference librarian, books, newspapers, and subscription databases. Little is known about the valuation hierarchy that end-users overlay on these resources when deciding which ones to use to address a specific research need. Sixty-four community college library end-users from four main campuses of a large community college sorted 40 statements describing specific value statements pertaining to the information resources under study. The statements were sorted along a continuum ranging from least like me (-4) to most like me (+4) with 0 representing an opinion of neutrality. Following these procedures, five factors emerged that represented different perspectives on value relating to the five information resources under study. Interpretation of these factors yielded distinct patterns of opinion relating to the perceived value of each information resource. These factors were named: (a) Browsers, (b) Proficient, (c) Vacillators, (d) Bibliophiles, and (e) Traditionalists. The results of the study suggest that community college library end-users value, to varying degrees, all five of the information resources selected for this study. The results also suggest that while the Internet has become a dominant information resource in the community college library end-user's research process, other more traditional information resources such as the reference librarian, books, and, to a lesser extent, newspapers still hold value in the research process. The perspectives described and the interpretation provided in this study can greatly assist community college library end-users in the valuation of available community college library information resources.
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Mann, Gillian Margaret. "Efficiency evaluations of North American university libraries by data envelopment analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29750.pdf.

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21

Dawson, Diane, Kristin Hoffmann, and Selinda Adelle Berg. "Integrating research into LIS field experiences in academic libraries." Elsevier, 2009. http://hdl.handle.net/10388/311.

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Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students.
Selinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca
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22

Peach, Deborah, and n/a. "Improving the Provision of Learning Assistance Services in Higher Education." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Cawthorne, Jon Edward. "Viewing the Future of University Research Libraries through the Perspectives of Scenarios." Thesis, Simmons College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3578093.

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This research highlights the scenarios that might serve as a strategic vision to describe a future beyond the current library, one which both guides provosts and creates a map for the transformation of human resources and technology in the university research libraries. The scenarios offer managerial leaders an opportunity to envision new roles for librarians and staff which brings a much needed focus on the development of human resources as well as a thought-stream to understand decisions which effectively and systematically move the organization toward a strategic vision.

These scenarios outline possible future directions research libraries could take by focusing on perspectives from library directors, provosts, and administrators for human resources. The four case study scenarios introduce potential future roles for librarians and highlight the unsustainability of the current scholarly communications model as well as uncertain factors related to the political, social, technical, and demographic issues facing campuses. Given the changes institutions face, scenarios allow directors to include more uncertainty when developing and articulating a vision. These scenarios may start a discussion, before a strategic planning process, to sharpen the evaluations and measures necessary to monitor achievements that define the value of the library.

This dissertation highlights the importance of research library managerial leaders developing a strategic vision and introduces scenarios as way to communicate that vision with provosts, the senior leadership team, librarians, and staff. How the library directors approach the strategic vision scenario provides insight into the challenges and barriers identified within the existing organizational culture.

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Tang, Jinhong. "Educational reform and the emergence of modern libraries in China with special reference to the Metropolitan Library of Beijing, 1909-1937." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051102.152412/index.html.

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25

Arora, Jagdish, and Pawan Agrawal. "Indian Digital Library in Engineering Science and Technology (INDEST) Consortium: Consortia-Based Subscription to Electronic Resources for Technical Education System in India: A Government of India Initiative." Information and Library Network Centre, 2003. http://hdl.handle.net/10150/105608.

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The Ministry of Human Resource Development (MHRD) has set-up a â Consortia-based Subscription to Electronic Resources for Technical Education System in Indiaâ on the recommendations made by the Expert Group appointed by the ministry. The consortium is named as the Indian National Digital Library in Science and Technology (INDEST) Consortium. The INDEST Consortium has commenced its operation since Dec., 2002 through its headquarters at the IIT Delhi. The Consortium subscribes to full-text electronic resources and bibliographic databases for 38 leading engineering and technological institutions in India including IITs (7), IISc (1), NITs / RECs (17), IIMs (6) and a few other institutions directly funded by the Ministry of Human Resource Development (MHRD). While the expenditure on electronic resources proposed for subscription under the consortium for these 38 institutions are being met from the funds made available by the MHRD, the consortium being an open-ended proposition, welcomes all other institutions to join it on their own for sharing benefits it offers in terms of highly discounted subscription rates and better terms of agreement with the publishers. Moreover, beneficiary institutions may also subscribe to additional electronic resources through the consortium that are not being funded by the MHRD. This article introduces the INDEST Consortium, its activities and services.
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Malenfant, Kara Josephine. "Understanding Faculty Perceptions of the Future: Action Research for Academic Librarians." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317308285.

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27

Evener, Julie. "Organizational Learning in Libraries at For-Profit Colleges and Universities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5327.

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Academic libraries contribute to student engagement, student learning, and retention; therefore, the effects of improved library services for students may be positive and long lasting. However, despite successful application of organizational learning (OL), a strategic process for improvement, to enhance services in academic libraries, little is known about OL in libraries of for-profit colleges and universities (FPCUs). The purpose of this sequential explanatory mixed-methods study was to assess and explore the use of OL in libraries at FPCUs. Argyris and Schön's theory of organizational learning grounded this study. Responses to Chen's Processes and Phases of Organizational Learning Questionnaire, completed online by 38 respondents following a recruitment posting submitted to the electronic mailing list of the Association of College & Research Libraries Librarianship in For-Profit Educational Institutions interest group, reflected medium to high levels of OL in the libraries in the study. Multiple regression analysis indicated that the number of students enrolled was negatively related to OL score. Six survey respondent volunteers were interviewed to better understand how library staff members in FPCUs experienced OL. Common themes included external pressures from the FPCUs that made it more difficult for their libraries to implement OL, as well as the importance of communication among library team members. As a result of these findings, a manual about OL strategies for library employees in FPCUs was created. More knowledge about OL and its implications could lead to positive social change as libraries use it to better contribute to student learning and success.
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28

Williams, Amanda Jane. "Providers' perceptions of public library storytime : a naturalistic inquiry /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Albertyn, Kim Ashley. "Public libraries going green: environmental sustainability and green information literacy." University of Western Cape, 2020. http://hdl.handle.net/11394/7937.

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Masters of Art
There is a great demand for human beings all over the world to live in a more green way, due to the earth’s natural resource scarcity and other environmental issues such as climate change, pollution, emission of greenhouse gases, global warming and depletion of the ozone layer. Librarians, especially public librarians, are seen as the facilitators of access to information. Public librarians are thus in a position to create awareness of the importance of green living and to educate the general public on how to live green.
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Hoag, Beth A. Hoag. "Opposites or Perfect Partners: Student Affairs and Libraries in Collaboration to Advance Student Learning." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1463069534.

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Elliott, Burns Raylee Ann. "Voices of experience : opportunities to influence creatively the designing of school libraries." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/48974/1/Raylee_Elliott_Burns_Thesis.pdf.

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Using a critical ethnographic approach this study investigates the potential for multiple voices of experience, of educators, designers/architects, education facility planners and students/learners, to influence creatively the designing of school libraries. School libraries are considered as social and cultural entities within the contexts of school life and of wider society. It is proposed that school library designing is a social interaction of concern to those influenced by its practices and outcomes. School library designing is therefore of significance to educators and students as well as to those with professionally accredited involvement in school library designing, such as designers/architects and education facility planners. The study contends that current approaches to educational space designing, including school libraries, amplify the voices of accredited designers and diminish or silence the voices of the user participants. The study is conceptualised as creative processes of discovery, through which attention is paid to the voices of experience of user and designer participants, and is concerned with their understandings and experiences of school libraries and their understandings and experiences of designing. Grounded theory coding (Charmaz) is used for initial categorising of interview data. Critical discourse analysis (CDA, Fairclough) is used as analytical tool for reflection on the literature and for analysis of the small stories gathered through semi-structured interviews, field observations and documents. The critical interpretive stance taken through CDA, enables discussions of aspects of power associated with the understandings and experiences of participants, and for recognition of creative possibilities and creative influence within and beyond current conditions. Through an emphasis on prospects for educators and students as makers of the spaces and places of learning, in particular in school libraries, the study has the potential to inform education facility designing practices and design participant relationships, and to contribute more broadly to knowledge in the fields of education, design, architecture, and education facility planning.
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Darries, Fatima. "The impact of the Internet on Reference services in Higher Education libraries in South Africa." Thesis, University of Cape Town, 2002. http://eprints.rclis.org/7770/1/DarriesFatima-Masters2002.pdf.

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Internet access has become an indicator of a country’s socio-economic status in the Information Society. Libraries of higher education institutions support the parent institutions’ objective to produce graduates able to function in this society. Consequently, the Web, the most popular part of the Internet, has become ubiquitous in reference services. This study investigates the impact of the Internet on reference services by exploring the following areas: user Internet access and training in the library, use and integration of the Internet as an information tool in reference services and the Internet training and knowledge of reference librarians. An electronic survey was done using the Web and e-mail to distribute the questionnaire. The questionnaire was divided into six sections, and consisted of multi-choice answers with an open-ended question at the end of each section inviting further comments. The target population was the heads of reference services at large libraries and the directors at smaller libraries of the 36 higher education institutions in South Africa. Their e-mail addresses were obtained from the library or parent institutions’ Web sites. A total of 90 potential respondents were e-mailed and 26 responded, representing 19 institutions and yielding a low response rate of 29%. Low response rates are however, typical of electronic surveys. A total of eight reference librarians at two institutions in the Western Cape were interviewed, representing both a historically disadvantaged institution (HDI) and a historically advantaged institution (HAI), and a technikon and university library. The interviews were structured and consisted of mostly open-ended questions. The interviews lasted about an hour and were tape-recorded. The results showed that all responding libraries have Internet access and all but one provided access to their users. On average, users have had Internet access for three and a half years. User Internet training tended to be on a one-to-one basis at the point-of-use. On average, reference librarians have had Internet access for five years. The majority of librarians have attended formal Internet training programmes. However, the librarians interviewed considered these to be introductory and gained the skills and knowledge by actual use and from colleagues. Librarians reported that the reference process took longer, that user search behaviour had changed and expectations had increased. While the majority of libraries had Web sites, only a small number of librarians had individual pages that they updated and maintained. The majority of libraries provided electronic reference via e-mail and the library Web site, but these are characterised by low usage. Finally, libraries tended to offer both end-user and intermediary searching to online databases. The study concluded, amongst others: that libraries lacked adequate computer facilities and consequently cannot provide optimal Internet access to students, and that librarians have integrated the Internet as an information tool but that libraries have not yet taken full advantage of what the Internet offers. The study recommends: that the bandwidth and number of student computer facilities be increased in libraries and that this problem be addressed at national government level, that libraries develop electronic reference as a core service, and that librarians increase their Internet and online instruction efforts by using e-mail, Web tutorials and virtual classrooms to reach more students.
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Darries, Fatima. "The impact of the Internet on reference services in higher education libraries in South Africa." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7910.

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Internet access has become an indicator of a country's socio-economic status in the Information society. Libraries of higher education institutions support the parent institutions' objective to produce graduates able to function in this society. Consequently, the Web, the most popular part of the Internet, has become ubiquitous in reference services. This study investigates the impact of the Internet on reference services by exploring the following areas: user Internet access and training in the library, use and integration of the Internet as an information tool in reference services and the Internet training and knowledge of reference librarians.
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Dasgupta, Arjun, and Jatindra Nath Satpathi. "Continuing education programmes of Library & Information Science (LIS) professionals in the Universities of West Bengal (India) with special reference to the University of Calcutta." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105941.

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The paper starts with the need of Continuing Education for the LIS professionals in this modern era of information and technology. It narrates the activities of Continuing Education and Professional Development (CEPD) in different developed and developing countries of the world. It enumerates the role of various associations and institutions of India such as ILA, IASLIC, BLA IIMs, ICSSR, AIIMS, which are actively connected with programmes of continuing education. The authors highlight some of the universities and academic institutions of our country which have centres and departments of continu-ing education & critically analyze the work and activities of eight universities of West Bengal based on survey work. The paper suggests some measures to improve the existing conditions and status of con-tinuing education programmes for the university-library professionals of West Bengal.
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Kreitz, Patricia A. "Redefining the Twenty-First Century College Library| Change Leadership in Academic Libraries." Thesis, Simmons College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715613.

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Academic libraries and their parent institutions are experiencing increasing social, technological, economic, and political pressure in the twenty-first century. While the academic library literature contains numerous discussions and case studies illuminating how larger academic libraries are engaging in organizational change and experimentation to respond to those pressures, libraries in smaller academic institutions are underrepresented in those professional discussions.

This study examines liberal arts college libraries engaged in transformational change. It explores ways academic libraries are aligning their purpose and services with the missions, strategic priorities, and challenges of their parent institutions. Through four case studies, it examines how library directors create change visions, enroll staff and stakeholders in those visions, and the skills, tools, and strategies they use to lead and manage organizational change.

Data were collected using narrative inquiry, a qualitative methodology. Participants included library directors, provosts, and senior management team members. After analyzing the data, two organizational change theories were applied. The first theory focuses on what was changed—the antecedents and consequences. The second organizational change theory focuses on how the change was done—strategies, tools, and actions.

Data analysis reveals several findings. Directors who employed the greatest range of political intelligence, emotional intelligence, and transformational leadership skills were the most successful in creating lasting, radical organizational change. They were also most likely to align that change with the mission and needs of the colleges they served. Directors who used frame bending rather than frame breaking approaches to envisioning and communicating change were more successful in enrolling both library staff and academic stakeholders in their change strategies and change goals.

The results of this study contribute to an understanding of how smaller college libraries are leading and managing change. The findings identify potential obstacles to successful change and provide examples of strategies used by other change leaders to mitigate or surmount those obstacles. Those findings may be of value to other academic library change leaders. Finally, this study also identifies change leadership skills and strategies that were effective within the unique environment of academic institutions which have a decentralized environment, distributed power and authority, and a shared allegiance to the organization's history and culture.

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Rahman, Faizur. "An exploratory study of factors that influence student user success in an academic digital library." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5127/.

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The complex nature of digital libraries calls for appropriate models to study user success. Calls have been made to incorporate into these models factors that capture the interplay between people, organizations, and technology. In order to address this, two research questions were formulated: (1) To what extent does the comprehensive digital library user success model (DLUS), based on a combination of the EUCS and flow models, describe overall user success in a prototype digital library environment; and (2) To what extent does a combined model of DeLone & McLean's reformulated information system success model and comprehensive digital library user success model (DLUS) explain digital library user success in a prototype digital library environment? Participants were asked to complete an online survey questionnaire. A total of 160 completed and useable questionnaires were obtained. Data analyses through exploratory and confirmatory factor analyses and structural equation modeling produced results that support the two models. However, some relationships between latent variables hypothesized in the model were not confirmed. A modified version of the proposed comprehensive plus user success model in a digital library environment was tested and supported through model fit statistics. This model was recommended as a possible alternative model of user success. The dissertation also makes a number of recommendations for future research.
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Johansson, Cecilia. "School Libraries and Outcomes Based Education : A study of factors impacting on the development of school libraries with focus on disadvantaged areas in the Western Cape Province." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18413.

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The purpose of this Master’s thesis was to examine different factors influencing the process of establishing and developing school libraries in relation to the implementation of a new outcome based curriculum, Curriculum 2005. The main focus was on under resourced areas and a field study was conducted in 1998 in the Western Cape Province during the first year of implementation. As a frame a Swedish – South African school library project, that lasted between 1997- 2002, was used. The findings from the field study were analysed according to a model identifying different factors influencing the process of implementation ofeducational change in underdeveloped countries. Four evaluations of the project were incorporated in the analysis with the aim to enhance the findings from the field study but also to question them. The aim was not to evaluate the project itself. The conclusions reached were that several ofthe factors found to affect the implementation process were not specificfor under resourced areas, but could also be found in the research regarding developed countries. Some factors were however found to be specific for many of the under resourced areas, such as shortage ofadequate learning resources, especially in the indigenous languages, dependence on external support such as voluntary workers and donations, infrastructural problems, absence of possible co-operating public libraries, locked libraries due to security problems etc. Many of these factors couldbe referred back to inherited inequalities.
Uppsatsnivå: D
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38

Tolley, Rebecca. "Student Focus Vital for Libraries’ Success in the Information Age." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5755.

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39

Locke, Rae-Anne. "Learning Information Literacy : Qualitatively Different Ways Education Students Learn to Find and Use Information." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367947.

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Learning information literacy reports on an empirical study that explores the qualitatively different ways students in an Australian university experience learning how to find and use information. Recognised as a generic skill and graduate attribute that enables independent and lifelong learning, information literacy is increasingly accepted as a broad and complex educational and social concept. The study uses phenomenography as its methodological and theoretical basis. Phenomenography is a qualitative research approach that originated in educational research, where it was developed to gain a greater insight into student learning in educational settings. It has received considerable recent support in information literacy research. This study is based on interviews with 15 education students. Seven of the participants were drawn from an undergraduate Technology Education program, while the remaining eight were a mixture of undergraduate and postgraduate students undertaking more traditional text-based courses. The study reveals that these students experienced learning information literacy in a range of inclusive ways. In order of increasing complexity, these were: 1. Learning to find information; 2. Learning a process to use information; 3. Learning to use information to create a product; 4. Learning to use information to build a personal knowledge base in a subject area; 5. Learning to use information to advance disciplinary knowledge; 6. Learning to use information to grow as a person and to contribute to others. 2 While there are no other studies that explore students’ ways of experiencing learning information literacy, this study discusses the experiences of information literacy that are represented in key empirical studies that use the phenomenographic research approach and three information literacy curriculum models. Through juxtaposing the results with these studies and models, ways of experiencing information literacy and learning information literacy are illuminated. Implications for information literacy education are also discussed. Understanding the different ways that students experience learning information literacy will assist librarians, academics and other educators to design and deliver information literacy education across this range of experiences and facilitate more expansive experiences for students.
Thesis (Masters)
Master of Philosophy (MPhil)
Griffith Institute for Higher Education
Arts, Education and Law
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Brandt, Sheila Ann. "Information source selection of traditional and distance students." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000098.

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41

Liao, Shiow-Man. "A comparative study of organisational structure changes in higher education institutions' libraries between UK and Taiwan." Thesis, City, University of London, 2004. http://openaccess.city.ac.uk/18323/.

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Over the past two decades (1980s and 1990s), changes in environmental factors demanded that higher education institutions should be managed more efficiently. It is necessary for library administrators to evaluate their organisational structures in order to meet their customers' rising expectation and parent institutions' vision, mission, and strategy for future development. The purpose of this study was to examine the extent oflibrary reorganisation within the UK and Taiwan universities, and the principal differences and similarities on organisational structure changes between 1985 and 2001. This study was a population study. This study was composed of two surveys (the initial survey and the follow-up survey) in the two countries. Quantitative data was gathered though a questionnaire. The researcher investigated general aspects of library reorganisation, then focused specific on eight research problems and conducted comparison between the UK and Taiwan. Thirteen hypotheses centered on the issues concerning organisational structure changes were tested. Of the thirteen hypotheses, some were supported by the study and others were not. Comparisons were made among organisational charts during this IS-year period. The main findings are: (1) The extent of library reorganisation for the two countries was high over the IS-year period (1985-2001). However, there had been an overall decline during the follow-up survey period. If the non-respondents represented a biassed set (they all had not conducted organisational structure change), then the extent of change in the two countries was actually not so high. The plans of organisational change will continue with 30% respondents from UK and 24% from Taiwan in the follow-up survey were considering the possibility. (2) There was no significant relationship between the extent of the library reorganisation and the selected background of libraries studied. (3) Of the environmental factors responsible for organisational structure changes, Service reasons and management reasons played the top two major roles. Economic and technological influences on organisational change declined over the survey time. 'Changes in higher Education', 'the development of digitized collection/digital library', 'change in human expectations', and 'changes in scholarly publishing/communication' became the important reasons for changes in the follow-up survey period. (4) Most of the libraries conducted internally reorganisation rather than externally. The top two methods adopted in internal reorganisation were: 'creating new functions/departments/units', and 'combination of functions'. Convergence activities were only reported by several responding libraries, the results showed that the extent of convergence activities seemed increased with time. The major reasons for the convergence were: shared vision; to pursue a more effective administration; to cooperate in supporting teaching, research, and learning; overlapping missions and strategies; exchanges of specialization between organisations; more economic administration; to cooperate in development of digital resources and digital collection; sharing of staff, facilities, and equipment. (5) After reorganisation, most university libraries in the UK adopted hierarchical structure and based on a combined functional/subject-based pattern. Team-based structure was the second favorite. Almost all respondents' libraries in Taiwan preferred a hierarchical structure and based on a functional pattern, however, 'teamwork' concept was adopted by some libraries. (6) The new organisations mostly emphasized user services, integration of the management of varied resources in libraries, and technological support. (7) The management levels of libraries in the UK tended to be flatter after reorganisation. However, most of the libraries in Taiwan retained the same management level after reorganisation. (8) The title of library managers within UK universities became more versatile after reorganisation. However, most of the library managers in Taiwan retained the same title even after reorganisation. (9) The considered important challenges of organisational change were: 'the parent institutional climate'; 'managerial support within and outside the library'; 'the climate of the libraries'; 'the staff strengths and weaknesses'; 'staff attitudes towards change'; 'the attitude of library directors'. (10) The results of library reorganisation have been mostly positive, and have provided lessons in organisational change from which other libraries may benefit.
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Algarin, Nollyris. "Information searching process of doctoral education distance program Hispanic students offered by Anglo-American institutions of higher education." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/104.

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The objective of this study was to know the information searching process of doctoral education distance program Hispanic students offered by Anglo-American institutions of higher education. Standards related to the library services; theories of distance education by Holmberg, Knowles and Simonson; Zipf theory of Least Effort; and Liu and Yang Distance Learning Search Model were used as theoretical framework. The study design was descriptive with a quantitative approach and a survey as a technique. An anonymous self-administered questionnaire was applied to Hispanic students through the snowball sampling technique. The results of this research were analyzed using descriptive statistics with the help of the Statistical Package for Social Science (SPSS) v.23 computer program. They revealed the profile of the students, the process they perform when looking for information and the factors, favorable and adverse, that affect them during this process. These data can help library administrators meet the information needs of Hispanic students as required by accrediting agencies, regardless of where they are at the time of education or the particularities they present. It concludes that students do not use the resources and services of the virtual library at their maximum power, need more guidance and show the slightest effort during the information searching process.
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Lumley, Risa Maureen. "THE ACADEMIC LIBRARY AND SOCIAL JUSTICE: A Q-STUDY OF LIBRARIAN ATTITUDES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/418.

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This study took place on the campus of a Hispanic-serving institution, and used Q methodology to assess the attitudes and perceptions of academic librarians toward a social justice role for the university library. Among librarians and others in higher education, there is a great deal of confusion around social justice as a concept because over the past forty years, it has often been subsumed under, or diverted by the neoliberal discourse of multicultural education, which conflates social justice with providing equal opportunities for under-represented students primarily as a means of enabling them to obtain jobs and become consumers in our neoliberal capitalist society. Unfortunately, this perspective dovetails neatly with the positivist traditions of the library profession, which also eschews political involvement and exhorts librarians to remain neutral in the services and collections they provide. Within this discourse, universities and their libraries are stripped of their political and social potential for addressing the structural problems and inequalities which circumscribe the lives of the very students they purport to serve. The results of this study indicate that many librarians believe that their profession’s ethos of neutrality renders the debate over social justice within the library moot. These librarians equate social justice as equivalent to giving equal access to materials that promote the advancement of marginalized groups, and to those that encourage the continuation of the status quo or opposition to equality. Only a small number of librarians envision themselves as well positioned to promote social justice by empowering students to use the resources currently available within the library. Despite the different viewpoints represented by the factors uncovered in this study, there did emerge areas of consensus from which library leaders can mediate conversations aimed at uncovering and evaluating the principles, practices, and attitudes within the library that arise from the dominant White worldview and hinder the library’s ability to serve all students equitably. Conversations about topics such as those implicated in this study, including institutional racism, diversity, social justice, and White privilege are not always comfortable conversations, but they are required if the library is to enact the changes necessary to allow it to serve all students more effectively and more justly. These discussions are especially needed at this time, when academic librarians as a profession remain 86 percent White, while many of our campuses are becoming increasingly racially diverse. If the library is to retain its place as the center of social and political discourse within the university, it is critical that it fully represent and respect the perspectives of non-dominant groups and recognize alternative epistemologies. Breaking with the positivist traditions of the library will allow opportunities for librarians to authentically connect with more of our students, which is particularly needed at Hispanic-serving institutions.
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O'Hara, Karen Mary. "An Internship at Miami University Libraries Center for Information Management." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1101996292.

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45

Mthembu, Mpilo Siphamandla, and D. N. Ocholla. "Job requirements and challenges of LIS graduates in public libraries in Kwazulu-Natal, South Africa." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1792.

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Dissertation submitted to the Faculty of Arts in accordance with the requirements for the Masters Degree in Library and Information Science in the Department of Library and Information Studies, at the University of Zululand, 2019.
This dissertation investigates job requirements and challenges of Library and Information Studies (LIS) graduates in public libraries. It is of paramount importance that a workplace recruits a workforce with requisite competencies to offer professional services. Having requisite competencies/employability skills help in keeping with the demands and challenges of the unfolding knowledge society whilst meeting the mission of the library and information services respectively. This study is aimed at investigating required competencies from LIS graduates by public libraries. The study emanates from skills gap, which is a concern to most public libraries. Skills gap relates to candidates with inappropriately skills that were placed in professional positions in some public libraries. It is also noted that drastic changes in the entire LIS market have constituted a daunting challenge, which eventually demands the revision and re-orientation of LIS curricula. Curricula revision and re-orientation is a process that cannot be achieved overnight. To understand the nature of required competencies for workforce in public libraries, the following objectives were set and investigated: to determine the job functions and requirements of the public libraries, to find out the perceptions of employers and LIS graduates on job requirements of the sector, to find out the perceptions of employers and LIS graduates about the LIS curriculum and to determine the challenges facing LIS graduates regarding their functions/duties in the work place. Post-positivism paradigm was employed through triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and survey as research methods/designs were employed. The study collected secondary data from four (4) newspapers (Sunday Times, Ilanga, Mail and Guardian and Sunday Tribune) covering a three- year period (from January 2015 to December 2017) of job advertisements. This data was collected through qualitative and quantitative content analyses. Primary data was gathered from assistant directors and LIS graduates. Semi-structured interviews were conducted with assistant directors. Structured questionnaires were administered to LIS graduates. The data collected was analysed qualitatively and quantitatively using themes, subheadings, graphics and statistics. Most advertised jobs (50%) required Grade 12, which is not a professional LIS qualification. Majority (85%) of the jobs required job experience of 1-3 years. There seem to be a knowledge gap in terms of cataloguing and classification as well as technical knowledge. v There is strong demand for generic skills, particularly computer literacy and communication skills. There is still need for new skills (51%). There seem to be no balance between theory and practice (70%). There is need for curriculum review. Employed LIS graduates face several challenges which include inadequate knowledge and skills, especially in cataloguing and classification, and information communication technologies. More practical exposure and on -job training are highly recommended. There is a strong need for development and promotion of continuing education through short courses and workshops to fill the knowledge and skill gaps. Regular curriculum review is essential to meet the rapidly changing information access and user needs. Experiential learning period should be extended and voluntary service learning needs to be encouraged. Employment of staff without tertiary qualification in LIS in public libraries requires review by Library and Information Association of South Africa (LIASA) and other stakeholders. The originality of this study emanates from its scope, subject matter and the application. The study is significant for providing theoretical background for the development of research in the following domains: public libraries, LIS curriculum and LIS graduates/professionals.
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Namaganda, Agnes. "Institutional repositories and Higher Education in Uganda. The role of the Consortium of Uganda University Libraries (CUUL)." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622572.

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data received from the questionnaires was augmented by osite visits, discussions and interviews with the university libraries. Results: Despite numerous benefits associated with IRs, few institutions have established IRs in Uganda due to certain barriers. This paper argues that although these imbalances are manifested, opportunities still exists for the establishment of IRs for national development. Recommendations: The paper emphasizes the need for partnerships with the different stakeholders in the planning and developing institutional repositories. Conclusions: Insitutional repositories should be considered as principal benchmarks of digital scholarship. Originality/value – It is believed that higher institutions of learning and communities would benefit substantially from establishing IRs. However, it can only be possible with well developed infrastructure, increased funding, coordination and advocacy.
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Bushing, Mary. "The professionalization of rural librarians role modeling, networking and continuing education /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/34777842.html.

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Thesis (Ed. D.)--Montana State University (Bozeman), 1995.
eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 177-190).
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Mestre, Lori S. "Latinos, libraries and electronic resources." 2000. https://scholarworks.umass.edu/dissertations/AAI9960773.

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Responsiveness to a diverse population is a pressing issue for higher education today. The need to develop more connections with users from all areas is of growing importance in college and university libraries, especially in areas of computer access and skills. In an attempt to learn of the attitudes and experiences of Latino college students toward learning and using computer applications in an academic library, a two year, primarily qualitative study was conducted with Latinos as participants at one university. As a precursor to this research, a pilot study was conducted using in-depth phenomenological interviewing to learn what it was like for Latinos to use an academic library. Following the analysis of the pilot study, further research was conducted and data were gathered from field notes, observations, group discussions and e-mail journal responses from Latinos enrolled in two courses: an introductory course, Internet for Latino Studies, taught by a Latino professor, and an introductory Essentials of Library Research course, which I taught. Supporting data were gathered through 14 interviews and a survey questionnaire. Out of 137 questionnaires distributed to classes with a high concentration of Latino students, 129 were returned completed. The data were analyzed according to themes and findings are discussed in terms of their implications for librarians and educators. Findings include the following: (1) Social class and cultural capital were found to be more significant than ethnicity or language dominance in library use, comfort in the library, and asking for assistance from library personnel. (2) Latinos, in general, reported performing better and being more motivated when there was a supportive environment with a caring teacher/librarian who treated them as “a friend.” (3) Latinos reported the need for information to be presented in a way that was personally or culturally relevant to them. (4) Latinos were found to use nonverbal communication as an important means for transmitting and interpreting messages. Included in the final chapter of this study are implications and suggestions for improving library instruction to better accommodate differences in computer experience, learning styles, classroom environment and communication.
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Rendon, Adriana, Cecilia Tovar, and Aaron Valdivia. "Wellness Education: Bridging the Consumer Health Information Gap." 2008. http://hdl.handle.net/10150/337102.

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Poster presentation from the Living the Future 7 Conference, April 30-May 3, 2008, University of Arizona Libraries, Tucson, AZ.
WE (Wellness Education) Search is a mentorship program that focuses on consumer health information resource development and education for teens and their surrounding communities, as well as hands-on exposure to health sciences librarianship. It is a collaboration between health sciences information professionals, Knowledge River Scholars from the School of Information Resources and Library Science at the University of Arizona, and Sunnyside High School in Tucson, Arizona. Six Knowledge River mentors and twelve Sunnyside High School students develop and provide consumer health information services to teachers, students, and the Tucson community. These services include creating awareness of resources through outreach programs, presentations, school events, and community events. The Knowledge River mentors provide instruction in information resource skills and career development to the students in the WE Search program. The students are empowered through active involvement in the planning and implementation of programs, presentations, and events. The poster provides a comprehensive look at the WE Search program through four modules which increase awareness of consumer health information resources. This poster will be an opportunity to share the findings and outcomes of a collaborative program that strives to bridge the consumer health information gap.
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Agyei, M. V. "South African Higher education library mergers: what did they achieve." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000618.

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