D.Litt. et Phil. / Collection development as a research topic has not been given the same prominence in the context of the public library as in that of the university library. In South Africa the future of public librarianship may well be dependent on its selection policies. The selection of fiction in public libraries has been a controversial subject since the dawn of public librarianship in the late 19th century. Librarians are still being criticised, either for their elitist attitude, because of their bias towards literary works; or for their supermarket attitude, because of their preference for popular fiction. The demand versus quality debate seems to remain unresolved. Furthermore, the role of the librarian as a developer of a particular collection, has become so confused with the role of the censor in society, that the differences between the two roles warrant an exploratory study. The aim of this study is to analyse the elements and contextual factors on a macro level that may have influence on the micro decision of selecting individual fiction titles. The study focuses on three main subject areas. Firstly, literary theory as a field of scientific research underlying the practice of literary criticism is examined to obtain perspective on the phenomenon literary quality. Secondly, the development of censorship in the Western World is reviewed as a necessary background to the interpretation of the research that has been done on reader response and reading effects in a number of disciplines. Thirdly, selection theory pertaining to the public library is explored to evaluate the amount of clarification it has brought about in major problem areas. As this is mainly an exploratory study of theories, no hypotheses have been formulated to be confirmed or rejected. Rather it must be seen as qualitative research that might generate hypotheses. The scientific aim can be described as the development of a model to visually illustrate the selection decision process and the relationships of the relevant variables within its contextual framework. Literature study, description, definition, critical analysis, contextualisation, tabulation and graphical representation, constitute the methods that have been used. The role of the selector of fiction can be clearly differentiated from that of the literary critic and the censor. It has however been found that they are interdependent because of their shared interest in the text, and because their functions are theoretically based in a body of interdisciplinary knowledge. The selector of fiction can only fulfil his role effectively when he becomes conversant with this body of knowledge. It has become clear that the public library as an open system which continually interacts with its community, has to define its own mission to provide direction and motivation to all its activities, including selection. In response to its environment the objectives of the public library must be adaptable to changes. The model which has been developed, illustrates how the selection process can resolve the problem of quality versus demand, by way of the priorities given to the phases of decision-making. It has come to the fore that there is a difference between censorship and publications control. The professional selector must know that difference and be able to handle the latter as a part of the reality of the environment in which the library operates. The research has been done from the viewpoint of Reader Studies. One of the major insights gained from the study is the close relationship between this discipline, Literature Study and Ethics, as well as the other human sciences with an interest in the interaction of readers with texts. A systems approach to literature communication, that will bring about the common involvement of these disciplines, could only be beneficial to our knowledge of readership.

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Thesis (Ph. D.)--Texas Woman's University, 1992. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 120-151).

Thesis (D.L.S.)--Columbia University. / Includes bibliographical references.

Thesis (Ph. D.)--Texas Woman's University, 1992. / Includes bibliographical references (leaves 120-151).

Thesis (Ph. D.)--University of Maryland, 1973. / Vita. Photocopy of typescript. -- Ann Arbor, Mich. : University Microfilms International, 1975. -- 21 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 171-178).

M.Bibl. / The ability to read has particular psychological and educational value for the mentally handicapped pupil. This entails amongst other things the raising of the achievement ceiling of the pupiI because of stimulation and enrichment arising from contact with reading material, as well as achieving of academic goals and the opportunity of becoming and remaining functionally literate. The latter provides the opportunity for dignified adaptation in society. The reading-ability of mentally handicapped pupils can be improved with practice. Mentally handicapped pupils do however have particular characteristics and not just any reading material can be made available to them. Reading material provided for these pupils should be in concordance with their capabilities, needs and interests to ensure that mentally handicapped pupils come into contact with books that they can master and derive benefit from. The formative value of reading and the characteristics, needs and interests of mentally handicapped pupils were identified and were used as a base for the formulation of a variety of criteria that can be used to select reading material for these pupils. A questionnaire was designed based on Fry's readability graph and the identified criteria for selection. This questionnaire can be used for evaluating books to determine whether a book is a high interest low vocabulary book such as is needed for mentally handicapped pupils. This questionnaire provides a useful method for collecting suitable reading material. The questionnaire was used to identify fifty Afrikaans stories with various topics and content, as examples of suitable reading material for mentally handicapped pupils. The conclusion that was drawn is that there are enough high interest low vocabulary stories available in Afrikaans to provide for mentally handicapped pupils in special schools. The selection of such books is time consuming and should be undertaken on a co-operative base by teachers and librarians. The discerning selection of reading material is essential because mentally handicapped pupiIs can be motivated to want to read continuously if they perceive books to be manageable and interesting rather than threat.

The purpose of this thesis is to set forth the ideals and the philosophy of reading for young people and to show the importance of' stimulating and guiding students in all phases of their reading so that they may find increasing enjoyment and satisfaction and may grow in critical judgment and appreciation. It is therefore necessary that the books from which they choose their reading are of the best available, and so it is important that the librarian give the greatest thought and study to the selection of books for her library. To make these ideals practical and usable, carefully prepared lists of books have been made for various purposes. These lists are constantly used by both teachers and pupils at Stanford, and have been a source of help and inspiration. There are many excellent books on children's reading and the selection of books for children of different ages in different fields of interest. It has been necessary to limit the field of research and discussion and it has not been attempted to make an exhaustive list or selection for all material in the field of book selection. The thesis can only be suggestive, as it is a field which grows and one in which new material is constatnly appearing.

No description available.

The aim of this study is to increase the knowledge regarding the selection process of picture books by pre-school educators. My intention is to find out which criteria educators use to select the books. I have restricted the study to pre-school educators, because I wish to find out how they work with the selection process and which criteria and considerations are included. I also want to know if the children have influence in the book selection and how the books get to the pre-school. The study is based on qualitative interviews with educators at a pre-schools in my area as well as relevant publications. The questions the educators were given were semi-structured. The theoretical starting point for the study has been Vygotskijs sociocultural theory. The results showed that the educators made diferent considerations regarding the book selections, it was importent for the educators that the children had influence either through selecting the books them self or that the educators selectet books that the children where intrested in and the educators borrowed a lot of books from the library