Since first being advocated by Terry O’Banion in the 1990s, the Learning College concept has been adopted by numerous community colleges. This concept focuses on student learning by placing students first. This strengthens the community colleges fundamental foci of emphasis on teaching and learning and providing higher education to underserved populations. It is essential that community college libraries support the learning college concept. The purpose of this study is to determine if community college libraries can support the learning college concept. The study examined two types of libraries, one in a designated learning college and the other in a college that has not adopted the concept. This examination utilized individual interviews and a review of institutional documentation. Interviews were conducted with librarians and students from a college that adopted the learning college concept and a college that had not. This study found that there was little difference in the function and perception of the libraries in both types of institutions. However, it was also found that the libraries supported the learning concept of the learning college concept. Specifically, the literature review evidenced that libraries were perceived as repositories of books but the review of the documentation indicated that libraries were active participants in student learning by offering curriculum based workshops and individual instruction, thereby fostering a learning-centered environment. / text

Thesis (Ed. D.)--University of Houston, 1994. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1989. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-159).

Thesis (Ph. D.)--University of Pittsburgh, 1996. / "97-09421." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 97-105).

Thesis (Ed. D)--Northern Illinois University, 1994. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Pittsburgh, 1996. / "97-09421." Includes bibliographical references (leaves 97-105).

The purpose of this multi-case study was to describe how library deans and directors at large comprehensive community colleges strategically advocate for and support instructional and technological innovation despite the reality of limited resources and the stress caused by recurring funding crises in higher education. It further sought to examine how directors articulate the role of the library at the institution, prioritize support for new initiatives, and provide meaningful professional development opportunities for librarians and library staff members involved in the development of new innovative instructional and technological initiatives. The following foundational questions guided the research: (a) How do library directors strategically prioritize support for new library initiatives involving instructional and technological innovation despite funding instability, limited resources, and increased demand for library services? (b) How do library directors provide meaningful learning opportunities for librarians and library staff members who are involved in creating innovative services or programs? The focus of the study was comprehensive community colleges in the very large 2-year (VL2) size and setting category of the Carnegie Classifications. It included a preliminary survey to verify the importance of issues, recruit participants, and conduct interviews with six library directors. Although participant directors worked at large community colleges, there were structural organizational differences between institutions. Organizational structures were (a) multi-campus district/multiple libraries/one director; (b) multi-campus district/multiple libraries/one director per library; and (c) one campus/one library/one director. Four of the participants had the title dean, and two were classified as directors. The majority of the librarians at the colleges had some form of faculty status, and four of the six colleges were unionized. In all cases, regardless of organizational status, the reference librarians had instructional duties. The study indicated that the library directors were involved in various types of strategic planning including library-related, campus-specific, institutional, consortial, and state-level efforts. Directors, librarians, and staff members used a number of methods to share information with and get input from institutional partners. The directors reported that they also spent time responding to and participating in change due to State-mandates. The findings indicated that the directors were focused on providing support for initiatives involving instructional and technological innovation. Librarians at all colleges in the study were heavily involved in instruction. The directors spoke of the need to provide learning opportunities for librarians and staff members in order to keep up with the fast pace of change in librarianship and the educational arena. Funding was by far the most significant challenge, but all libraries in the study made training a priority. The results of this research provided insight about high-impact practices in library-related strategic planning and organizational learning and identified areas in need of additional research. / Graduation date: 2012

Thesis (Ed. D.)--Northern Arizona University, 1996. / "This study involved ... investigation at a single large multi-campus urban community college ... Pima Community College in Tucson, Arizona."--Leaf 7. Includes vita. Includes bibliographical references (leaves 123-133).

The problem with which this investigation was concerned was an evaluation of community college learning resources programs as reflected by client opinion and use of services and conformity to the published guidelines. The purposes of the study were to ascertain the extent to which learning resources programs of selected metropolitan community colleges conformed to the recommendations published in "Guidelines for Two-Year College Learning Resources Programs," and to compare the guidelines scores rendered with faculty and student opinion and use of learning resources services on the campuses. No significant differences were noted in comparisons of opinion and utilization of learning resources services among either students or faculty on the campuses with the highest guidelines scores and the same groups on the campuses with the lowest guidelines scores. Based on the findings, the following conclusions were formulated: 1) the instruments utilized were not sensitive enough to distinguish subtle differences, if any, between the learning resources programs on the various campuses, 2) the learning resources programs included in the study were similar in nature, and 3) more differences exist between groups based on demographic variables than exist between the learning resources programs.

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