Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [160]-165). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [160]-165). Also available on the Internet.

Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Communication, Information and Library Studies." Includes bibliographical references (p. 181-190).

For assessment, a pre-test/post-test approach was used to measure the learning effects of the use of WebQuests. The tests assessed students' overall achievement of the target learning outcomes. Besides, the work completed by students throughout the WebQuest activities was evaluated by using four specially designed rubrics. During the implementation of the WebQuests, the physical activities and the computer screens of five working groups were video recorded. After the implementation, the five working groups were also interviewed to gather information regarding their learning processes and what they had learned throughout the WebQuests. / Information literacy is generally defined as a set of abilities enabling individuals to recognize when information is needed and have the capacity to locate, evaluate, and use effectively the needed information. As a consequence of the ongoing proliferation of information resources on the Web, information literacy is required and gains a high profile as central to education. Since the late 1990s, the concept of WebQuest has been developed to promote higher-order thinking through authentic assignments that emphasize inquiry-based and cooperative learning. The WebQuest model stresses the evaluation, analysis, and transformation of information. In linking the two concepts, there are discussions and theoretical assertions suggesting WebQuest as a useful tool for helping improve information literacy. / Owing to the suggested use of WebQuest for information literacy training, the study investigated if WebQuest activities supported the improvement of information literacy. Specifically, the research was intended to act as an empirical study for verifying the theoretical assertions. It was like a treatment study investigating whether using a set of well-designed WebQuests, as treatment, could yield significant improvement in developing students' information skills, in order to help junior secondary students achieve a set of specific learning outcomes defined in the Information Literacy Framework for Hong Kong Students. / The findings of the study have implications for future research and practice in the area of employing the WebQuest model for information literacy instruction. Concerning the growing body of WebQuest research, the findings of this dissertation work contribute to the inadequate literature by enriching the empirical data. For practical concern, information gained from this study may have significant implications and provide useful reference for implementing the Information Literacy Framework for Hong Kong Students at Junior Secondary level. / The results indicated significant treatment effect on the overall achievement of the target learning outcomes for information literacy. Individually, the test results indicated significant treatment effect on five out of the seven learning outcomes. Among the five, large effect size was found for one, and medium effect size was found for the other four. For another two learning outcomes, findings from the qualitative data showed that the primary reason for the failure was about the absence of practice for the information skills concerned owing to some sort of supports given to students, the Web materials given in the WebQuests, and the implicit learning opportunities provided in the WebQuest. / The study took place in a co-educational secondary school in Hong Kong lasting for about three months. One hundred and forty junior students constituted the sample of the research. Four self-designed and adapted WebQuests were involved in the study as instruments aiming to help students practice their information skills in order to achieve seven learning outcomes for information literacy. The WebQuests were delivered to five groups of S.2 students through the Computer lessons. Each group consisted of 20 mixed ability students representing half of a S.2 class in the school. / by Tsui, Yuen. / Advisers: Fong Lok Lee; Ho Man Lee. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ed.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 250-264). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009. / "2008". Bibliography: p. 268-283.

"2008". / Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009. / Bibliography: p. 268-283. / Introduction -- Review of the literature -- Methods and procedures -- Pre-intervention qualitative data analysis & discussion of findings -- Intervention -- Post-intervention qualitative data analysis & discussions of findings -- Post-intervention quantitative data analysis & discussions of findings -- Conclusions. / Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. Jonassen (1998, 2000) in his design theory of problem solving has categorized problems into two broad types - well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. However, this list of skills is not exhaustive and in view of the utility of the Internet as an informational repository, this study examined the need for effective information searching skills to be included in this list. -- This study was aimed at studying how students solve well and ill structured problems and how different Internet information seeking strategies can be used to engage in problem solving. This study devised and empirically tested the efficacy of an interventionist conceptual model that maps the application of different information seeking techniques to successfully resolving well and ill structured problem types. The intervention helps to better understand the influence of information searching skills on problem solving performance and the various problem solving strategies students can adopt in approaching problem solving. The contrasting patterns of navigational path movements taken by students in seeking information to resolve ill and well structured problems were also investigated. -- A mixed methodology research design, involving a mix of quantitative and qualitative approaches was used in this study. The research site was a polytechnic in Singapore that has implemented problem-based learning in its curriculum design. A first year class of 25 students were the sample population who participated in this study. Six problems from the curriculum were chosen for this study - three well-structured and another three ill-structured problems. -- The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be aware of the complexities involved in information seeking and accomplish desired problem solving goals. This study has also shown that well and ill structured problems demand different cognitive and information seeking capabilities. Well-structured problems are easily solved and come with singular correct answers. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, ill-structured problems are messy and contain a number of unknown elements. There are no easy prototypic solutions. Subsequently, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems. / Mode of access: World Wide Web. / xiv, 283 p. ill

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

The use of the digital school library depends on many factors, including end-users‘ acceptance. The issue of designing information systems that will be used appropriately is growing and thus user acceptance of new technology is now receiving much attention by researchers. Without acceptance, discretionary users will seek alternatives, while even dedicated users will most likely manifest dissatisfaction, negating many, if not all, the presumed benefits of the digital library. Whereas the traditional focus of digital libraries has drawn research on technological developments, there is a call for user-focused research. This study sought to identify the dynamics of elementary children‘s (11- to 13- year olds) decision-making in the context of accepting or resisting making use of digital school libraries at Crawford Preparatory Pretoria School in Gauteng. To be accepted, the digital library must satisfy basic usability requirements and be perceived as useful by the children. The constructs of the Technology Acceptance Model, perceived ease of use and perceived usefulness were used to generate an understanding of acceptance of the digital school libraries. The study adopted a quantitative case study research approach to compare the empirical data and the TAM theory. Data triangulation of a wide range of data collection methods, including observation, questionnaires, focus groups and tasks given to the children to work on using the International Children‘s Digital Library was analysed. The findings revealed that, just like adults, children make decisions regarding accepting and using the digital school library based on how easy it is to use and how relevant it is to their needs. The study recommends that software designers, teachers and librarians work with the children when designing digital school libraries to ensure that their acceptance factors are taken into consideration when designing for them. / Information Science / M. Inf.

The use of the digital school library depends on many factors, including end-users‘ acceptance. The issue of designing information systems that will be used appropriately is growing and thus user acceptance of new technology is now receiving much attention by researchers. Without acceptance, discretionary users will seek alternatives, while even dedicated users will most likely manifest dissatisfaction, negating many, if not all, the presumed benefits of the digital library. Whereas the traditional focus of digital libraries has drawn research on technological developments, there is a call for user-focused research. This study sought to identify the dynamics of elementary children‘s (11- to 13- year olds) decision-making in the context of accepting or resisting making use of digital school libraries at Crawford Preparatory Pretoria School in Gauteng. To be accepted, the digital library must satisfy basic usability requirements and be perceived as useful by the children. The constructs of the Technology Acceptance Model, perceived ease of use and perceived usefulness were used to generate an understanding of acceptance of the digital school libraries. The study adopted a quantitative case study research approach to compare the empirical data and the TAM theory. Data triangulation of a wide range of data collection methods, including observation, questionnaires, focus groups and tasks given to the children to work on using the International Children‘s Digital Library was analysed. The findings revealed that, just like adults, children make decisions regarding accepting and using the digital school library based on how easy it is to use and how relevant it is to their needs. The study recommends that software designers, teachers and librarians work with the children when designing digital school libraries to ensure that their acceptance factors are taken into consideration when designing for them. / Information Science / M. Inf.