Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis--University of Wisconsin-Madison. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 126-131).

Thesis (Ph. D.)--Florida State University, 1990. / Includes bibliographical references.

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.

The purpose of this study is to make a survey of the libraries of sixty-six selected high schools of Texas to determine the present status of these libraries and how they measure up to the requirements set up by the Association of Colleges and Secondary Schools of the Southern States and by individual authorities.

No description available.

No description available.

The problem selected for the study in the recent research project was to determine the effectiveness of the Sour Lake, Texas, High School library program as it was reflected through the reading experiences of the thirty-one first-year high school pupils for the year 1945-1946. These reading experiences were analyzed on the basis of the number and the classifications of the books charged from the library by the pupils for use in the various academic subjects. For the purposes of the study, the books were grouped in accordance with the arrangement of the Dewey Decimal System of classification, which is the system used by the school librarian in classifying and cataloging all library materials. Although the principal phase of the investigation involved a study of the books circulated, an analysis was made also of the books and other library materials used for factual information and for special classroom assignments.

A questionnaire survey of the 385 Indiana high schools was conducted to determine how many of a selected list of 150 titles of Black literature the schools owned and the factors that appeared to be related to the acquisition of that number of titles.The 72 per cent response was analyzed to determine whether the following were related to the size of the Afro-American collections concerning the library--the size of the total book collection, the money available for purchase of books and periodicals, the person making the final decision about buying books, and the existence of a written book selection policy; concerning the school-the total student enrollment, the percentage of Black students, the size of the community the school serves, and the existence of units or courses in Black studies; concerning the librarian-the age, sex, education, and experience of the librarian.

This study investigates the role of the secondary school teacher-librarian in the creation of a reading environment. The factors that influence how and why a teacher-librarian carries out his or her role are the major focus of the study. These are explored through an analysis of the current literature and in case studies undertaken in six Melbourne secondary schools. The investigation found that each of the case study schools created and operated a reading environment that was affected to varying degrees by all of the identified factors. The factors are: / The attitudes of the teacher-librarian towards their professional responsibility in creating a reading environment, and towards their students as readers. / The relationships forged between the teacher-librarian and teaching staff, administrators, other library staff and students. / The organisational and policy decisions that affect access, such as collection management, reading promotion programs and the knowledge base and advisory role of the teacher-librarian. / The ambience within the library space and how this assists the teacher-librarian in creating a welcoming environment conducive to encouraging reading, including factors such as layout and display. / The influences external to the library within the school including: budget allocation, staffing levels, support from the school administration, curriculum needs and the demands and limitations of architectural structures. / The professional context of the school community and the wider educational and professional debate within which the teacher-librarian operates impact upon the attitudes and decisions of the teacher-librarian. In addition, changes to broad educational objectives, the impact of lCT's, and the ongoing debate as to the role of the teacher-librarian have had a marked impact upon each of the case study schools and their reading environments.