Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3385850."

Thesis (Ph. D. (Computer Assisted Education))--University of Pretoria, 2003.

Distance learning using telecommunications technologies holds new and challenging promises for library and information science (LIS) education. Pedagogical, technological, cultural/sociopolitical issues and their impact upon the constituents involved--faculty, accrediting bodies, students, employers and educational administration--need to be systematically studied. Findings of a research project that examined one of the human agencies involved in distance learning, full-time faculty at library schools who have taught LIS courses for graduate credit to distance learners using a telecommunications technology, are reported. The primary research questions were exploratory ones that sought answers about the impact of the distance-learning educational model upon faculty. The methodology used was a mix of written survey, telephone, and direct interview techniques. Faculty perceived that their role changed in the distance-learning model from what it was in the traditional classroom-based model. "Teaching is no longer a private act; it is a public performance." Other findings are that more time is required for class preparation; patterns of interaction and communication between students and faculty are different; technical and managerial skills are needed; sociopolitical issues (such as copyright) need to be addressed; and specific knowledge about learning behaviors within this model is needed. Teaching, in this model, is a complex performance that may conflict with the prevailing organizational culture of both the institution and the academic profession. However, the "critical mass" of a library school teaching faculty (conspicuous for its small size) requires several changes if distance learning is to be pursued successfully, and these are discussed briefly. Salient, early historical points about the Board of Education for Librarianship (BEL, American Library Association), American Association of Library Schools (AALS), forerunner to the Association for Library and Information Science Education (ALISE), and the Gaylord Brothers (New York) financed American Correspondence School of Librarianship (ACSL) are included.

This is an ALISE juried paper presented on Monday, January 11, 2005 in Session 1.4, LIS Curriculum: Global library Perspectives, of the 2005 ALISE Conference, Boston, MA. This is a study that offers a systematic analysis in the area of information literacy instruction. The results suggest a range of appropriate topics for courses in instruction, and highlight exemplary courses that could be used as a starting point to revise an existing course or develop a new one.

Purpose: To provide an introduction to concepts and resources that will be useful to library professionals learning about information ethics. Methodology: This paper argues for the importance of information ethics to 21st century library professionals. It describes what various authors have said about how information ethics can be applied to the ethical dilemmas faced by library professionals. Findings: In order to deal effectively with their ethical dilemmas, library professionals must have a good working knowledge of information ethics. Codes of professional ethics can help to provide such knowledge, but they are not sufficient. Courses on information ethics must be part of the education of information professionals. Such courses should provide library professionals with an understanding of ethical theories and how they apply to concrete practical cases. Such courses should also make explicit the connection between information ethics and the mission of the library professional. Research limitations: This paper is not intended to provide an exhaustive list of publications on the topic of information ethics and library professionals. Value: This paper provides library professionals with a concise introduction to information ethics.

Library and information science education, Hong Kong, Delphi study / This paper reports the results of PhD research into the future needs of library professionals for educa-tion in the digital era with special consideration to the needs of the Hong Kong Special Administrative Region (SAR), Peoples Republic of China (PRC). The research method used was a Delphi study and representatives from China, Taiwan, Hong Kong, Macau, Singapore and the United States were chosen as participants in the study. This paper outlines the special features of this method and why it was se-lected, how it was implemented and initial findings from the study. The research attempted to identify an ideal curriculum especially for use in the Hong Kong SAR, China, but also for consideration in other areas of South East Asia. It was conducted using the Delphi technique which is based upon the premise that a decision made by a group is more reliable and thus more desirable than a decision made by an individual.

This article explores the issue of teaching youth to use computers in the instructional environment. It particularly talks about web-assisted learning for children.

This paper reports the core findings of an international study that examined the perceptions of LIS community towards knowledge management inclusion in the LIS education. Taking the perspectives of members of international LIS communities, we try to identify the rationale for a paradigm shift in library education towards knowledge management. We also explore the perceptions of LIS community towards the nature and content of knowledge management program in the LIS education which best meets the challenges of the knowledge management work environment.

This research reports the findings from a survey that examined the differences in communication between students who used Instant Messenger (IM) services and those who did not in the same asynchronous distance education Web-based course. It was found that students who used IM services found it easier to communicate, felt a stronger sense of community, and had more venues for informal and social communication about not only class material, but also information about the school and their common degree program. In traditional classroom buildings, the common spaces such as hallways provide the venue for this informal communication; IM services can enhance the distance education environment by providing the â virtual hallwaysâ for students and instructors to meet.

The use of computers within the electronic environment has led to rapid and dynamic changes in the way governments and businesses operate. One of the significant outcomes of computerization is that managing electronic records now relies on IT and it needs to be integrated into the business processes of an organization. Therefore electronic records management (ERM) not only requires the involvement of key players in recordkeeping, such as records managers and archivists, but also IT personnel and administrators under a common shared responsibility to establish a credible electronic records management programme. According to McLeod, Hare and Johare (2004) managing records in the electronic environment is not only a major challenge but also increasingly a strategic issue for organizations in both the public and private sectors. They suggested that “a key factor in meeting both the challenge and addressing the strategic management is the provision of education and/or training for employees and potential employees (i.e students). In particular, providing this at the appropriate level of detail and in the appropriate areas of the subject, commensurate with roles and responsibilities so that these people can discharge, both effectively and efficiently, their responsibilities for managing records in the electronic environment”. Within this context, this paper examines the education and training opportunities on ERM worldwide and in Asia.