Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This randomized, blinded study addressed whether and to what extent the methodology by which information-literacy skills instruction occurred impacted on first-year medical students' information-retrieval skills, perceptions regarding the use of library and information resources, and performance outcomes on a MEDLINE searching exercise. A group of 128 first year medical students enrolled in a problem-based learning (PBL) course participated in information-retrieval skills training. Students were randomly assigned to one of two experimental groups. The control group participated in a traditional, instructor-lead information-retrieval training session, while the intervention group participated in identical instruction via a Web-based tutorial. Data were gathered from several sources including: a) a pre-instruction survey and pre-test, b) the evaluation of students' MEDLINE searches, c) a post-instruction survey and post-test, and d) a three month follow-up survey measuring students' use of information resources in support of PBL activities during the previous semester. MEDLINE searching assignments directly linked to the PBL patient cases were electronically captured, blinded, and independently evaluated and scored by three reference librarians, allowing for a comprehensive analysis of students' searching skills. Results provided a picture of students' MEDLINE skills, information usage behaviors, and attitudes. Statistical tests showed that intervention group students scored an average of 2.84 out of a possible 4 points on the MEDLINE exercise, and control group students scored an average of 2.60 (P = .065). Follow-up data collected three months post-training examined students' MEDLINE searching behaviors. Results indicated that 55% of control group students performed six or more MEDLINE searches during the semester, while 38% of intervention group students used MEDLINE six or more times. The corresponding P value of .053 approached statistical significance. Librarians can use this information in designing and implementing more effective learning modules for both on-campus and off-campus learners, appropriately incorporating the use of Web-based tutorials into existing educational programs, and expanding programming opportunities to include the integrated use of Web-based and traditional learning modules. / 2031-01-01

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Eugene P. Paulo, Alvin F. Crowder, Susan M. Sanchez. Includes bibliographical references (p. 49). Also available online.

Based on a presentation at the 27th Annual Conference of the Canadian Association for Information Science, June 9 - 12, 1999. / This exploratory study attempts to map the curricula of the ALA accredited LIS programs to provide a better understanding of the nature of LIS education as is currently prevalent in the United States and Canada. The mapping methodology is based on clustering keywords of individual course titles and course descriptions from each LIS program. Hence, the study provides a relatively accurate snapshot of the curricula through a concept intensity map of the subjects being presently taught in LIS programs. It is hoped that the map will contribute to discussions in designing a more cohesive LIS education.

There is a vast difference between the rich and poor countries in every respect. The difference is very pronounced in scientific and technical research, in terms of both volume and impact. Indeed the distribution of science is even more skewed than the distribution of wealth among nations. Science in the developing countries suffers from poor funding, poor laboratory and library facilities, low productivity and poor visibility. Developing country scientists have access to only a tiny fraction of the information they need and their own contribution to science is hardly noticed by others. They are often the also-rans in world science and are rarely members of international invisible colleges or collaboratories. It is important that these countries strengthen their scientific research and their scientists become fully integrated members of the worldwide network of science. But, unfortunately, the transformations effected in the conduct of science with the advent of the new ICTs (such as high bandwidth Internet) and the ever-increasing cost of subscriptions to journals and secondary services are widening the gulf between the industrialized and developing countries. Ironically, the steep rise in the cost of S&T information has helped Third World scientists in a way, as it forced scientists and librarians in the advanced countries to think of measures to overcome the â serials crisisâ many of which can benefit Third World scientists. These include, among others, the Open Archives and E-print Initiatives, Public Library of Science, the Budapest Open Access Initiative, SPARC (the Scholarly Publishing and Academic Resources Coalition), and BioMed Central. Also, eminent scientists like Bruce Alberts and editors like Richard Smith and world leaders like Gro Harlem Brundtland are championing the cause of enhanced access to information for Third World scientists. In response to such moves, commercial publishers of journals have allowed free delayed electronic access to a few high impact journals through institutions such as the Highwire Press of the Stanford University. Under WHOâ s Health InterNetwork, more than 25 commercial publishers have agreed to provide free (or low-cost) web access to about 2,000 biomedical journals for scientists, faculty and students working in universities, hospitals and other public institutions in the poor countries. To benefit from these initiatives, scientists in the Third World should have access to PCs and high bandwidth Internet, and many of them do not. As Bruce Alberts suggests, even if it means subsidising, such access must be ensured. Agencies such as the Third World Academy of Sciences, Inter Academy Panel, and the Inter Academy Council and Foundations such as the Soros Foundation, Rockefeller Foundation, Andrew Mellon Foundation, and the Bill and Melinda Gates Foundation should work in unison to facilitate free flow of S&T information for the benefit of scientists and people everywhere. Scientists everywhere should stop publishing in expensive commercial journals and support efforts aimed at democratising access to scientific information. All this is easier said than done. Commercial publishers will not easily let go the stranglehold they enjoy now, and those who want to bring about drastic changes are dispersed around the world and cannot really act as a cohesive body that can take on the might of the commercial publishers. Mere idealism cannot win. Scientists in developing countries should take advantage of recent initiatives to open up free and low-cost access to scientific and technical information, examine the pros and cons of different possibilities that have become available and choose the right options and enlist the support of key organizations, both national and regional and international. They should become proactive. This is a background paper commissioned by the International Development Research Centre (IDRC).

Poster paper / The concept of lifelong learning is much broader than formal education and goes beyond just keeping up; it encompasses all learning on all levels. In order to keep up with new resources, new technology, new publishing trends, new business and educational models, new modes of communication, and our library users, today's LIS professionals need to engage in some form of continuing education - and make lifelong learning an important aspect of their careers.

India is considered as an emerging knowledge economy; however, Indian citizens are not fully prepared to take up the challenges and opportunities of globalization. Lifelong learning helps in smooth transition in a rapidly changing workplace environment. This paper describes the lifelong learning process in the context of Indian society. This paper also elaborates how Indian public policies, particularly which are recommended by the National Knowledge Commission, supplement efficacies of knowledge economies by preparing young citizens in the country.

Library materials for an assignment in Women's Studies 240 (Suffragists, Sistahs, and Riot Grrrls: An Introduction to Women's Studies) at the University of Arizona

Full version of paper. Printed proceedings carried only the abstract. / The Nanyang Technological University (NTU) Library has been pioneering and initiating bibliographic instruction and information literacy programmes since the inception of the university as a technological institute back in 1981. The evolving academic and research landscape since then, coupled with technological advancements in the provision of information resources and services, has provided the impetus for NTU Library to develop a structured information literacy programme with the aim of enhancing studentsâ learning and research. The objectives of the programme developed are clearly stated and closely aligned to the universityâ s as well as the libraryâ s mission statements. This paper provides a historical perspective and traces the development of this programme over the years. A model of the programme as it is currently offered to students is presented. Discussion will focus on a number of aspects: information literacy standards consulted, identification of studentsâ learning outcomes, a spectrum of delivery mode and methodology, evolving and expanding content development, as well as, formative and summative feedback. The paper also looks at the enablers of the programme, which include librarians, library management, faculty members, schoolsâ administrative units, external instructors and trainers, and technology. The paper concludes with a look at the future of the libraryâ s information literacy programme beyond 2006 and will address crucial issues which impact upon the implementation and running of the programme across all schools in the university. Issues like profiling of students, matching programme type and delivery mode with these profiles, leveraging on emerging technologies as learning tools and integrating studentsâ assessments can be further researched. A deep insight and understanding of these issues will in return stimulate further the development by the library of a more innovative and creative information literacy programme for the university.

Thesis (M. Sc.)--University of Hong Kong, 2004. / Also available in print.

Thesis (M. Ed.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education, Department of Elementary Education, University of Alberta. Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.