Thesis (Ph. D.)--Texas Woman's University, 1992. / Vita. Includes bibliographical references (leaves 133-138).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 366-379).

Thesis (Ph. D.)--Ohio State University, 1980. / Includes bibliographical references (leaves 255-262). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed April 26, 2007). PDF text: ix, 191 p. : ill. (some col.) UMI publication number: AAT 3232137. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1960. Adviser: Debora Shaw.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0415. Adviser: Elizabeth B. Hearne Claffey. Includes bibliographical references (leaves 255-306) Available on microfilm from Pro Quest Information and Learning.

<p> The role and functions of an academic library have evolved drastically as the result of a new social, economic, and technological reality. Libraries are responding to these developments by changing focus from collection and storage of information to becoming active partners in students&rsquo; educational journey. The learning commons model of service is a concept that is founded on the vision of supporting the integrated learning needs of the digital generation. Many institutions have already adopted the learning commons model that may include space re-design and re-purposing learning and teaching support resources and services. However, planning and implementing the transition from a traditional academic library to a learning commons model is a daunting challenge for most of the smaller institutions. A key to successful transformation is identifying strategies that will lead to planning and implementing a productive and thriving learning commons that will motivate students to develop critical thinking and engage in creative learning within an information and technology-rich environment.</p><p>

<p> The International Federation of Library Associations developed its Functional Requirements for Bibliographic Records (FRBR) without performing user testing to ensure that the model would meet the needs of professionals and users. Analyzing user-generated social tags in relation to FRBR entities and attributes will help determine if the layperson describes objects in a manner that conforms to the FRBR conceptual model. Number one songs from the weekly Billboard Hot 100 charts from 1958 through 2013 were randomly sampled, tags associated with the sampled songs were pulled from the last.fm Web site, and tags were analyzed to determine their relation to FRBR entities and attributes. A percentage of tags map to FRBR entities, validating those entities&rsquo; place in the model. User tags that do not map to a FRBR entities shed light on additional means for resource access and discovery, as well as potential issues to consider should the FRBR conceptual model be revised in the future.</p><p>

This work is an inquiry into automatic summarization of short of fiction. In this dissertation, I present a system that composes summaries of literary short stories employing two types of information: information about entities central to a story and information about the grammatical aspect of clauses. The summaries are tailored to a specific purpose: helping a reader decide whether she would be interested in reading a particular story. They contain just enough information to enable a reader to form adequate expectations about the story, but they do not reveal the plot. According to these criteria, a target summary provides a reader with an idea of whom the story is about, where and when it happens (in a way that goes beyond simply listing names and places) but does not re-tell the events of the story. In order to build such summaries, the system attempts to identify sentences that meet two criteria: they focus on main entities in the story and they relate the background of the story rather than events. Discussing the criteria for the sentence selection process comprises a large part of this dissertation. These criteria can be roughly divided into two categories: (1) information about main entities (e.g., main characters and locations) and (2) information related to the grammatical aspect of clauses. By relying on this information the system selects sentences that contain important information pertinent to the setting of the story. Six human judges evaluated the produced summaries in two different ways. Initially, the machine-made summaries were compared against man-made ones. On this account, the summaries rated better than those produced using two naive lead-based baselines. Subsequently, the judges answered a number of questions using the summaries as the only source of information. These answers were compared with the answers made using the complete stories. The summaries appeared to be useful for helping the judges decide whether they would like to read the stories. The judges could also answer simple questions about the setting of the story using the summaries only. The results suggest that aspectual information and information about important entities can be effectively used to build summaries of literary short fiction, even though this information atone is not sufficient for producing high-quality indicative summaries.

Abstract not available.