<p> The purpose of this research is two-fold: to challenge the assumption that personal digital archiving only occurs when individuals use personally owned devices and to fill a gap in current personal digital archiving research by including public library users who use public access computers. Very little current research exists using qualitative approaches to studying public libraries and almost no research studies examine how the environment of the public library shapes internet access or personal digital archiving. </p><p> The research contributes to theory through the introduction of the concept of migratory archiving. I will define and provide suggestions to resolve the privacy paradox in libraries. Another theoretical contribution of this dissertation is the application of critical realist theory to public libraries and the extension of the Transformational Model of Social Activity (TMSA) as envisioned by Bhaskar (1978, 1979, 1986, 1993, 2010) to include objects, specifically public access computers. </p><p> Through investigation of two case study locations in New York State, the research describes the current status of Internet Use and Acceptable Use Policies across the state and the status of personal digital archiving by public access computer users in libraries. This dissertation also defines and analyzes structures&mdash;including library policies and procedures&mdash;shaping technology access and personal digital archiving in public libraries.</p>

<p> Information seeking, a key aspect of information literacy, is relevant to student academic success as well as to leadership, organizational and public policy issues within higher education. Although librarians contend that students should consult formal mediators for help during an information search, students are much more likely to prefer consulting what are defined in the literature as informal mediators. This contradiction suggests the current literature of information seeking may not fully depict the aspects of search mediation that are actually the most important to student information seekers. </p><p> <u>Purpose and Questions:</u> The purpose of my study was to explore lower-division undergraduates&rsquo; thoughts, feelings, and actions as they engage in and reflect on their information search mediation encounters over the course of an information search process. My study was guided by two central questions: 1. What are the characteristics of information search mediation encounters as experienced by lower-division undergraduate students? 2. How do students use search mediation encounters to navigate the information search process? </p><p> <u>Methods and Theory:</u> To explore these questions, I employed Stake's (2006) multiple case study methodology. Each student's assignment-related experiences of information search mediation and information seeking were considered a case for the purposes of this study. After analyzing individual cases in isolation for key findings, I considered them as a set to identify cross-case assertions that describe the essence of the topic under investigation. I then examined and discussed the cross-case through the lens of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, the primary theoretical framework for the study.</p><p> <u>Findings:</u> Six cross-case findings emerged from the data. These findings describe aspects of mediator selection, the mediation encounter, the role of information search mediation in the information search process, the influence of lessons learned via mediation on the final research assignment, and the ways that mediation encounters influenced later information searches, as well as search mediation as a whole. These provocative findings both support and problematize the ACRL Framework for Information Literacy, and have important implications for information literacy theory, research, and practice.</p>

Design is a process of changing current situations into preferred ones, through conversations with design materials, and an understanding of the present practice of the designed artefact’s future users. Domain-relevant data, such as those generated by personal and autonomous computing systems, are an increasingly important design material presenting new ways to explore current practice. Examples of these data include that being generated by people using smartphones, health and fitness monitors, smart energy meters and social media; or that from official statistics made publicly available via Open Data initiatives. This thesis details research developing CoDesign With Data, a novel approach to collaborative early-stage design workshops in which working with domain-relevant data is the key distinguishing feature. During a CoDesign With Data workshop participants are given the tools and techniques to help them seek insight from data, gain an understanding of the context these data might come from, and to inspire creative design ideas. These tools and techniques build on an understanding of research into information visualization and applied creativity. The activities in which they are used build on the experiences reported from other approaches to creativity in collaborative requirements gathering and design workshops. The aim of this research is to support design innovation that results in new products or services appropriate to the contexts in which they will be used. To investigate the primary research question, and evaluate the tools and techniques being developed, two design experiments and three case studies were undertaken. In each study, examples of tools, in the form of workshop materials and information visualization interfaces, and techniques, in the form of workshop activities, are presented, and simple takeaways for design practice are offered. Finally, the knowledge and understanding gained during this research is presented as a series of guidelines and recommendations, and a description of the current state-of-the-art CoDesign With Data workshop.

This thesis is concerned with exploring patients’ experiences of using a diabetes eHealth system. The context of the study is the growth of interest in eHealth systems that focus on patient needs, alongside increasing home computer use and the rising incidence of chronic diseases, such as diabetes. I aim in this thesis to make a novel contribution to knowledge about how eHealth technology is experienced by patients with diabetes. The study takes the form of a qualitative enquiry into the use of a diabetes eHealth system by a group of patients and their healthcare practitioners at a primary care general practice in Northern England. Using symbolic interactionism as a methodological perspective and taking elements from grounded theory the study produces a theoretical framework based on a thematic analysis of participants’ descriptions of their experiences of using the eHealth system. A diabetes eHealth system was designed and built for the study, and 38 patients were recruited from a single GP practice using purposive sampling. Participants used the system for six months and were interviewed at the beginning, middle and end of the study period. Issues of surveillance, automation, endorsement and interaction influenced use and experiences of the system. Results from the study indicate that participants use and perceive the eHealth system as part of their diabetes management experience. My thesis is that the eHealth system is a boundary structure through which boundary objects, such as electronically formatted blood glucose readings, are created and shared across different social worlds. The eHealth system crosses the boundary between two spheres of an individual’s diabetes management experience, the personal sphere of self-management, and the external sphere of seeking and receiving support from medical experts and others with diabetes. The co-location of these two spheres exposes participants to scrutiny but also opens up new possibilities for collaboration and learning.

Autism Spectrum Disorder (ASD) has steadily increased in prevalence in recent years, with a current estimate of 1 in every 68 children eligible for such a diagnosis. Prevalence within the general population is reflected in the growing number of college and university students with ASD, with more students both registering for services than ever before – this does not include those who do not have a formal diagnosis or attempt to forge the academic journey without targeted support. College attrition rates are higher for college students with ASD than for neurotypical college students due to lack of previously available supports, along with characteristics of this population including challenges during periods of transition and difficulty adapting to social and behavioral norms. Academic library usage correlates to college retention for college students as a whole; however, no studies have yet been done to explore how college students with ASD use their academic libraries and, in turn, how this might play a role in their ultimate college success. The purpose of this study is to explore the experiences of college students with ASD in academic libraries. It seeks to understand their questions and concerns, as well as their experiences in utilizing the library and library resources. We know that individuals with ASD use the library, but there is little firsthand evidence to describe their experiences and barriers they face in accessing library services. By addressing these concerns, campus libraries and librarians can ultimately help to support ASD student retention. This exploratory study used a qualitative content analysis design to collect discussion board posts to the online forum Wrong Planet (wrongplanet.net). Wrong Planet, a robust forum with more than 80,000 members, was designed by individuals with ASD for individuals with ASD. Collecting these discussion posts allowed for an unobtrusive research design in which accounts from college students with ASD could be gathered and presented in their true, unedited language as they conversed with their peers in an unmediated online environment. Collecting data from this online forum was particularly important; there is evidence to support the hypothesis that individuals with ASD thrive in communicating online, as it removes some of the social barriers of face-to-face communication. Using the social model of disability studies, this study allowed for voices of students with ASD to be presented in their own words, not as mediated by parents, caregivers, or the perceptions of faculty and staff of their lived experiences. The social model also provides the framework in that librarians and libraries should be the ones to adapt services – not students with ASD adapting to suit neurotypical-centric services. Coding and analysis was both inductive and deductive and based on the research questions, emerging themes, and concepts from the Theory of Information Worlds. Findings demonstrate that when students with ASD go to the library it is often for the same purposes as neurotypical students – to study. However, students with ASD especially describe using the library as an escape from sensory overload. This study's findings reveal many contradictions that call for further research in this area. Students with ASD use the library as an auditory escape, yet many still find the library to be too loud or chaotic to suit their needs. They use the library for solitary pursuits, and yet many Wrong Planet members describe a longing for interaction. Wrong Planet members even provide one another with advice about initiating relationships with other library users, both platonically and romantically. This work fills a gap within the literature, allowing college students with ASD the opportunity to describe their experiences in the academic library as never before. While there is a growing body of knowledge about children with ASD and the library, this is potentially the first glimpse into the experiences of college students in their academic libraries. This study has particularly important implications for the role of academic libraries in ASD college student retention. We know that there is a high rate of attrition for college students with ASD, and that academic library use correlates with college student retention. The findings from this study demonstrate that college students with ASD use the library for a variety of reasons, including for solitary study, as an escape from overwhelming sensory environments, and for pursuit of interests. Academic libraries can address these needs and uses, and adapt services and supports to better serve the needs of this growing student population, thus contributing to their ultimate college retention and success. / A Dissertation submitted to the School of Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / February 26, 2016. / Academic libraries, Asperger, Autism, College retention, Higher education / Includes bibliographical references. / Nancy Everhart, Professor Directing Dissertation; Juliann Woods, University Representative; Mia Liza A. Lustria, Committee Member; Michelle Kazmer, Committee Member.

The purpose of this study was to examine the extent to which reference librarians of the 28 Florida community colleges are educationally prepared to teach and promote information literacy. / A survey instrument (questionnaire) was designed and distributed to 110 reference librarians in the 28 Florida community colleges; a total of 74 (76.2%) were returned and 69 (62.7%) were usable. Using the Likert-type scale, respondents indicated strength and weakness of abilities and preparedness to teach and promote information literacy. The data were tabulated using SPSS. / Forty-nine (71.0%) of the respondents were females, 18 (26.1%) were males (two, 3%, did not indicate gender), and 83% of the librarians were 41 years or older. Sixty-one percent (61%) of the male librarians had 15 years or less experience, while 73% of females had 16 or more years of experience. Eighty-seven percent of the librarians had a master's degree in Library Science, 3% had an advanced master's/specialist degree, and 3% had their doctorate. Four percent (4%) had a subject master's degree only. Three percent (3%) had a subject master's degree and certification in Library Science or either a subject master's degree and a master's degree in Library Science. While 96% of the librarians use the new technology on their job, only 31% of the libraries have a computing lab within the library for student use. / The findings of this study included the following: (1) Ninety percent (90%) of the librarians indicated that they were well-prepared for the skills of locating sources, using periodicals, indexes, reference sources, and performing reference queries. (2) Eighty percent (80%) of the librarians indicated that they were well-prepared to use manual and online catalogs, CD-ROM databases, knew search strategy skills, selected appropriate access points, and worked effectively with diverse patrons. (3) Seventy percent (70%) of the librarians indicated that they were well-prepared for communication, thinking and cognitive skills, and met the needs of target user groups. (4) They were least prepared to work with Internet, Interactive Video, Hypercard/Hypertext, and tape-loaded databases. (5) They perceived themselves as lacking in the skills of measurement and evaluation, teaching methodologies, budgeting and planning, management, instructional design, and the use of online databases. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2617. / Major Professor: Mary Alice Hunt. / Thesis (Ph.D.)--The Florida State University, 1994.

The study employs descriptive methodology in analyzing the changes in collecting patterns between 1985 and 1989 in the collective resources base of seventy-two ARL libraries. Data for the study were extracted from the 1991 edition of the OCLC/AMIGOS Collection Analysis CD which contains a database of non-serial imprints for the ten year period 1979-1989. Two broad hypotheses were formulated: (1) that significant declines occurred in the number of non-serial imprints acquired by academic research libraries in the United States and (2) that significant shifts occurred in collecting patterns by subject and language groupings between 1985 and 1989. Rate of change was measured according to 108 Library of Congress classification categories by three broad subject groupings, humanities, social sciences, and sciences and by seven language groupings. Shifts in collecting patterns were measured by the change in the percentage of total imprints, percentage of unique titles to total, and the difference in the mean number of holding libraries per title between 1985 and 1989 by broad subject and language groupings. / The overall finding was that there was a decline of 27.76 percent in the rate of acquisitions from 1985 to 1989. The humanities declined at the highest rate, the social sciences at a lesser rate, with the sciences experiencing the lowest rate of decline. Foreign language imprints experienced a much greater decline than English language imprints. The ratio for English/non-English was 50/50 in 1985, changing to 60/40 in 1989. The five foreign language groups in the study all experienced steep declines, but the three western languages of French, German, and Spanish declined less than Russian and the Asian languages (CJK) which had the highest rate of decline. The only measure which showed little overall change was the mean number of holding libraries per title. The measure for percentage of unique titles showed that there was an increase in homogeneity in the acquisitions of the group of seventy-two ARL libraries in 1989 as compared to 1985. The study establishes that there was a steep decline in foreign language acquisitions, a decrease in the percentage of unique titles in many subject areas, and an increased concentration on core materials resulting in less diversity and more homogeneity in the collections of the seventy-two ARL libraries. / Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0783. / Director: John N. DePew. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of this study was to investigate the current status of library and information workers in Kuwait after the Iraqi invasion, to project future man-power requirements for the next five years (1997), and to propose recommendations for the future. / Data were collected with (a) a questionnaire sent to respondents in five types of library and information centers and (b) interviews with key officials, head librarians, and directors of libraries and information centers. A manpower forecasting model was used to generate the projections. The findings of the study indicate that the current supply of library and information workers in Kuwait is deficient in number and necessary skills. The majority of library and information center staff are paraprofessionals. / The study projects the manpower requirements for five types of library and information centers at three levels: high, middle, and low projections. / According to the study findings, the shortage of library and information workers in Kuwait is very real and will increase sharply by 1997. To address this shortage a number of changes should occur: (a) The level of library and information science education should improve; (b) Current staff should be given intensive training; (c) Salaries and incentives should be improved; (d) Work conditions and environment should be improved; (e) Professionals and subject specialists from other fields should be recruited; (f) A national committee should be established for information manpower planning. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3399. / Major Professor: Charles Wm. Conaway. / Thesis (Ph.D.)--The Florida State University, 1992.

An ethnographic case study was undertaken in order to investigate the roles of the school library media specialist in an elementary school in Manatee County, Florida, that had recently initiated a literature-based reading program. The study provided insights into the roles of the school library media specialist in a literature-based reading program; how those roles changed; the relationships of the school library media specialist with teachers, administrators, and students; and the problems that occurred with the introduction of the program. / Qualitative research methods and techniques were used in the gathering and analysis of the data which took place during a six-month period in 1991-92. Anecdotal data obtained through interview and observation were carefully selected to demonstrate particular points or implications. / Results of the study included the following: (1) The school library media specialist plays important roles as information specialist, teacher, and instructional consultant in the initiation and implementation of a literature-based reading program. (2) The most significant changes in the roles occur when the school library media specialist moves to flexible scheduling and curriculum-integrated instruction. (3) Positive, cooperative relationships between the school library media specialist and the teachers, administrators, and students contribute to the success of the program. (4) Some problems that may occur in the initiation and implementation of the program involve parent concern about the evaluation system, feelings of insecurity by the teachers, and inadequate funding for needed materials. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3026. / Major Professor: Ronald D. Blazek. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to compare the effects of two methods of academic library instruction on research process orientation (a construct developed by Kuhlthau), library anxiety (a construct developed by Mellon), student performance on the complex problem-solving task of researching and compiling a research paper bibliography, research paper topic and title development, perceptions of the immediate usefulness of the library instructional sessions, and attitudes about library instruction in general. / Two instructional treatments, traditional approach and a cognitive strategies approach, were designed for use in the library skills component of a undergraduate English composition class. One hundred ninety students were assigned, in intact groups, to one of the two treatment groups. The researcher, an experienced library instructor, taught all sections using a lecture and discussion format. / The traditional instruction was resource-oriented and emphasized standardized procedures for student interaction with the library environment. The cognitive strategies instruction was process-oriented and emphasized integration of cognitive skills for problem-solving, metacognitive skills for self-monitoring, and affective skills for self-motivation. / A series of t-tests were conducted to determine pretest, posttest and gain score differences between treatment groups on the research process orientation, library anxiety, and general attitudes measures. Group differences in expert ratings of student performance on the research paper bibliographies and in student perceptions of the usefulness of instruction were also analyzed using a t-test. The categorical data produced by measures of research topic and title development were compared using a chi-square analysis. / Overall, the cognitive strategies instruction was successful in improving research process orientation, reducing library anxiety, and improving general attitudes. Evidence for the effectiveness of this instruction was also shown in evaluator judgements of more focused research paper topics and titles among the cognitive strategies group, and especially, in the strong performance of the cognitive strategies group on the research paper bibliographies. The measure of perceptions of immediate usefulness of library instruction did not detect any significant group differences, with both groups indicating strongly positive perceptions. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3401. / Major Professor: Robert A. Reiser. / Thesis (Ph.D.)--The Florida State University, 1992.