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Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 39-44). Also available on the World Wide Web.

Learning by collaboratively writing scientific hyperbooks requires specific software tools. We present a model for creating, managing, and viewing hyperbooks. This model is comprised of a re-usable document repository (fragments repository), connected to a domain ontology. The model takes into account the notion of point of view, allowing a user to read the hyperbook according to a specific reading objective or to his or her profile. The model also includes an interface specification language for the creating different hypertext views of the hyperbook contents. The hyperbook model we propose is an example of virtual document model because the hyperdocuments the reader/writer actually sees are not stored but generated by assembling stored fragments according to an interface specification A purely declarative language allows the definition of the views that make up the interface of the hyperbook. We also present the architecture of a hyperbook management system which is based on a database management system and a hypertext view generation system for databases.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Education, 2000. / Copies of author's previously published works inserted. Includes bibliographical references (12 leaves).

Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 145-159).

Thesis (M.S.)--University of Wisconsin--Whitewater, 2005. / Includes abstract. Includes bibliographical references (leaves 42-47). Also available via the Internet (PDF format).

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 101-108). Also available on the World Wide Web.

[English abstract]The objective of this work is to show the present state of education as far as collection development , in the new technological environment in which we are immersed, besides of informig about the results of a study carried out in the international scope of faculties and departments of Library and Information Science (LIS) through their Web pages, by means of the revision as much of the courses that contemplate the education of collection development , as of the specific syllabus. The results of the study indicate that, at the present time, the English-speaking countries are those that offer specialized courses developing collection and those that have their education integrated in the syllabus. In most of cases, education one takes place within the second cycle and with prerequirements for inscription. On the contrary, mainly in many Schools and Faculties of Europe, Latin America, Asia and Africa, the index of specific courses on collection development is very low. Another new field that also is approached in this work is education of virtual library providing data of the proposed courses in the universities visited, since, in their contents it always appears collection development.

This article presents findings from approximately 150 users who created instructional projects using educational digital library resources. One hundred of these users were teachers participating in professional development workshops on the topic of digital libraries. Our iterative approach to tool and workshop development and implementation was based on a framework that characterizes several input, output, and process variables affecting dissemination of such technologies in educational contexts. Data sources involved a mix of qualitative and quantitative methods, including electronic surveys, interviews, participant observations, and server log file and artifact analyses. These multiple and complementary levels of analyses reveal that despite teachers reporting great value in learning resources and educational digital libraries, significant and lasting impact on teaching practice remains difficult to obtain.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.