Source: Dissertation Abstracts International, Volume: 34-10, Section: A, page: 6677. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-06, Section: A, page: 3444. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-06, Section: A, page: 3444. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 33-07, Section: A, page: 3685. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 33-08, Section: A, page: 4442. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 33-07, Section: A, page: 3683. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 34-10, Section: A, page: 6672. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-03, Section: A, page: 1303. / Thesis (Ph.D.)--The Florida State University, 1973.

The purpose of this exploratory study was to determine whether or not the capabilities of college students in query formation and presentation could be improved through systematically designed instruction. The investigation employed a quasi-experimental method that consisted of a pretest/posttest design. The subjects were students in sections of a library-sponsored undergraduate bibliographic instruction course. The experimental group received a self-directed instructional text on forming and presenting queries; a control group received no instruction in query formation and presentation. / Within the limitations of this single field experiment conducted at one college, the findings indicate that instruction can be systematically designed to teach college students selected rules of query formation and presentation. Such instruction is effective in improving students' capabilities in query formation and presentation. / The hypotheses stated that college students who received instruction in query formation and presentation would demonstrate greater capabilities in the following areas than college students who did not receive such instruction: (a) distinguishing between ready reference and research queries, (b) generating ready reference queries that match information needs, (c) generating research queries which match information needs, (d) generating research queries that contain presentation elements, and (e) stating the major functions of reference librarians in assisting information seekers. / Analyses of covariance were applied to posttest scores; pretest scores were used as covariates. The hypotheses were supported at the .10 level of significance. / A follow-up evaluation conducted ten weeks after the posttest with five members of the experimental group, revealed that the instruction helped to clarify the role of the librarian and that skill levels demonstrated on the follow-up test were similar to skill levels demonstrated on the posttest. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2472. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this exploratory study was to determine whether or not providing library instruction to teachers would result in an improvement in the library skills of their students. A quasi-experimental method, consisting of a pretest/posttest design, was employed. The subjects were college-bound high school students of English and mathematics and their teachers. The teachers of the experimental groups completed a self-directed instructional unit on analyzing reference queries and selecting reference tools; the teachers of the control groups received no library instruction. / The hypotheses stated that students of teachers who received instruction would show a greater improvement in their library skills and use of the library than students of teachers who did not receive instruction. / Analyses of covariance were applied to posttest scores, pretest scores served as covariates. The hypotheses were tested at the.10 level of significance. / Within the limitations of this single field experiment conducted in one high school, the findings indicated that providing library instruction to teachers did not result in an immediate improvement in their students' skills or use of the library. The library skills and amount of library use of the experimental teachers, however, improved significantly. Improvement was greater for the experimental English teacher than for the mathematics teacher but the library dependency of the subject discipline did not significantly affect library skills or library use on the part of the students. / Source: Dissertation Abstracts International, Volume: 48-05, Section: A, page: 1046. / Thesis (Ph.D.)--The Florida State University, 1987.