Library Education and Personnel Utilization (LEPU), an American Library Association policy statement, provided the framework for this exploratory study of support staff career ladders in university libraries. The overall goal was to determine through a survey of 160 university libraries if the principles of LEPU have been implemented. Of specific interest were characteristics of existing career ladders, factors which influence those career ladders, and library managers' perceptions of advantages and disadvantages of career ladders. / The majority of university libraries use support staff categories similar to those described in LEPU (clerk, library technical assistant, and library associate). Career ladder components occur most often for the clerk category and least often for the library associate category. That high-level category, rather than the library technical assistant, is at a "dead-end" on the career ladder. / Several factors were found to have an apparent positive influence on career ladders. These included establishment of the categories by a city/state personnel system, unionization of either support staff or librarians, Association of Research Libraries membership, and public funding for the institution. In contrast, several factors which seem to reduce the likely existence of career ladders included library involvement in establishing support staff categories and library faculty formulation of policies affecting support staff promotions. / Administrators more often named career ladder advantages than disadvantages. Advantages included delineation of personnel policies, increased job satisfaction, retention of staff members, and better library service. Among the disadvantages were reliance on arbitrary requirements for promotion, establishment of alternate routes to professional positions, conflicts among staff members, and impairment of affirmative action programs. / LEPU has had little direct effect on career ladder policies for support staff in university libraries, and administrators believe that the practical value of LEPU as a model is limited. In light of this, a review of LEPU by ALA is imperative. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3530. / Thesis (Ph.D.)--The Florida State University, 1983.

A descriptive study of the use, cost, perceived value and social context of telecommunications tools in two year libraries in the Southeast was undertaken. There were three purposes in the study: (1) to describe the cost and use of telecommunications tools; (2) to investigate the perceived value of those tools; (3) to investigate the social context of the use or non-use of those tools. / The study was implemented in four stages. First, a questionnaire was mailed to all 269 two-year colleges to establish their organizational patterns and the identity of library managers. Seventy-seven percent responded. Second, a questionnaire was mailed to 175 of the responding libraries inquiring about the use and perceived value of telecommunications tools. Fifty-nine percent responded. The third stage was limited to those libraries with a high level of telecommunications usage (5 or more tools). This group was constituted of 48 libraries, of which 66 percent responded. The application of a social model composed the fourth stage. / It was found that few libraries in the Southeast employ telecommunications tools at a high level. There is little money available for such tools and costs are relatively high. When telecommunications tools are employed they receive extensive usage by relatively few students. The technology most in evidence is that pertaining to video machines of various types. Computer technology was decidedly under-represented, although it was often preferred above other tools. / The perception of such tools was positive among librarians, although costs were often perceived as a hinderance to the use of the tools. The cost levels influenced about 25 percent of the librarians to favor fees being charged. The tools perceived as being of most value generally were those related to video technology. / Socially, the employment of such tools represents an important technological, social and procedural change for librarians. Such change represents a shift in the distribution of knowledge in society and the alteration of role-expectations among information professionals--as well as the addition of new information professions. Dialectical procedures are seen as a useful choice for affecting stability in library related information roles. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 0979. / Thesis (Ph.D.)--The Florida State University, 1984.

Three hundred and eighty-six subjects representing thirteen schools accredited by the American Library Association participated in a study of field-dependence/independence and tolerance-intolerance of ambiguity. Scores on Witkin's Group Embedded Figures Test (GEFT) and Budner Scale for Tolerance-Intolerance of Ambiguity (BSTIA) provided variables to determine relationships with age, sex, undergraduate subjects majors, preferences for type of work environments and types of tasks in the field of information services. / Findings included a GEFT mean for the total population of 11.44, S.D. 5.32. Mean and S.D. for the BSTIA were 49.82 and 10.16, respectively. The GEFT and BSTIA were negatively correlated (Pearson ratio = .19 p < .001) leading to the conclusion that field-independence is associated with tolerance for ambiguity and field-dependence is related to intolerance of ambiguity. Low and significant correlations between BSTIA factors led to the general conclusion that complexity, novelty, and insolubility are independent (p < .01, p < .001, p < .001) but related components of ambiguity. / No significant relationship existed between scores on GEFT and any of the variables. BSTIA scores were significantly related to undergraduate subject major (F = 3.61, p < .01). In order of most to least tolerant by subject major the following sequence was determined: science, humanities, social science, education, and business. BSTIA scores were significantly related to preference for type of library or work environment as a career objective (F = 3.838, p < .01). Subpopulations defined by preferences for work environments were most to least tolerant in the following order: non-traditional information environment, academic library, special library, public library and school media center. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2143. / Thesis (Ph.D.)--The Florida State University, 1982.

This study contained two parts, Part A and Part B. Part A was a national survey of beginning academic librarians to determine what management functions they perform, their perception of their preparation to perform these functions, and what experiences were most useful in preparing them for managerial responsibilities. A stratified random sample representing 15 percent of all small, medium, and large academic libraries in the United States was employed which returned 84.8 percent of the mailing. The SPSS (Statistical Package for the Social Sciences) was utilized to analyze returns and run appropriate statistical tests. / Results indicated that 81 percent of beginning academic librarians have supervisory responsibilities. Over half of them perform all five of the management functions included on the research instrument (planning, organizing, staffing, controlling, and directing). However, mean perceptions of preparation for all functions were less than at the satisfactory level. / Little difference was noted in the perception of preparation of librarians in small, medium, and large libraries, with only 2 of the 33 activities showing a significant difference in the means. Males and females had a significant difference of perceived preparation for only 1 of 99 administrative activities analyzed. / Management courses taught in ALA accredited library schools in the U.S. were surveyed in Part B to determine if these courses were required of students planning to be academic librarians, and if the courses were oriented toward the management functions studied in Part A. / Fifty-four of the 62 library schools replied, revealing that 68.5 percent required a basic management course, 33.5 percent required an academic library management course, 20.4 percent required both, and 14.8 percent have no required management course. / Course materials furnished by faculty revealed that the basic management courses emphasized management functions, while the academic library management courses were oriented toward the type of library concept. / Conclusions are that beginning academic librarians perform a variety of management functions, and that library schools' curriculum should include a course that covers these basic functions as a required course for all students. Recommendations are offered for further study of related administration areas. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 1962. / Thesis (Ph.D.)--The Florida State University, 1983.

This investigation uses comparative librarianship methodology to study the education for librarianship in the three countries in terms of their library education system, professional concerns, and historical forces related to the development of education for librarianship. / The study describes the current library education systems and interprets each system through analysis of its historical development since 1880s. The current education systems and major library education concerns are juxtaposed and compared through descriptive and analytical approaches. Categories for descriptive comparison include the nature of the systems of education for librarianship; various degrees, diplomas, and certificates awarded for qualification for library work; and trends in development of library education programs. Topics for analytical comparison include academic versus professional education, undergraduate programs, one-year to two-year graduate library education programs, professional status of librarians, and influence of library associations. / Conclusions are drawn from three areas of the findings. First, the major influences on the development of library education in these countries have been patterns of professional education; needs for library service; extraordinary financial support; benefits from suggestions, proposals, and research studies; and advanced graduate library education programs. Second, the principal similarities and differences in the education systems for librarianship include differentiation between professional and non-professional programs, admissions requirements, qualification for first-level professional libraries, bases of professional status, and career advancement through library education. Third, the principal similarities and differences in major concerns of library education include the role of intermediate level librarians; the academic background of academic librarians; and the value placed on undergraduate programs, research, and practical training. / Recommendations are made for (1) that the collective strengths of the library education systems of the FRG, the UK, and the USA be used as a worthy reference for any country of the world to establish library education systems or to make innovations; (2) for further research in designing an articulated library education curriculum for all program levels; and (3) for developing proposals for a comprehensive library education system in individual countries. / Source: Dissertation Abstracts International, Volume: 44-09, Section: A, page: 2613. / Thesis (Ph.D.)--The Florida State University, 1983.

Nationwide data were collected and analyzed relating to the career profiles of public library administrators. The chi-square test of statistical significance was used to investigate the association of the independent variables of education, professional experience, and personal and family characteristics to career progression, salary and library support level for males and females. Library support level was determined by the total operating budget, the size of the materials collection, the number of professionals employed, and their beginning salaries. / Questionnaires were mailed to the directors of 420 public library agencies serving populations of 100,000 or more, as identified in the American Library Directory, 35th edition. Useable responses were received from 321 (76.43 percent) of the directors, 189 (58.88 percent) from males, and 132 (41.12) from females. / It was concluded that male directors are paid higher salaries, and that the libraries they direct have higher support levels. A significantly higher number of older females with more years of professional experience reported yearly salaries of $30,000 or less. Males were paid higher salaries regardless of initial aspirations for administration or the number of career interruptions. Salaries for men and women were not significantly different for single directors and for directors with a subject master's degree in addition to a master's in library science. Dual career paths were identified; males were more likely to have been employed in several libraries in progressively higher positions and females advanced from within a single organization. Greater mobility and an active network system were perceived as assets for males. / Libraries directed by males had larger operating budgets, employed more professionals, and the entry level salaries for professionals were higher. The sizes of the materials collections were not significantly different. / Source: Dissertation Abstracts International, Volume: 45-12, Section: A, page: 3470. / Thesis (Ph.D.)--The Florida State University, 1984.

Personnel evaluation of school library media specialists has often been accomplished on the same form and using the same process as classroom teachers in a school district. When completed in this manner the process cannot adequately measure the dual roles of library media specialist/teacher. Performance appraisal by objectives (PABO) was identified as a recommended process of personnel evaluation which would effectively measure school library media specialists' performance. / The purposes of this study were: to determine the extent to which public secondary school administrators were using a PABO approach in the personnel evaluation of school library media specialists; to identify characteristics of school setting and school administrators according to their use/nonuse of PABO; and to determine what factors influenced administrators' use/nonuse of PABO. The LAMA Guidelines (American Library Association) were used as the recommended process. / A national sample of 760 secondary school administrators was randomly selected from Patterson's American Education (1982). A response rate of 86.8% was achieved from the mail questionnaire which was developed, pretested, and validated by the researcher. The Dillman Total Design Method was used in questionnaire preparation. Respondents were divided into two groups representing those who did/did not use a performance PABO approach in the personnel evaluation of school library media specialists. Six hypothesis were tested using Chi Square analysis. / The researcher found school administrators who used PABO were: (1) more likely to have a predetermining policy in their district or state; (2) more likely to have available the services of a district level school library supervisor or director; (3) more likely to have educational background in school library media services; and (4) more likely to have attended workshops or inservice on PABO. However, there was no difference between the two groups based on (1) whether they made use of the results of the personnel evaluation process; and (2) their years of administrative experience. / Additional data was collected and summarized by the researcher including administrators' opinions as to advantages/benefits and disadvantages/problems of PABO. Sample forms from selected schools were included. / Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2351. / Thesis (Ph.D.)--The Florida State University, 1986.

Using the causal-comparative method, this study examined the effect of systematically designed library instruction on the academic success of low achieving undergraduate students in an urban based public university. / Students who failed university competency examinations in reading and in English were enrolled in a three credit hour course, L.S. 101, designed to teach basic study skills and reference skills. A random sample of these students was compared to a group of students who had passed the University's competency examinations and had not taken L.S. 101. These students were similar in ACT score, high school ranking, age, and sex. The criteria chosen were academic achievement or grades in undergraduate coursework, continuing enrollment or retention in the University, and attainment of the baccalaureate degree. / The study found that students in the treated group performed no better academically than students in the untreated group. Based upon the chi-square, there appears to be no difference in grades, GPA, or retention. This appears to indicate that, over time, the control group did as well as students exposed to the library instruction, although it must be remembered that the control group had initial academic qualities that enabled them to out-perform the treated group in both reading and writing competencies. Although no statistical significance was found, there was some evidence to indicate greater gains in retention and academic achievement for the group who had taken library instruction. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4219. / Thesis (Ph.D.)--The Florida State University, 1986.

Content analysis was used to determine how main or major disabled characters are portrayed in contemporary realistic fiction written for the preadolescent. A total of ninety-seven books was analyzed; disabled characters appearing in books published from 1965-1974 were compared to those appearing in books published from 1975-1984. / The findings of this study indicate that the percentage of stereotypes is decreasing, and that the types of stereotypes are less negative than indicated in previous studies. / In books published from 1965-1974, the majority of disabled characters was comprised of teenage orthopedically impaired males. Females were more likely to be visually impaired. Most disabled characters were white students. If the disabled characters were portrayed as a stereotype, it was probably as a "Super Crip," one who excelled in all endeavors or who had extraordinary abilities. The setting for most of the books was an urban area in the Northeast. / For books published from 1975-1984, most disabled characters were teenage health impaired females. Male disabled characters were more likely to be orthopedically impaired, as in the early years of the study. Most of the disabled characters were still white students. However, the most common stereotype changed from "Super Crip" to "Own Worst Enemy." Most of the books were still set in the Northeast, but in suburban/town/village areas rather than in urban areas. / A wider variety of disabilities was found in books published from 1975 to 1984 than in the early years of the study, mostly due to the inclusion of characters with health impairments, such as asthma, cancer, diabetes and hemophilia. From 1965 to 1974, visual impairments and orthopedic impairments were the most common disabilities found. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0240. / Thesis (Ph.D.)--The Florida State University, 1987.

Established standards and guidelines promote school librarian leadership in technology integration. Despite the imperatives implicit in professional guidelines and standards, school librarians' active engagement as leaders is not pervasive practice. Technology rich 21st century school libraries present a challenge to school librarians to lead students and classroom teachers in the use of current and emerging technologies. The urban public school is one setting in which strong technology leadership of school librarians would benefit students. The utilization of technology both as a practice within the school library and as an instructional strategy in collaboration with teachers necessitates the use of transformative leadership. School librarians, through unique training and experiences, are prepared to interact with students and adults to achieve the promises and opportunities of classroom technological innovations. The purpose of this research was to investigate urban school principals' and school librarians' perceptions of school librarian technology leadership. The study was guided by three research questions that examined the extent to which urban principals perceived school librarians to be technology leaders, the ways in which principals enabled school librarian technology leadership engagement, and the school librarians' self-reports of leadership activities that reflected entry, adaptive, or transformative technology leadership. The study used a mixed methods sequential explanatory research design. Both quantitative and qualitative data were collected using an email survey and semi-structured interviews. The study participants were employees of the Houston Independent School District (HISD). In my analysis, I found that principals perceived school librarians to be adaptive level technology leaders. School librarians also self-reported adaptive levels of technology leadership. The study had a small study population, thus, additional research is necessary in order to determine if a larger study population would produce similar results. Although the results of this study are not generalizable, the study was an exploration of the perceptions held by school librarians and principals in an urban public school setting. / A Dissertation submitted to the School of Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 20, 2018. / perception, school librarian leadership, technology, technology leadership / Includes bibliographical references. / Marcia Mardis, Professor Directing Dissertation; Diana Rice, University Representative; Nancy Everhart, Committee Member; Don Latham, Committee Member.