Thesis (A.M.L.S.)--University of Michigan, 1944. / "Presented as a term paper in course [Library Science] 321."

Thesis (Ph. D.)--Florida State University, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

"The purpose of this study is to inquire into the adequacy of the training offered by the Florida State University Library School for the positions its graduates fill. During the little more than six years of its existence, from June 17, 1947 to August 15, 1953, the school has granted ninety Master's degrees. It has also awarded forty-eight librarian certificates for thirty semester hours of class work, and 101 teacher-librarian certificate for twelve semester hours of planned professional training. The present study, however, is limited to the Master's graduates of the school"--Introduction. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Louis Shores, Professor Directing Study. / Includes bibliographical references (leaves 64-67).

Thesis (PhDSoSc(Communic,InformatStud))--University of South Australia, 2002.

Thesis (Ph. D.)--Indiana University, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 203-211).

Thesis (M.A.)--University of Hong Kong, 1980. / Also available in print.

This study was designed to investigate the current practice of continuing professional education in the library science departments of teachers colleges and universities in Thailand and the role of the library science department in continuing professional education for librarians. In order to accomplish this task, two questionnaires were developed and administered to 236 chairpersons and library school faculty of 31 tecahers colleges and 9 government universities. Of the returned questionnaires, 72.88% were usable. Data were analyzed using percentage and a contingency chi-square test. The major conclusion of the study was that while the library science departments of teachers college and universities in Thailand provide to some extent, all 20 continuing education items of the Association for Library and Information Science Education model, only two were identified as being provided by more than a majority of institutions.

No description available.

Thesis (M.A.)--University of Missouri.

Library and Information Science (LIS) education must equip its graduates with the level of competence commensurate with the demands of entry-level positions available in the field. This is more so in the area of information technology (IT) that is widely acknowledged to be rapidly evolving thereby offering unique job specifications and or positions in LIS. This exploratory research investigates the extent of alignment between the level of competence proposed in learning objectives by LIS educators, and the level of competence required from LIS graduates by practitioners in the field. The study focuses specifically on cognitive competence, and in the domain of database management (DBM) within LIS education in US and Canada. The Taxonomy Table (TT) designed by Anderson and Krathwohl (2001) was used as a conceptual framework, to analyze learning objectives obtained from DBM educators and practitioners to determine the levels of competence proposed by educator and practitioners in DBM. The levels of competence derived from educators and practitioners were then compared to determine the extent of alignment between the levels of competence offered by LIS educators, and the levels of competence expectations of LIS practitioners from graduates in DBM. / Une fonnation en bibliothéconomie et les sciences de l’infonnation (BSI) doit équiper ses finissants de compétences qui répondent aux besoins du marché du travail. C’est d’autant plus vrai dans le domaine des technologies de l’infonnation et des communications où il est reconnue y avoir une évolution rapide créant des caractéristiques de tâches et/ou des emplois uniques en BSI. Cette recherche exploratoire examine le degré de concordance entre le niveau de compétences proposé par les objectifs d’apprentissages émis par les éducateurs en BSI et celui demandé aux finissants en BSI par les professionnels du domaines. L’étude est concentrée spécifiquement sur les compétences cognitives dans le domaine de la gestion de bases de données (GBD) dans les contexte d’une éducation en BSI aux États-Unis et au Canada. Le tableau taxonomique conçut par Anderson et Krathwohl (2001) sert de cadre conceptuel pennettant d’analyser les objectifs d’apprentissage obtenus chez les éducateurs et les professionnels. Cette analyse détennine le niveau de compétence offert par les éducateurs et celui demandé par les professionnels. Ces niveaux sont ensuite comparés afin de quantifier le degré de concordance entre les niveaux de compétence offerts par les éducateurs en BSI et les attentes que les finissants en BSI devront combler afin de satisfaire les professionnels en BSI en se qui attrait à la GBD.