Thesis--University of California, Berkeley. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 203-221).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 150-153).

Thesis--University of California, Berkeley. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 203-221).

Thesis (Ph. D.)--University of Pittsburgh, 1979. / Typescript. Includes bibliographical references (leaves 144-152).

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2011 / The key aim of the study was to investigate whether school libraries in the rural schools of Nkangala region, Mpumalanga do implement budgeting policies due to funding constraints and poor service delivery. The library-computer centre can enhance teaching and learning. Some 188 school libraries were selected to explore their budgeting procedures and only 81 responded. The survey data collection method was used through a self-administered questionnaire which was distributed to teacher-librarians. The results of the study were analyzed according to frequencies and graphically displayed in table form. The results of the study show that almost all rural school libraries in the area have neither budgeting policies nor adequate budget to spend for effective service delivery. This shows that not only do school libraries experience budgetary constraints, but there might be other factors contributing to their poor library service delivery. It is important to empower school principals, SGBs and top managers in library budgeting procedures and for all to work cooperatively to achieve the expected educational goals.

The purposes of this study were to determine the initial impact of the Oklahoma Library Media Improvement Grants on Oklahoma school library media programs; assess whether the Oklahoma Library Media Improvement Grants continue to contribute to Oklahoma school learning communities; and examine possible relationships between school library media programs and student academic success. It also seeks to document the history of the Oklahoma Library Media Improvement Program 1978 - 1994 and increase awareness of its influence upon the Oklahoma school library media programs. Methods of data collection included: examining Oklahoma Library Media Improvement Program archival materials; sending a survey to 1703 school principals in Oklahoma; and interviewing Oklahoma Library Media Improvement Program participants. Data collection took place over a one year period. Data analyses were conducted in three primary phases: descriptive statistics and frequencies were disaggregated to examine mean scores as they related to money spent on school library media programs; opinions of school library media programs; and possible relationships between school library media programs and student academic achievement. Analysis of variance was used in the second phase of data analysis to determine if any variation between means was significant as related to Oklahoma Library Improvement Grants, time spent in the library media center by library media specialists, principal gender, opinions of library media programs, student achievement indicators, and the region of the state in which the respondent was located. The third phase of data analysis compared longitudinal data collected in the 2000 survey with past data. The primary results indicated students in Oklahoma from schools with a centralized library media center, served by a full-time library media specialist, and the school having received one or more Library Media Improvement Grants scored significantly higher academically than students in schools not having a centralized library media center, not served by a full-time library media specialist, and the school not having received one or more Library Media Improvement Grants. Students in schools having even one of these components scored higher academically than students in schools with none of these components.

This study examines the efficacy of collection development and management practices, policies, guidelines and standards in universities of technology to meet the information needs of academics and researchers at such institutions. In South Africa, as in Australasia, technikons or polytechnics have been upgraded first into degree granting institutions and then, at the beginning of the 21st century, into universities of technology. The researcher was concerned that library collections in South African universities of technology have not grown to meet the research and teaching needs of academics at the level of universities offering instruction up to a doctoral level. As research funding, government grants and the general prestige of the institutions depend on the research output of the institutions, it is essential that academics and researchers find the information resources they require in their institutional libraries. Case studies of universities of technology in New Zealand and South Africa reveal that, while Auckland University of Technology has been successful in extending its collection to meet the increasing demands placed on it, the collection development policies, standards and guidelines in a South African university of technology need to be upgraded in order to meet the information needs and information behaviour of their researchers and academics. Current levels of funding for the acquisition of information resources in South Africa lag behind those found at the New Zealand university of technology. The university of technology that was the object of the South African case study needs to bring its collection in line with that of similar institutions worldwide. This entails adapting goals and objectives stating how the collection is to develop, evaluating the collection and the needs of users, changing the Collection Development Policy to reflect the direction collection development will take and ensuring that the institution and the government back this project financially. To this end, a model Collection Development Policy has been drawn up that can be adapted to the local requirements of South African universities of technology to assist with the process of developing and managing library collections that will be worthy of such an institution. / Information Science / D. Litt. et Phil. (Information Science)

This study examines the efficacy of collection development and management practices, policies, guidelines and standards in universities of technology to meet the information needs of academics and researchers at such institutions. In South Africa, as in Australasia, technikons or polytechnics have been upgraded first into degree granting institutions and then, at the beginning of the 21st century, into universities of technology. The researcher was concerned that library collections in South African universities of technology have not grown to meet the research and teaching needs of academics at the level of universities offering instruction up to a doctoral level. As research funding, government grants and the general prestige of the institutions depend on the research output of the institutions, it is essential that academics and researchers find the information resources they require in their institutional libraries. Case studies of universities of technology in New Zealand and South Africa reveal that, while Auckland University of Technology has been successful in extending its collection to meet the increasing demands placed on it, the collection development policies, standards and guidelines in a South African university of technology need to be upgraded in order to meet the information needs and information behaviour of their researchers and academics. Current levels of funding for the acquisition of information resources in South Africa lag behind those found at the New Zealand university of technology. The university of technology that was the object of the South African case study needs to bring its collection in line with that of similar institutions worldwide. This entails adapting goals and objectives stating how the collection is to develop, evaluating the collection and the needs of users, changing the Collection Development Policy to reflect the direction collection development will take and ensuring that the institution and the government back this project financially. To this end, a model Collection Development Policy has been drawn up that can be adapted to the local requirements of South African universities of technology to assist with the process of developing and managing library collections that will be worthy of such an institution. / Information Science / D. Litt. et Phil. (Information Science)