Thesis--University of Pittsburgh. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 98-103).

Thesis (Ph. D.)--University of Pittsburgh, 1983. / Includes vita. Includes bibliographical references (p. 146-154).

Thesis (A.M.L.S.)--University of Michigan, 1957. Cf. Library literature, 195-1957, p. 516. / Includes bibliographical references (leaves [36]-41).

Thesis (Ph. D.)--Columbia University, 1992. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 262-270).

Thesis (A.M.L.S.)--University of Michigan, 1957. Cf. Library literature, 195-1957, p. 516. / Includes bibliographical references (leaves [36]-41).

Thesis (M.Ed.) -- Memorial University of Newfoundland, 1980. / Bibliography : leaves 41-44, 117-120. Also available online.

Thesis (Ph. D.)--Columbia University, 1992. / Includes bibliographical references (leaves 262-270).

This study addressed the question of whether or not information skills actually were being taught in context with curriculum units of study. The three questions it attempted to answer were: 1. To what extent have primary teachers and teacher-librarians integrated information skills into primary curriculum subjects in British Columbia? 2. Have teacher-librarian qualifications and/or hours of employment in a school library resource centre influenced the integration process? 3. Has the handbook. Primary Library Activities facilitated the integration of information skills into primary curricula? Data collection included both a written questionnaire and oral telephone interviews. The sample for the study was purchasers of Primary Library Activities. in the years 1984 and 1983. The responses to each question were tabulated and an analysis of variance was conducted to compare the variables in question two with other data. The researcher found that: - a majority of educators stated they were teaching information skills by integration. - there was no relationship between the courses a teacher-librarian had completed and/or the hours he/she was employed in a school library resource centre and integration. - a considerable difference was observable in the amount of flexible scheduling between schools located in rural areas and those located in cities. - Primary Library Activities, had been helpful in integrating information skills. A limitation in this study was the small sample. The results of the study can be viewed as an indication only and need to be replicated by further research. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This study argues that one of the solutions to the problem of high matriculation failure rates in black schools is providing resources such as media centres and laboratories to make learning more realistic and interesting to pupils. However, unequal educational provision has meant that less money is allocated to black education in comparison with white, Indian and Coloured education. The study was initiated by the awareness of the lack of media centres in black schools and colleges of education. It focuses on the teaching of library orientation at Esikhawini College of Education, an institution that has features common to all KwaZulu colleges. The population consisted of a group of Secondary Teachers Diploma Second year (STD II) students who did not study library orientation as their ancillary subject. The study shows that most students at the college had not used media centres before coming to the college. It also shows that the time allocated to library orientation is too little; the course should be extended to two or even three years. As a result of these findings, the study recommends that media education be integrated into the curricula starting with the earliest levels of schooling, and that a national policy on the funding of media education be formulated. / Thesis (M.Ed.)-University of Natal, 1992.

Thesis (Ph. D.)--Union Institute, 1995. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 85-93).