This twofold study is concerned with the status of library skills within the realm of undergraduate students' information handling skills. The main problem under investigation is whether students require library skills in order to be information literate. In the first phase of the study, a conceptual analysis is done of information literacy and information skills, and a typology of information skills is drawn up. The skills in the typology range from lower level locating skills to higher level cognitive skills such as synthesizing and evaluating. Library skills (as taught in user education programmes) are identified and placed within the information skills typology, resulting in a model of library and information skills. This model indicates that library skills can be subsumed under generic information skills but that they fall only within the lower level of information handling skills. It therefore cannot be concluded that library skills are integral to information literacy. However, it is proposed that library skills represent a prototype of information gathering strategies, and if taught as such they would be more relevant to the lifelong learning aspect of information literacy. The second phase of the project consists of three empirical studies, where the role of library skills at first year level in a distance learning institution is investigated, using the University of South Africa (Unisa) as an illustrative example. The grounded theory style of qualitative research is used to explore the attitudes of lecturers towards the need for library skills in students. Based on the findings, two grounded theories of library skills requirements are proposed: a theory of library skills nescience at Unisa, and a generalized theory of library skills requirements at a distance learning institution. It is suggested that if librarians intend to be involved in information literacy teaching, they need to convince lecturers of the importance of independent information seeking for students, should promote the prototype of information gathering strategies, and form a partnership between themselves and lecturers with the intention of teaching information gathering strategies across the subject curriculum. / Information Science / D. Bibl.

M.A. (Information Science) / This research investigated the problem of multiple bibliographic interfaces that end-users face when conducting searches. A situation analysis was conducted which provided a profile of the situation under investigation. Based on the results of the analysis an end-user training programme for adoption by subject reference librarians at the University of the North Library with regard to bibliographic CD-ROM databases is formulated. This programme is proposed to address problems that end-users experience with these databases and in the process to improve their search abilities. Finally, areas for further investigation with regard to the situation, learner and learning situation are also suggested.

The aim of the dissertation is to provide rationale for the factors affecting the emergence of students’ individual learning environments in the university library educational environment.

Thesis (A.M.L.S.)--University of Michigan, 1955. Cf. Library literature, 1955-1957, p. 275. / Includes bibliographical references (leaves [62-63]).

Thesis (A.M.L.S.)--University of Michigan, 1955. Cf. Library literature, 1955-1957, p. 275. / Includes bibliographical references (leaves [62-63]).

Thesis (Ed. D.)--University of Massachusetts, Lowell, 1995. / "UMI number: 9529622." Includes bibliographical references (leaves 195-208).

Thesis (Ed. D.)--University of Georgia, 1991. / Includes bibliographical references (leaves 142-148).

Thesis (D. Sc.)--Nova University, 1991. / At head of title: Dissertation report IS 8995. Vita. Includes bibliographical references (leaves 96-107).

Thesis (Ed. D.)--University of Georgia, 1991. / Includes bibliographical references (leaves 142-148).

Thesis (Ph. D.)--University of North Texas, 1992. / Includes bibliographical references (leaves 98-101).