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

Thesis (Ph. D.)--University of North Texas, 1992. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 98-101).

Thesis (Ed. D.)--University of Southern California, 1996. / Includes bibliographical references (leaves 71-75).

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.

Wong, Chiu Wing. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 336-358). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Thesis (M.A. (Information Studies)) -- University of Limpopo, 2020 / The purpose of the study was to investigate the perceptions of final-year students and subject librarians towards the adequacy of the structure and content of library user education programmes at the University of Limpopo (UL) library. Both quantitative and qualitative research methodologies were followed and a descriptive and phenomenological research designs respectively were also adopted for the study. The population for the study consisted of 260 final year students and eight (8) subject librarians, who were selected through systematic random sampling (students) and purposive sampling methods (subject librarians). Data were collected from students and subject librarians using questionnaires and semi-structured interviews. An analysis of content for UL library website was also conducted to triangulate the results of the study. Quantitative and qualitative were analysed using excel spreadsheet and thematic analysis respectively. The final year students at the UL showed some positive perceptions and attitudes towards the library in general and to the adequacy of the content and structure of its user education programmes. They are of the opinion that library staff should commit to good customer care principles and regular delivery of user education programmes, and that user education programmes at the UL library should be a credit-bearing module/course for all first-level students in all four faculties. On the structure and content, the findings of the study revealed that the UL library provides user education programmes such as library orientation, bibliographic instruction, information literacy, on-on-one training, online interactive course, library guides and brochures with different content and for different library users. Website content analysis found subject LibGuides were used as platforms for advertising Bibliographic Instruction programmes. However, impediments experienced by subject librarians towards a comprehensive delivering of user education programmes at the UL library include insufficient time allocated to user education programmes, lack of venues to conduct user education sessions, inaccessibility of social media tools, LibGuides not going live, insubstantial partnerships between stakeholders (academics and students) and the v library staff, and low attendance of user education programmes by undergraduate students. The research recommends that there should be a credit-bearing and compulsory information literacy programme offered as part of the curriculum at first levels of study at the UL. Furthermore, library staff need to have a continuous engagement with both academic staff and students, and notify them about important events within the library. The library website should also be upload recorded online user education sessions which can be accessed by library users any time. The library management should also engage ICT to open the social media platforms as that is where most students prefer to interact. This can also be used to deliver user education programmes.

This study describes a survey of 237 first-year undergraduate students conducted at the University of North Carolina at Chapel Hill. Through this study, the researcher aimed to fill in gaps in librarians’ knowledge about first-year students’ awareness of reference services, and students’ preferred modes of communication with librarians. The results show significant positive relationships between librarians’ verbal promotion of reference services and students’ tendency to ask reference questions in person.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (D. Ed. Min.)--Midwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 328-336).

Thesis (Ph. D.)--University of Pittsburgh,1996. / "97-09426." Includes bibliographical references (leaves 143-148).