No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this study was to investigate the policies and procedures of selected education libraries in the two German states and to describe collection development, instruction in library use, and reference and information service in libraries serving German teacher training institutions. The education libraries studied were the library of the teachers college in Erfurt, German Democratic Republic (GDR), the central library of the Friedrich-Alexander University in Erlangen, Federal Republic of Germany (FRG), and the education branch library in Nurnberg, FRG. In the area of collection development, German education librarians decide how they will divide acquisitions funds for scholarly and practical school literature, for monographic titles and serial subscriptions, for German-language and foreign language materials, and for single copies of many titles or multiple copies of fewer titles. Neither the teachers college library in Erfurt nor the education branch library in Nurnberg has a written collection development policy. The central university library in Erlangen is the national subject specialty library for educational research materials and follows a detailed collection development plan which is a model for library networks. Instruction in library use is mandated by a Ministry-level regulation in the GDR, and the objectives, content, and methods employed in Erfurt provide exemplars from which much can be learned Library education in Erlangen and Nurnberg is accorded a somewhat lower priority than in Erfurt but is regarded as a multi-faceted undertaking which involves the use of detailed library guides, elaborate sign systems, and library tours as well as formal classroom instruction. Reference and information service in Erfurt is provided primarily by subject specialists, members of academic departments, whose work is coordinated and supervised by a professional librarian. In Erlangen and Nurnberg, reference and information service is the responsibility of professionally trained librarians. Computer literature searching as a component of reference service has commenced in the libraries in Erlangen and Nurnberg but not in the Erfurt library.

This paper examines the presence of death in contemporary, 1990-2013, award-winning picture books in the United States, Canada, England, and Australia. Literary awards nationally, and globally, recognize titles that are considered to be exemplary in their genre. These awards--the Caldecott from the United States, the Governor General's Award for English-Language Illustration, the Kate Greenaway Medal from the United Kingdom, and the Children's Book Council of Australia's Best Picture Book of the Year Award--are the most prestigious in their country of origin and greatly impact the economic value and visibility of each title, the global children's book market, and the careers of the winning author and illustrators. Although death education for young children is hotly debated, its importance cannot be understated. Given the continuing trend of research showing the benefits of death education for children there has been a remarkable lack of award-winning literature that depicts death, dying, and learning how to cope with the extreme feelings these events create. A larger presence of death in award-winning children's literature would provide an easy-to-find, and reference, guide of excellent books parents or other adults could give to children to teach them about death, healthy coping methods, and empathy. / A Thesis submitted to the School of Information in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2014. / November 4, 2014. / bibliotherapy, children, death, grieving, literary awards / Includes bibliographical references. / Don L. Latham, Professor Directing Thesis; Melissa Gross, Committee Member; Nancy Everhart, Committee Member.

This study sought to develop a knowledge and skills framework for humanities librarians supporting postgraduate students against which such librarians may 'measure' their current knowledge and skills; as well as ascertain areas for new skills acquisition. This objective was supported by five critical questions which attempted to elicit data from the literature reviewed, humanities librarians interviewed and postgraduate student respondents. A constructivist qualitative approach with a multiple case study design was employed by the study. Core Competency Theory was used to provide theoretical support. Empirical data was collected by conducting interviews and focus group discussions with purposively sampled humanities librarians and postgraduate students at three selected higher education institutions in the Western Cape, namely, Stellenbosch University, University of Cape Town and the University of the Western Cape. Collected data were analysed using NVivo 11 Pro (for coding purposes) and thematic content analysis by the researcher. An important conclusion of the study, inter alia, based on its findings and discussion in the context of the literature reviewed and theory supporting the study, is that a combination of discipline-specific knowledge and skills, generic skills and personal attributes are required by humanities librarians in order to effectively support postgraduate students especially in the current digital age. The study also concludes that while subject knowledge is required, expert knowledge of humanities subjects is not generally necessary in order to provide support to postgraduate students. Rather, a broad working knowledge of a subject is required. However there are exceptions in the case of highly specialised subjects such as Music. The study recommends that both continuing professional development for humanities librarians supporting postgraduate students, amongst other librarians, as well as LIS schools in their curriculum design and development for LIS professionals entering the academic library environment, take into account a combination of discipline-specific knowledge and skills, generic skills and personal attributes for effective delivery of academic library services. To this end the study presents a knowledge and skills framework which humanities librarians supporting postgraduate students may use to 'measure' their current knowledge and skills as well as to ascertain areas for new knowledge and skills acquisition.

No description available.

No description available.