Enhancing the representation and relationship of information through ontology is a promising alternative approach for knowledge organization. This improved knowledge organization is vital for collocation of information and effective and efficient searching. This study concerned the testing of user performance when searching an ontology-driven information retrieval (ONTOIR) system that shows explicit relationships among resources. The study explores the possibilities of improving user performance in searching for information. The goal was to examine whether or not ontology enhances user performance in terms of recall and search time. The experiment was conducted with 40 participants to evaluate and compare the differences in user performance (recall and search time) between an ontology-driven information retrieval system and a traditional, thesaurus-driven information retrieval system. Better recall and shorter search time were found when conducting relationship-based queries in an ontology-driven information retrieval system as compared to a thesaurus-based system. . Further studies comparing user performance with a cluster-based search engine and an ontology-driven information retrieval system are needed. / A Dissertation submitted to the College of Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2006. / Date of Defense: March 31, 2006. / Information Retrieval, Topic Maps, Ontology, Information Organization / Includes bibliographical references. / Kathleen Burnett, Professor Directing Dissertation; Akihito Kamata, Outside Committee Member; Gary Burnett, Committee Member; Darrell Burke, Committee Member; Kyunghye Kim, Committee Member.

The overarching question of this descriptive and interpretive study, was "What motivated youth to read the Harry Potter series?" Defining the focus and parameters of the study were three more specific sub-questions: What are the general reading interests, habits, and attitudes towards reading of the young readers who participated in this study? What factors do the young readers identify as initially attracting them to Harry Potter? What factors do the young readers identify as motivating them to continue to read Harry Potter? A purposive sample of six-hundred-seventy-one readers who responded to a request posted on three online discussion forums completed a web-based survey with results clarified or expanded via semi-structured interviews. The members of this unique-in-time group were born between 1984 and 1990 (18 to 24 years old at the time of the study), grew up in the United States, began reading the Harry Potter before 2000 and read each book as the series was published . The questionnaire administered during Phase One of this mixed methods explanatory model approach addressed the relationship of young readers who grew up with Harry Potter and the factors these readers identified as impacting their motivation to continue reading Rowling's series during the 10 years the books were published. The quantitative and qualitative results of the Phase One influenced the questions asked during Phase Two guided selection of the most appropriate subjects to interview. Phase Two utilized semi-structured qualitative interviews to more fully explore themes and data derived during analysis of Phase One data. Not employed in previous Harry Potter studies, Rosenblatt's reader response theory was drawn on to construct this research, resulting in a wealth of new insights into motivational factors for these avid young readers of Harry Potter. These readers differ from the general population of readers in many ways: they preferred reading adventure and fantasy over horror or science fiction, read for pleasure more frequently, and were more likely to perceive themselves as having strong reading skills. Factors identified as initially motivating this group to read Harry Potter were predominantly extrinsic, with friends most often identified as encouraging them to join the in on the experience. Continued motivation to read was largely found to be intrinsic in nature with personal associations and emotional attachments between readers and the characters, changes in the reading experience as readers matured and as the books became more complex, and strong links between the books and memories of childhood. Findings of this study have several potentially important implications for theory and practice. Theoretically, this study substantiates the validity of reader response theory as a method to understand reading interests, habits, and attitudes of youth. Preferences of enthusiastic readers differed from those of typical young readers. This enables provision of attention-grabbing materials and extends the scope of reading interest research. Finally, this study documents intrinsic motivation as more important than extrinsic motivation, at least in enthusiastic readers. Extrinsic motivators attracted new readers, but the magnitude of intrinsic factors on motivation to continue reading brings into question the widespread and often controversial use of extrinsic motivators for all children in school settings. / A Dissertation submitted to the College of Information Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2009. / Date of Defense: December 11, 2008. / Reading Interests, Reader Response, Reading Motivation, Young Readers, Harry Potter / Includes bibliographical references. / Eliza T. Dresang, Professor Directing Dissertation; Susan Wood, Outside Committee Member; Don Latham, Committee Member; Nancy Everhart, Committee Member.

Web-based learning is rapidly expanding as a method of delivery in higher education. Nationally and internationally, more and more graduate degree programs are using this delivery method as a viable alternative to traditional campus based face-to face education. Educators need to examine the extent to which information needs of students are being met in web-based contexts. Because the majority of students enrolled in web-based courses do not live near enough to their host institution to take advantage of traditional information resources, they may not have the same opportunities to meet their information needs. Therefore, careful assessment and examination of student information needs is very critical to provide appropriate student services and to ensure student success. In addition, more research is required to explore the information needs of specific populations, such as multilingual students studying in web-based contexts. This instrumental case study was concerned with culture and information needs of multilingual graduate students in web-based learning contexts. Specifically, it aimed at answering the following research questions: 1) How and in what ways do multilingual graduate students in web-based degree programs perceive that their culture affects the way they meet their information needs in web-based learning contexts? 2) What do multilingual graduate students in web-based degree graduate programs perceive as their information needs? 3) What are the main characteristics and primary uses of information to satisfy multilingual graduate students' needs? The study used the Comprehensive Model of Information Seeking by Johnson (1997) as a theoretical foundation. The target population for this study was multilingual students who had partaken in a graduate level web-based learning degree program and/or course. This research employed semi-structured interviews as the primary data gathering technique. The findings of the study indicate that there were two types of factors influencing multilingual graduate students in web-based course contexts: a) factors relating to students' demographics and direct experience with the context and b) factors relating to the context in which web-based courses are delivered, such as course related factors, technical factors, time related factors, and course resource-related factors. Major findings of the study include that certain cultural elements directly affect the ways multilingual graduate students meet their information needs in web-based courses as they pursue their graduate degrees: Language; geographic location; level of education; communication and interaction skills and styles; length of stay in host country; and cultural proximity to culture of host country. Some cultural elements do not affect the students directly; they have indirect effects on the students, such as social class, nation of origin, and age. Finally, race or ethnicity, and gender were reported to have played no direct role in fulfilling their information needs in web-based courses. Other findings of the study include that students perceive that there are three types of information needs: a) information needs of the students relating to the University, b) information needs of the students relating to the program, and c) information needs of the students relating to courses. The participants were asked to characterize the types of information they used and describe all information sources that they utilized to satisfy their needs in web-based courses. Online library resources and course websites were two most often used information sources. Additionally, physical libraries, including the University libraries, local university, public, or community college libraries were used by the participants to meet their information needs. Textbooks and printed materials were among the other most often used information sources by the study participants. Finally, each participant was asked to identify and provide examples of information use activities where they met their information needs in their web-based courses. Students had to fulfill their information needs in three types of activities both synchronously and asynchronously: 1) class discussions individually or collectively; 2) individual assignments; and 3) group projects and assignments. In conclusion, an overview of this instrumental case study, limitations of the study and implications for the theoretical framework and information practices are presented. Recommendations for future research are made. / A Dissertation submitted to the College of Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2005. / Date of Defense: August 6, 2004. / Online Learning, E-Learning, Web-Based Learning, Instructional Systems, Distance Learning, Higher Education, Information Seeking, Information Behaviour, Information Behavior, Information Needs, Culture, Information, Information Studies, Multilingual, Graduate Students, Instructional Design, Instrumental Case Study, Library Studies, Language, Anthropology, International Education / Includes bibliographical references. / Kathleen Burnett, Professor Directing Dissertation; Marcy Driscoll, Outside Committee Member; Michelle Kazmer, Committee Member; Gary Burnett, Committee Member.

The purpose of this ethnographic case study was to examine the factors inherent in the diffusion of information technology innovation in the school library media center. The introduction of innovation and the diffusion process were observed in a small, rural high school, as were the ways in which the school library media specialist responded to and affected the process. / Empirical data were gathered through observation, interviews, and document analysis and were organized and analyzed using the constant comparative method. A computer software program designed for use in qualitative research was employed in coding and memo writing. / A model illustrating three interactive and interrelated factors evident in the diffusion process was conceptualized. The factors are: facilitating diffusion, supporting diffusion, and shaping diffusion. Ten themes affecting the process and the role of the school library media specialist were manifested within these factors; the themes involved the attitudes and training of the specialist and of the faculty and administration as well as the characteristics of the innovations. Four diffusion-related roles of the professional were identified: change agent, innovator, opinion leader, and monitor. / As a result of the examination and analysis of the data, four assertions related to the role of the school library media specialist and the diffusion of information technology innovation were generated. (1) The professional is critical to the success of the diffusion of information technology innovation. (2) The specialist performs four co-occurring diffusion-related roles in the innovation process. (3) The professional diffuses information technology innovation to the entire school community. The time and effort required varies both with the number of innovations and with their complexity. (4) The established instructional and curricular roles of the school library media specialist will be strongly affected and changed by continuing involvement with information technology innovation. / Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3914. / Thesis (Ph.D.)--The Florida State University, 1993.

Mobile devices with Internet capabilities and applications have dramatically increased the convenience of accessing information for community college students. This study uses technology acceptance theory as a theoretical framework to examine the determinants associated with community college students' behavioral intention to use of mobile learning and mobile library resources. The acceptance of mobile learning by students and educators is critical to the successful implementation of mobile learning systems therefore it is important to understand the factors that affect student intentions to use mobile learning. This research is based on relevant technology acceptance literature and the the Unified Theory of Acceptance and Use of Technology (UTAUT). The purpose of this study is to test the determinants of the behavioral intention to use mobile learning by community college students and to discover if there exist either age or gender differences in the acceptance of mobile learning. The results indicate that performance expectancy, social influence, perceived playfulness of learning, and voluntariness of use were all significant determinants of behavioral intention to use mobile learning. Effort expectancy and self-management were not found to be significant predictor variables. This research provides useful information in understanding the drivers of acceptance for mobile learning in order to take proactive interventions for students that may be less inclined to adopt mobile learning. / A Dissertation submitted to the School of Library and Information Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Summer Semester, 2011. / Date of Defense: April 29, 2011. / educational technology, technology innovation, technology acceptance, voluntariness of use, self management of learning, UTAUT, TAM, mobile learning, mobile, perceived playfulness / Includes bibliographical references. / Gary Burnett, Professor Directing Dissertation; Allan Jeong, University Representative; Mia Liza A. Lustria, Committee Member; Lisa Tripp, Committee Member.

This multiple-case study examined four academic library buildings of 120,000 to 152,000 square feet in size which were constructed in the southeastern United States from 1980 through 1987. The purpose of the investigation was to determine the extent to which selected architectural features identified as desirable for a functional library had been incorporated into building design and construction and to examine the factors which influenced inclusion or exclusion of these features. / Three techniques were employed to collect the requisite data: Semi-structured, recorded interviews with the library directors, selected professional library staff persons, and appropriate university administrators, examination of planning documents in the libraries' files, and direct observation and examination of the library buildings. / The fourteen research questions which guided the collection and analysis of data covered four areas: (1) Planning for the library buildings, (2) constraints affecting building planning, design, and construction, (3) observation and identification of selected architectural features, and (4) interviewee satisfaction with the completed structures, especially in regard to functional effectiveness. / The study found that, in most instances, the library directors had been active participants in planning processes which were basically similar and in which external consultants played an insignificant role. Campus political decisions, funding, and fire codes were identified as constraints which affected the outcome of the buildings. / Although none of the buildings incorporated all of the selected architectural features, the majority of the features was present in each of the libraries. One library was less flexible than the others and another exhibited monumental architectural features generally considered counter to good library design. All had an atrium or mezzanine. Though citing a few changes which they believed would improve the buildings, all interviewees felt that, overall, their libraries were satisfactory and were functional, efficient, and effective structures. / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0564. / Major Professor: Thomas L. Hart. / Thesis (Ph.D.)--The Florida State University, 1989.

The 535 deposit collections (small collections of blind and physically handicapped (BPH) equipment and materials, e.g. talking-book cassette players and cassettes lent to facilities, e.g. nursing homes) in the direct service area of the Florida Division of Blind Services Library F/T Blind and Physically Handicapped in Daytona Beach were surveyed via a mail questionnaire during November 1989-February 1990 to determine: what deposit collections were being utilized by type of facility, e.g. nursing home and to what extent; what reactions deposit collection site personnel had towards: the Florida Regional Library (FRL), the operation of the deposit collections, and staff use of BPH equipment and materials with BPH users; what site personnel knew about the full range of services available from the FRL; what site personnel knew about in-house distribution and utilization of BPH equipment and materials with programming, e.g., poetry groups; and what type assistance was provided to BPH users, e.g. reader's advisory services. / A data analysis based on 274 total usable respondents produced: 28 conclusions; 7 national recommendations; 8 Florida Regional Library Recommendations; 7 deposit collection recommendations; and 3 study recommendations which included that given the non-availability of policies, procedures, guidelines, standards and/or operational manuals for deposit collection organization and operation and given a continued disregard for this condition, it was recommended that the FRL consider the discontinuance of deposit collection services. The study included: 24 Figures and 4 Tables; and the study instrument questionnaire in the Appendices. / Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 2909. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of this study was to determine whether or not high school students who had access to an expanded periodical collection in their school media center and who were instructed in utilizing periodicals for research would incorporate more of such literature into their bibliographies than would students who had no expanded access and no instruction. A quasi-experimental methodology, utilizing preestablished classes matched through test scores, was employed. The subjects were juniors in college preparatory English and Social Studies classes in two urban high schools, one of which provided an expanded periodical collection. The experimental classes were taught a unit on periodical usage by the researcher. / The hypotheses stated that students who were provided access to an expanded collection and instruction in periodical usage would cite more periodicals in research paper bibliographies than would students with: access but no instruction, instruction but no access, and no instruction and no access; and that student use of non-school libraries was related to having access and to being instructed. The t-test for differences in the means of independent observations was used to compare the percentage of periodical citations among groups; the chi square test of the significance in the difference between proportions was used to test the difference in use of non-school libraries between groups. The hypotheses were tested at the.10 level of significance. / The findings indicated that providing students with access to an expanded collection would increase their use of periodicals. The findings with regard to instruction were mixed: when both experimental and control classes were taught by the same teacher, instruction was significant; when classes were taught by different teachers, instruction was not significant. Instructed students did not use non-school libraries significantly more than did non-instructed students. Students with access did not use home or public libraries significantly more than did students without access; they did, however, use college libraries significantly more. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3939. / Major Professor: Ronald Blazek. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of the study was to describe Florida's system of public two-year college learning resources programs (LRPs) in terms of the proposed national STANDARDS and to answer 4 Research Questions. The Methodology included the use of government reports and a survey of each of the 28 Florida colleges. / The findings were: (1) Four of the 28 college LRPs or 14% of the system met all 7 STANDARDS. (2) All four of those colleges had fewer than 5000 FTE. (3) Only one college with more than 5000 FTE met 6 of the 7 STANDARDS. (4) Twelve of the 28 or 43% of the system did not meet at least half (4) of the STANDARDS. (5) Nineteen or 68% of the 28 Florida two year college LRPs indicated that a self-study of their LRPs had been accomplished. (6) Seventeen or 61% of the 28 indicated that their institutions used the GUIDELINES and STANDARDS. (7) The budgets of each LRP were compared to the criteria in STANDARD IV Budget and it was determined that the annual funding of the Florida two-year college LRPs did not meet the proposed national STANDARDS. (8) Using the Pearson r Correlation Technique, a positive correlation was determined between the LRP's performance on the proposed national STANDARDS and the LRP's budget allocation. The interpretation was that the higher budget was associated with better performance on the proposed STANDARDS. / The conclusions were: (1) Objectives, organization, and budget were the weakest areas of the Florida system of LRPs. (2) Staff and collections did not meet the STANDARD in all categories. (3) Services and facilities were the strongest areas of the system. / The recommendations included: (1) The STANDARDS should be adopted at the state level for the system as well as individual LRPs to plan goals, evaluate programs, and record progress. (2) Further research should be conducted regarding budget process, staff structure and composition, the successful use of STANDARDS, and the institutional role of the LRPs. / Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1033. / Major Professor: Louis W. Bender. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of this study is three-fold. First it determines if college freshmen who use a computer-assisted instruction (CAI) program will have higher adjusted post-test means than students who take a traditional library tour or students with no formal library instruction. Second, it ascertains whether a computer-assisted instruction program is more cost effective than the traditional library tours. Finally, it reveals if students prefer being taught general library orientation and the use of basic reference tools using a computer-assisted instruction program instead of taking a traditional library tour. / To accomplish these objectives ENG 1020 Rhetorical Writing classes at Central Missouri State University participated in an experimental study. Eight classes, consisting of one hundred seventy-two students, were divided into three groups that consisted of a computer-assisted instruction group, a tour group and a control group. Each group was given a pre-test, subjected to the treatment of the CAI program or the tour and then administered a post-test, which determined the amount of difference in the learning that took place between the two tests. Each test also served another purpose. The pre-test collected student demographic information and the post-test gathered information the students' opinions and on the evaluation of the particular treatment. / The results indicated that (1) the CAI group showed the highest adjusted post-test means, (2) the CAI was cost effective in two of three models presented and (3) there was no strong overall acceptance in the CAI group's opinions/ratings over that of the tour group. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3539. / Major Professor: F. William Summers. / Thesis (Ph.D.)--The Florida State University, 1988.