Source: Dissertation Abstracts International, Volume: 34-06, Section: A, page: 3444. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 33-07, Section: A, page: 3685. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 33-08, Section: A, page: 4442. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 33-07, Section: A, page: 3683. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 34-10, Section: A, page: 6672. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-03, Section: A, page: 1303. / Thesis (Ph.D.)--The Florida State University, 1973.

The purpose of this exploratory study was to determine whether or not the capabilities of college students in query formation and presentation could be improved through systematically designed instruction. The investigation employed a quasi-experimental method that consisted of a pretest/posttest design. The subjects were students in sections of a library-sponsored undergraduate bibliographic instruction course. The experimental group received a self-directed instructional text on forming and presenting queries; a control group received no instruction in query formation and presentation. / Within the limitations of this single field experiment conducted at one college, the findings indicate that instruction can be systematically designed to teach college students selected rules of query formation and presentation. Such instruction is effective in improving students' capabilities in query formation and presentation. / The hypotheses stated that college students who received instruction in query formation and presentation would demonstrate greater capabilities in the following areas than college students who did not receive such instruction: (a) distinguishing between ready reference and research queries, (b) generating ready reference queries that match information needs, (c) generating research queries which match information needs, (d) generating research queries that contain presentation elements, and (e) stating the major functions of reference librarians in assisting information seekers. / Analyses of covariance were applied to posttest scores; pretest scores were used as covariates. The hypotheses were supported at the .10 level of significance. / A follow-up evaluation conducted ten weeks after the posttest with five members of the experimental group, revealed that the instruction helped to clarify the role of the librarian and that skill levels demonstrated on the follow-up test were similar to skill levels demonstrated on the posttest. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2472. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this exploratory study was to determine whether or not providing library instruction to teachers would result in an improvement in the library skills of their students. A quasi-experimental method, consisting of a pretest/posttest design, was employed. The subjects were college-bound high school students of English and mathematics and their teachers. The teachers of the experimental groups completed a self-directed instructional unit on analyzing reference queries and selecting reference tools; the teachers of the control groups received no library instruction. / The hypotheses stated that students of teachers who received instruction would show a greater improvement in their library skills and use of the library than students of teachers who did not receive instruction. / Analyses of covariance were applied to posttest scores, pretest scores served as covariates. The hypotheses were tested at the.10 level of significance. / Within the limitations of this single field experiment conducted in one high school, the findings indicated that providing library instruction to teachers did not result in an immediate improvement in their students' skills or use of the library. The library skills and amount of library use of the experimental teachers, however, improved significantly. Improvement was greater for the experimental English teacher than for the mathematics teacher but the library dependency of the subject discipline did not significantly affect library skills or library use on the part of the students. / Source: Dissertation Abstracts International, Volume: 48-05, Section: A, page: 1046. / Thesis (Ph.D.)--The Florida State University, 1987.

Principals and media specialists serving in the same elementary schools in Regions I, III and V in the State of Florida were surveyed separately and analyzed. The principals' survey rated their acceptance and implementation of the components of a quality educational media program, while the media specialists' survey rated the quality of the educational media center in their schools. The purpose of the study was to determine if there was a significant relationship between principals' roles (acceptance) and commitment (implementation) to a media program and the quality of the educational media centers in their schools. / It was concluded from this study: (1) Principals showed an acceptance or strong endorsement for the components of a quality educational media program, but were not implementing them to the same degree, according to media specialists; (2) principals reported they generally implemented the components of a quality educational media program, while media specialists rated their educational media centers to be significantly lower in the components of personnel, materials, facilities and budget; (3) principal respondents lacked an understanding of quantitative standards for a quality educational media center program; (4) funding for school programs varied in Regions sampled, but no significant differences in educational media budgets were found between Regions; and (5) the educational media programs sampled were neither excellent, or poor, but mediocre as a group. / The study offers some recommendations to help make needed improvements in elementary school educational media center programs. With these improvements, quality educational media services could be provided to support educational programs, which some experts in the fields of library and information sciences and education believe to be a necessary and vital combination if excellence in education is to be achieved. / Source: Dissertation Abstracts International, Volume: 48-07, Section: A, page: 1569. / Thesis (Educat.D.)--The Florida State University, 1987.

The purpose of this study is to analyze the background out of which the open space movement grew, to determine the current status of open space library media centers (LMCs) in high schools, and to place the movement in historical perspective. Open space as an architectural concept is seen as a convergence of forces and influences in government, architecture, education, and technology during the late 1960's and early 1970's. / Responses from 46 library media consultants in state departments of education, plus a survey of the literature, identified 288 LMCs as potential subjects for study. Responses from 215 LMCs indicated that 152 met the qualifications of this study--LMCs with one or more permanent openings into another area of the building with no doors capable of being closed or locked. Survey data from these 152 indicated that modifications had been made in all but 39. In all but 12 unmodified LMCs, library media specialists (LMSs) wanted enclosure, and in 84 modified LMCs, respondents wanted greater enclosure. / LMCs were reported in all but 4 states, in all regions, among all racial and socio-economic groups, and in urban and rural communities. LMSs usually had little input into decisions to build open space LMCs. Architects, superintendents, and school boards (in that order) were perceived as the primary decision makers. Most LMSs did not originally hold negative attitudes toward open space. Over half of all open space LMCs were built in schools with basically traditional programs. Book loss was the most important reason given for reducing openness. Traffic control was second, with noise, student behavior, visual distractions, and vandalism ranked high as additional reasons. Back-to-Basics was not perceived as a major reason for enclosure. Loss in salaried personnel was reported in LMCs after enclosure. In the 50 fully-enclosed LMCs, the trend was toward security systems. LMSs in a majority of enclosed LMCs maintained practices compatible with an open access philosophy. There was no evidence that open space LMCs are currently being designed or constructed in high schools. Only 15 LMSs would recommend them, several with reservations. / A number of positive benefits were shown to be a result of the open space experience. The concept of the LMC as the "heart of the school" was strengthened. Open access philosophies and policies were reinforced. The role of the LMS in curriculum related activities was enhanced, and a number of fresh insights were gained. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4220. / Thesis (Ph.D.)--The Florida State University, 1986.