Thesis (Ph. D.)--Indiana University, 1995. / Vita. Includes bibliographical references (leaves 439-457).

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School librarians are trained to service a diverse population of students. Despite this training, school librarians do not always have the opportunity to service students who are severely and cognitively disabled or who receive special education services within a resource classroom. Many of these students receive special education services that are referred to as Life Skills Services (LSS). There is limited literature about the collaborative efforts of school librarians and special education teachers who teach LSS. This study used a mixed-methods approach to determine why school librarians and teachers of LSS do not collaborate to support students who receive LSS. A survey was used to collect quantitative and qualitative data from participants. A Chi-square Test of Independence was conducted on survey questions that were designed with a Likert scale. Free response questions were hand-coded and analyzed for emergent themes. The quantitative and qualitative data were cross-referenced to validate findings. After distributing the survey to certified school librarians and teachers of LSS in K-12 US schools, the results indicated that there were multiple variables that contributed to a lack of collaboration between the two educators. In fact, 19 themes emerged as to why school librarians and LS teachers do not collaborate. A framework for collaboration between school librarians and teachers of LSS was developed. Future research can expand upon the findings, develop much needed training materials for school librarians and LS teachers, as well as investigate the effectiveness of the proposed conceptual framework.

From the very beginning, library education has been a mixture of theory and practice. Dewey required apprenticeships to be part of the first library school at the University of Chicago as a method to indoctrinate new professional. Today, acculturation is incorporated into the professional education through a large variety of experiential learning techniques, including internships, practicum, field work, and service learning projects, all of which are designed to develop some level of professional skills within an information organization. But, what is done for understanding library culture? It is said that one cannot truly recognize the extent of one's own cultural assumptions, until they have experienced another. This study followed a group of LIS graduate students that took that next step – going to Russia. By employing a critical hermeneutic methodology, this study sought to understand what value students gain by from working on an assessment project in an international school library. Using a horizon analysis, the researcher established the worldview of participants prior to their departure, analyzed their experience through post-experience interviews, and constructed an understanding of value. Among other concepts, the researcher looked specifically to see whether "library cultural competency", understanding library culture in global context, was developed through working on a service learning project within an international school library. This dissertation provides feedback for the program leaders and ideas for future research.