This study of 28 countries involves comparative content analysis of the English versions of codes of ethics proposed by professional associations. It yielded an empirically grounded typology of principles arranged in twenty categories. The most frequently identified principles were professional development, integrity, confidentiality or privacy, and free and equal access to information. While confidentiality and privacy, and equal access to information, appear in all existing typologies of library and information science ethics, other principles, such as copyright and intellectual property, democracy, and responsibility toward society, which appear in almost all other typologies, were evident in fewer than half of the codes. This empirical study provides a global perspective on library association code of ethics.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 155-166).

Thesis (M.A.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.

This study aimed to identify the influences on the development and sustainability of education for librarianship and information management. It analysed the factors that contribute to the development of education for librarianship and information management, drawing on theories of change management and the transfer of innovation, and the contextual factors suggested by theories of comparative librarianship. The investigation of these factors focused on a case study of developments in Iraq up to 2003. It examined education for librarianship and information management against the background of the creation of the country’s library and information services, and the broader context of its national, economic, and social development. It also considered trends in international perspectives on library development, and the advice and assistance offered to Iraq. To provide a benchmark for developments in Iraq, it contrasted developments there with brief summaries of parallel developments in other Arab countries and in the cognate field of education for archives and records management in Iraq. It drew evidence from the published literature, previously unexplored archival material, and discussions with some of the participants. From an evaluation of the evidence, the study developed models of the value chain in developing education in the field, illustrating the complex interactions that need to be considered. These represent the generic factors that appear critical to the sustainable development of education for librarianship and information management not only in developing countries but also in countries that are seeking to strengthen the foundations of education in this field. The conclusions also pointed to a number of specific issues that fostered or hindered development in Iraq, including trends in international assistance. The study calls for further work including investigating the impact of traditional and cultural attitudes on the development of education in the field, and understanding of how future generations of LIS professionals in Iraq could develop as change agents.

Please read the Abstract in the 00front part of this document. Copyright 2003, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Addo, GHK 2003, Utilization of information and communication technology (ICT) for education in South Africa : An examination of the world links for development (WorLD) programme, DPhil thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09192005-142901/ > / Thesis (DPhil)--University of Pretoria, 2006. / Information Science / unrestricted

Continuous integration and delivery (CI/CD) frameworks are a core element of DevOps-based software development. A PHP-based case study assessed the suitability of five such frameworks - -JFrog Arti-factory, Bitbucket Pipelines, Jenkins, Azure DevOps, and TeamCity - -for instructional use. The five were found to be roughly equivalent in terms of their usability for simple configurations. The effort needed to implement CI/CD substantially increased for more realistic production scenarios, like deployments to cloud and load-balanced platforms. These results suggest a need to limit CI/CD-based academic projects to simple infrastructure and technology stacks: e.g., a web application on a single instance web server.

This thesis explores students' experiences of specialist information technology (IT) courses at the secondary school level in New Zealand. It asks whether students experience a gendered curriculum culture in relation to specialist IT subjects. The exploration involves a survey of national curriculum arrangements and detailed consideration of the manner in which the curriculum is implemented in practice by teachers and experienced by students in three case study classes in a conventional high school, Kahikatea High School (KHS). These classes are year 12 computer studies (CPS) and years 12 and 10 text and information management (TIM). Twenty-two students were the focus of detailed observation in the course of a year. It is found that students experience a gendered IT curriculum culture at KHS, which takes form in both gendered subject and classroom cultures. Gendered subject cultures are established in part through national curriculum structures that maintain subjects from historically gendered domains. Conservative local subject arrangements at KHS contribute to a gendered curriculum in practice. The curriculum takes on a gendered character as a function of choice - teachers' choices about subjects they will offer and the way courses are organised and presented, and students' choices about what subjects they will take. Particular subjects and courses are associated with nominally masculine and feminine computer practices and are thereby imbued with masculine and feminine subject identities. There is considerable variation and nuance in the way students experience different IT courses and in the meanings they make of their experiences. In short, individual students experience the same course differently. They are influenced to greater and lesser degrees by a range of factors, including expectations, prior experience, classroom pedagogy, classroom relationships and performance. Also, individual students are negotiating their masculine and feminine identities as students of IT and computer users as they participate in specialist IT courses and in other arenas of their lives. As they negotiate their roles as computer users and students of IT at KHS, males and females are established in relations of power or authority with the technology and with each other - as computer controllers, aspirant controllers and competent users. These relationships have a gendered character that derives from the attribution of the status of controllers to (some) males and the exclusion of females from this group. However, individual males and females aspire to and are attributed the characteristics and status commensurate with a range of user roles. Gender is a factor in individual students' experiences, but in ways that defy stereotyping and that are highly individualised. All this suggests that gender is not essential in the sense that it implies sameness, but also that gender is not passé or inconsequential as a factor in students experiences of specialist IT courses. Gender relations are a fundamental and inescapable feature of students' experiences of the IT curriculum in practice at KHS.

The theme of this project was synthesis and the thesis encompasses knowledge generation and knowledge translation. Systematic review methodology was employed. The initial two systematic reviews compared antidepressant medication and cognitive-behaviour therapy for the acute treatment of depression. A further comparison of a combination of the two interventions with each treatment on its own was also conducted, with the bulk of the evidence favouring the psychotherapy. Moving to the topic of knowledge translation, the main theme of the thesis, the barriers, facilitators, and interventions impacting on systematic review uptake were identified. The evidence from these three systematic reviews, using diverse methodologies, was then combined to identify the interventions that overcame specific obstacles and built on highlighted facilitators in order to improve the uptake of evidence from systematic reviews. Juxtaposing barriers and facilitators alongside effectiveness studies in this final, mixed-methods systematic review allowed a number of interventions to be recommended. The synthesis also allowed strategies to be highlighted that required further development. Interventions with a statistically significant effect such as educational visits, summaries of systematic reviews, and targeted messaging, addressed a wide range of the identified barriers and facilitators. These interventions were recommended. Promising uptake strategies requiring further development were also identified. Furthermore, large gaps in the evidence base regarding systematic review utilization were highlighted. Fewer of the facilitators identified as part of this project, such as the medico-legal protection provided by systematic reviews, appear to have been built on in order to increase review uptake. Finally, all the preceding evidence was drawn on in order to develop a proposal focused on improving the uptake of evidence from systematic reviews and meta-analyses. This doctoral project offers a menu or range of evidence-based factors that can be considered by organisations and researchers when planning strategies aimed at increasing the uptake of pre-appraised, synthesized evidence.

In spite of the fact that contemporary society is called information or knowledge society, the meaning of terms information and knowledge is often out of our attention. The author seeks, bearing in mind the seriousness of discussed topics in the text, to present a systemic view with emphasis on the interrelationship between ideas and phenomena, based on a thorough definition of the theoretical foundations. The main aim of this work is to (from several different perspectives) point out selected important consequences of knowledge "objectification". It turns out that theme of education plays a major role in response to the question which modern society faces in the context of informatization.

Thesis (M.A. (Information Studies)) --University of Limpopo, 2018 / A large number of first year entering undergraduate students at tertiary institutions at Tshwane University of Technology lack skills and competencies for accessing relevant academic information for their assignments and other academic projects they are engaged in. To overcome this problem academic libraries at this institution organise Information Literacy Training Programme (ILTP) to equip students with such skills and competencies. This research investigated if there is any impact that ILTP has among first year entering undergraduate students attached to the Faculties of Humanities and Management Science, who have attended this programme at Tshwane University of Technology, at Polokwane campus. The study adopted both quantitative and qualitative research approaches through a questionnaire and focus group interview respectively to measure the information literacy skills and competencies of first year entering students before and after t attending ILITP.The study sought to measure (a) Students’ perception of information literacy; (b) Students’ ability to use library resources; (c) Students familiarity with different library resources before and after attendance of the programme. The study found that most of the first entering students had a different perception of information literacy. Furthermore, the student’s abilities to use library resources and their familiarity with library resources were very little before they attended the programme. It was only after they attended the programme that they were familiar with some of the library resources and their abilities to use those resources improved. Therefore this study discovered that ILTP has a positive impact of the academic success and performance of first entering students, even though it is minimal.The study recommends that information literacy education for students should be continuous so that students should not lose focus of what they have learnt in the formal Information Literacy Training Programmes. Furthermore, teaching of information literacy should be compulsory to all first year entering students across all faculties offered at Tshwane University of Technology and this will attach some form of accreditation to them to encourage participation.