Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 115-122). Also available in print.

Magister Bibliothecologiae - MBibl / This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession. / South Africa

Objectives: This study is an examination of the state of citation manager use and instruction by medical librarians across the United States and US territories. It focuses on librarian preference for citation managers and related instruction. The purpose of this study is to reveal barriers to and preferences for citation managers and citation manager instruction in hospital and academic libraries. Methods: A literature review performed prior to undertaking this project revealed minimal current literature on citation manager instruction in health sciences and medical libraries. Citation managers evolve quickly, negatively impacting the relevancy of older literature. In effort to capture current reflections on citation manager use and instruction in health science and medical libraries, a qualitative survey was devised and disseminated via medical library listservs in late summer 2017. Questions included in this survey as well as the survey platform and data collection procedures were approved by East Tennessee State University’s Institutional Review Board. Questions discussed librarian citation manager use preferences, instruction styles, barriers to instruction, and perception of value. RedCap was utilized for survey dissemination and analysis. Survey recipients received two weeks to respond to survey questions after which data was compiled and analyzed by researchers to reveal trends. Results: This survey garnered 238 responses, 61% from academic librarians, 27% from hospital librarians, and 12% from other librarians. Respondents identified Zotero as the most utilized free citation manager and EndNote as the most utilized paid citation manager. Lack of patron interest was the most significant barrier identified by hospital librarians while lack of citation manager awareness was the greatest barrier for academics. Although 97% of respondents either agreed or strongly agreed that citation manager use instruction falls within library instructional domains, 82% of librarians surveyed report that they did not receive citation manager instruction while pursuing their library degrees. Conclusions: As librarians assume responsibility for citation manager instruction and use, time must be dedicated to training of librarians to utilize citation managers and effectively teach them to others. Whether this training should occur in school or on the job is debatable and subject to circumstance. Additional recommendations include increased promotion of citation manager availability, purpose, and instruction opportunities in institutions where this is feasible. Limitations of this study include a small sample size with a bias towards respondents familiar with citation managers working in institutions with citation manager subscriptions.

The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.

This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

Thesis submitted in fulfilment of the requiremnets for the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2004. / Technology is a key subject with in C2005-RNCS and is targeted as a learning area which will contribute towards preparing learners for their roles in society and in the world of work. School principals are tasked with the responsibility of ensuring that Technology as a learning area is successfully implemented at schools in line with national and provincial guidelines. This research examined management of the curriculum with specific reference to Technology as a learning area. The management role of principals is central to implementation of this learning area, including provision of resources for teaching and learning and assignment of technology education to qualified educators. A literature review was undertaken to establish the relevant technical knowledge and professional skills that the principal would be required to possess in order to bring about meaningful changes and to implement Technology education. The study revealed that there are challengers regarding management of Technology curriculum and resources to implement the learning. The study also revealed that in spite of barriers to successful implementation school principals have devised measures to implement and manage the curriculum, including communicating with the interest groups. The researcher has made recommendations regarding management and implementation for Technology education. / Moi University

Submitted in fulfillment of the requirements of the Master of Technology Degree in Library and Information Studies in the Department of Information and Corporate Management, Durban University of Technology, Durban, South Africa, 2008. / This study investigated the job functions of university and university of technology graduates and diplomates in the staff structures of special libraries and engineering firms in KwaZulu-Natal. The objective of the study was to draw on possible trends and best practices in the latter for the Library and Information Services (LIS) work environment, as engineering like LIS draws its personnel from both traditional universities and universities of technology (UoT). Hence, the main target population for the study was university and UoT graduates and diplomates in special libraries and engineering firms in KZN. Graduates and diplomates were chosen for inclusion in the study using a census because of the smallness of the staff complements in these organizations. Two sets of self-administered questionnaires were distributed, one to graduates/diplomates and the other to employers in the selected organizations. Data collected was analysed using descriptive statistics and content analysis. Findings of the study revealed inconsistencies with the National Diploma: Library and Information Studies (ND: LIS) where these diplomates occupy paraprofessional as well as professional positions in special libraries whilst engineering graduates and diplomates tend to occupy job titles according to their highest academic qualifications. In both special libraries as well as in the engineering environment there is much task overlap and downshifting of job functions between paraprofessional and professional university and UoT graduates and diplomates. This study has revealed a valuable best practice from the engineering discipline for the LIS profession, which is that of professional registration. Professional registration of engineering staff with the Engineering Council of South Africa is a statutory requirement in the engineering profession and allows for the growth and development of those in the profession. It is recommended that the LIS profession, and the Library and Information Association of South Africa (LIASA) specifically, investigate a mechanism for professional registration of library and information workers.