User education is one of the essential activities of the library to optimize the use of library services. This paper discusses the use of multimedia based videos for the promotion of library services and activities with the help of emerging trends and technologies and the power of Web 2.0 especially YouTube. Through this paper, it is tried to demonstrate the procedural aspects of promoting user education through developing multimedia based user education program and utilizing the services of YouTube as media of marketing and communication at Jaypee University of Information Technology, Solan, Himachal Pradesh, India.

User education is one of the essential activities of the library to optimize the use of library services. This paper discusses the use of multimedia based videos for the promotion of library services and activities with the help of emerging trends and technologies and the power of Web 2.0 especially YouTube. Through this paper, it is tried to demonstrate the procedural aspects of promoting user education through developing multimedia based user education program and utilizing the services of YouTube as media of marketing and communication at Jaypee University of Information Technology, Solan, Himachal Pradesh, India.

D.Litt. et Phil. / In this study the term "information user education" applies to educating students to enable them to retrieve and utilise information sources and the library's services, facilities and sources effectively. In agreement with modern practice this includes learning library and information skills. Literature has shown that information user education must take place in order to render users library and information literate. Various writers have pointed out that distance education students also have a specific need for information user education, but that there is very little information on decentralised information user education. In Library and Information practice it has also been found that information on decentralised information user education is not readily available and that there is a need to educate students. In order to be able to develop decentralised information user education for Technikon SA, it was therefore necessary to undertake research on the design thereof. A literature study was indispensable in investigating information user education in general. Information user education was also explored in the context of distance education (national and international), technikon education, the education model of Technikon SA and the library and information services of Technikon SA. The status of information user education at some distance education institutions was also investigated. Based on the research undertaken by Technikon SA on international distance education trends, it was found that three basic principles form the nucleus of a well-organised distance education institution. These principles are student support of a high standard, learner-centred course material and quality administrative systems. The education model of Technikon SA, that is the Integrated Learner-Centred Distance Education model, is based on these principles. To support this education model, the library and information services of Technikon SA concluded co-operation agreements with public libraries throughout South Africa in order to offer these services to students. Technikon SA purchases duplicate copies of recommended books, processes, issues and dispatch them to the public libraries. At present approximately 270 libraries house these collections. Postal loans and article services are also available for students to supplement these services. For the purposes of this study the library and information services were evaluated according to the guidelines laid down for distance education libraries and for technikon libraries. Based on these guidelines it was found that Technikon SA library generally met the criteria stipulated, but that the library and information services did not offer decentralised information user education. To supplement the literature study, an empirical study was undertaken to determine how essential information user education was for Technikon SA students. In addition it had to be established what aspects had to be offered, at what levels these aspects had to be offered and who had to present the training.

Thesis (M.A. (Information Studies)) -- University of Limpopo, 2020 / The purpose of the study was to investigate the perceptions of final-year students and subject librarians towards the adequacy of the structure and content of library user education programmes at the University of Limpopo (UL) library. Both quantitative and qualitative research methodologies were followed and a descriptive and phenomenological research designs respectively were also adopted for the study. The population for the study consisted of 260 final year students and eight (8) subject librarians, who were selected through systematic random sampling (students) and purposive sampling methods (subject librarians). Data were collected from students and subject librarians using questionnaires and semi-structured interviews. An analysis of content for UL library website was also conducted to triangulate the results of the study. Quantitative and qualitative were analysed using excel spreadsheet and thematic analysis respectively. The final year students at the UL showed some positive perceptions and attitudes towards the library in general and to the adequacy of the content and structure of its user education programmes. They are of the opinion that library staff should commit to good customer care principles and regular delivery of user education programmes, and that user education programmes at the UL library should be a credit-bearing module/course for all first-level students in all four faculties. On the structure and content, the findings of the study revealed that the UL library provides user education programmes such as library orientation, bibliographic instruction, information literacy, on-on-one training, online interactive course, library guides and brochures with different content and for different library users. Website content analysis found subject LibGuides were used as platforms for advertising Bibliographic Instruction programmes. However, impediments experienced by subject librarians towards a comprehensive delivering of user education programmes at the UL library include insufficient time allocated to user education programmes, lack of venues to conduct user education sessions, inaccessibility of social media tools, LibGuides not going live, insubstantial partnerships between stakeholders (academics and students) and the v library staff, and low attendance of user education programmes by undergraduate students. The research recommends that there should be a credit-bearing and compulsory information literacy programme offered as part of the curriculum at first levels of study at the UL. Furthermore, library staff need to have a continuous engagement with both academic staff and students, and notify them about important events within the library. The library website should also be upload recorded online user education sessions which can be accessed by library users any time. The library management should also engage ICT to open the social media platforms as that is where most students prefer to interact. This can also be used to deliver user education programmes.

Includes bibliography.

Made available in DSpace on 2015-04-16T15:23:51Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1208181 bytes, checksum: cb7ab2952188965a56dbb1c29a210aad (MD5) Previous issue date: 2010-07-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / User education is a segment of real value, in view of that, users acquire new behaviors in using the library and establish interaction with the information system. This research aims to examine the existing user education practices in the Libraries that comprise the SIB/UFPE. This is a case study, with an exploratory and descriptive character. The methodology adopted covers a desk research, a bibliographical research and a field research, the latter being composed of two steps. The universe is composed of 12 librarians with a direction and coordination position in the Libraries of SIB/UFPE and 42 students from the 7th semester of Librarianship. The random sample is directed only to the students category, which represents 95% of the universe. We used as instruments of data collection the questionnaires, programs and reports relating to the user education activities developed by the libraries. To analyze the data, we used a qualitative and quantitative approach, prioritizing some elements of content analysis. In the first step of the research we identified that the SIB/UFPE is composed of 12 University Libraries: 11 located in academic centers, and one without link with any center. The libraries were created in different years, 1830, 1968, 1974, 1976, 1983, 1986, 1988, 1992, 1997, 1994 and 2006. The numbers of registered users are respectively from the Libraries: CAV with a total of 1,084, CCJ 1,707, CTG 2,963, Reitor Ednaldo Bastos Library 4,446, and the Yves Marie Gilles de Maupeou Library 2,499, totaling 12,699 users. The staff is composed of a number of 257, being 72 librarians, 80 administrative assistants, 105 fellows and 10 other professionals. The Libraries of SIB/UFPE conduct user education activities of both formal and informal type. For the evaluation of the activities carried out, the instrument used is the questionnaire. The main difficulty found for holding the activities was the institutional barrier. The possibilities of accomplishment were understood from the perspective that the respondents are aware of the importance of seeking improvements in the quality and effectiveness of the activities undertaken on behalf of its users. In the second step of the research, the results show that most of the users are female, aged 21 to 24 years, student as occupation, family income between 1 and 3 minimum wages, considered actual users of the libraries. The users do not have difficulties regarding the use of the informational products and services offered by the libraries, but it is necessary to consider the answers to other questions where the interpersonal barrier was revealed. The study reveals that the user education practices in the Libraries of SIB/UFPE are geared to informality, requiring adjustments to achieve the informational desires of its users; ratifies the need to implement a user education policy, to guide the service; and presents some guidelines for establishing such policy. We conclude therefore that the findings of this research corroborate the literature of the area, because the education of users within the University Libraries is considered essential, necessary and of great relevance. / A educação de usuários é um segmento de real valor, tendo em vista que, os usuários adquirem novos comportamentos frente ao uso da biblioteca e estabelecem interação com o sistema de informação. Esta pesquisa objetiva analisar as práticas de educação de usuários existentes nas Bibliotecas que compõem o SIB/UFPE. Trata-se de um estudo de caso, de cunho exploratório e descritivo. A metodologia adotada abrange uma pesquisa documental, bibliográfica e de campo, sendo esta última composta de duas etapas. O universo é composto por 12 bibliotecários com cargo de direção e coordenação nas Bibliotecas do SIB/UFPE e 42 alunos do 7º período do curso de Biblioteconomia. A amostra, aleatória, é direcionada apenas para a categoria de alunos, que representa 95% deste universo. Utilizamos como instrumento de coleta de dados o questionário, os programas e os relatórios referentes às atividades de educação de usuários desenvolvidas pelas bibliotecas. Para analisar os dados, utilizamos uma abordagem qualitativa e quantitativa, priorizando alguns elementos da análise do conteúdo. Na primeira etapa da pesquisa, identificamos que o SIB/UFPE é composto por 12 bibliotecas universitárias: 11 localizadas em centros acadêmicos, e uma sem vínculo com centro algum. As bibliotecas foram criadas em diferentes anos, 1830, 1968, 1974, 1976, 1983, 1986, 1988, 1992, 1997, 1994 e 2006. Os números de usuários cadastrados são respectivamente das Bibliotecas: do CAV com um total de 1.084, do CCJ 1.707, do CTG 2.963, da Biblioteca Reitor Ednaldo Bastos 4.446, e da Biblioteca Yves Marie Gilles de Maupeou 2.499, totalizando 12.699 usuários. O quadro de funcionários é composto por um número de 257, sendo 72 bibliotecários, 80 assistentes administrativos, 105 bolsistas e 10 outros profissionais. As Bibliotecas do SIB/UFPE realizam atividades de educação de usuários tanto do tipo formal como informal. Para a avaliação das atividades desenvolvidas, o instrumento utilizado é o questionário. A principal dificuldade encontrada para a realização das atividades foi a barreira institucional. As possibilidades de realização foram entendidas sob a perspectiva de que os pesquisados têm consciência da importância de buscar melhorias na qualidade e efetividade das atividades desenvolvidas em prol de seus usuários. Na segunda etapa da pesquisa, os resultados demonstram que a maioria dos usuários é do sexo feminino, faixa etária entre 21 a 24 anos, ocupação de estudante, renda familiar entre 1 a 3 salários mínimos, considerados usuários reais das bibliotecas. Os usuários não possuem dificuldades quanto ao uso dos serviços e produtos informacionais oferecidos pelas bibliotecas, porém é necessário levar em consideração respostas a outras questões onde foi revelada a barreira interpessoal. O estudo revela que as práticas de educação de usuários nas Bibliotecas do SIB/UFPE estão voltadas para a informalidade, carecendo de ajustes para alcançar os desejos informacionais dos seus usuários; ratifica a necessidade de implantar uma política de educação de usuários, para nortear o serviço e apresenta algumas diretrizes para o estabelecimento dessa política. Concluímos, então, que os achados da pesquisa corroboram a literatura da área, pois a educação de usuários no âmbito das bibliotecas universitárias é considerada imprescindível, necessária e de grande relevância.

This twofold study is concerned with the status of library skills within the realm of undergraduate students' information handling skills. The main problem under investigation is whether students require library skills in order to be information literate. In the first phase of the study, a conceptual analysis is done of information literacy and information skills, and a typology of information skills is drawn up. The skills in the typology range from lower level locating skills to higher level cognitive skills such as synthesizing and evaluating. Library skills (as taught in user education programmes) are identified and placed within the information skills typology, resulting in a model of library and information skills. This model indicates that library skills can be subsumed under generic information skills but that they fall only within the lower level of information handling skills. It therefore cannot be concluded that library skills are integral to information literacy. However, it is proposed that library skills represent a prototype of information gathering strategies, and if taught as such they would be more relevant to the lifelong learning aspect of information literacy. The second phase of the project consists of three empirical studies, where the role of library skills at first year level in a distance learning institution is investigated, using the University of South Africa (Unisa) as an illustrative example. The grounded theory style of qualitative research is used to explore the attitudes of lecturers towards the need for library skills in students. Based on the findings, two grounded theories of library skills requirements are proposed: a theory of library skills nescience at Unisa, and a generalized theory of library skills requirements at a distance learning institution. It is suggested that if librarians intend to be involved in information literacy teaching, they need to convince lecturers of the importance of independent information seeking for students, should promote the prototype of information gathering strategies, and form a partnership between themselves and lecturers with the intention of teaching information gathering strategies across the subject curriculum. / Information Science / D. Bibl.

Thomas W. Malone. / "April 1985." "This paper appeared in the Proceedings of the CHI'85 Conference on Human Factors on Computing Systems, ... San Francisco, CA, April 14-18, 1985."--P. [5] / Includes bibliographical references (p. 11-14).

This twofold study is concerned with the status of library skills within the realm of undergraduate students' information handling skills. The main problem under investigation is whether students require library skills in order to be information literate. In the first phase of the study, a conceptual analysis is done of information literacy and information skills, and a typology of information skills is drawn up. The skills in the typology range from lower level locating skills to higher level cognitive skills such as synthesizing and evaluating. Library skills (as taught in user education programmes) are identified and placed within the information skills typology, resulting in a model of library and information skills. This model indicates that library skills can be subsumed under generic information skills but that they fall only within the lower level of information handling skills. It therefore cannot be concluded that library skills are integral to information literacy. However, it is proposed that library skills represent a prototype of information gathering strategies, and if taught as such they would be more relevant to the lifelong learning aspect of information literacy. The second phase of the project consists of three empirical studies, where the role of library skills at first year level in a distance learning institution is investigated, using the University of South Africa (Unisa) as an illustrative example. The grounded theory style of qualitative research is used to explore the attitudes of lecturers towards the need for library skills in students. Based on the findings, two grounded theories of library skills requirements are proposed: a theory of library skills nescience at Unisa, and a generalized theory of library skills requirements at a distance learning institution. It is suggested that if librarians intend to be involved in information literacy teaching, they need to convince lecturers of the importance of independent information seeking for students, should promote the prototype of information gathering strategies, and form a partnership between themselves and lecturers with the intention of teaching information gathering strategies across the subject curriculum. / Information Science / D. Bibl.

Two experiments were conducted to determine the feasibility of providing online command-selection aids to novice users of an information retrieval system. The results of the first experiment revealed a difference in the mean and variability of search performance between novice and expert computer users. Half of the novices were performing much like experts, while the rest of the sample was extremely slow. These slower novices were using inefficient scrolling strategies and appeared to be unfamiliar with the structure of the database. The second experiment evaluated whether novices could be assisted or trained with command-selection aids developed from the behavior of experts. The command-selection aids were defined in a 3 X 3 mixed factor design with type of model (frequency, sequence, or plan-based) as the between-subjects variable and dialogue initiative (user, computer, or mixed) as the within-subjects variable. The frequency and sequence models presented and ranked search procedures based on a command-usage profile and a command-transition matrix, respectively. The plan-based model presented an ordered set of search procedures with verbal explanations. All models were constructed for groups of homogeneous search problems selected by a sorting and cluster analysis. The three dialogue-initiatives determined whether the user, the computer, or both the user and computer controlled presentation of advice. Administration of the dialogue initiatives was completely counterbalanced and was followed by a final unaided transfer session. As a result of receiving online aiding, the wide ranging search performance of novice subjects was improved both during assistance and transfer. Performance of aided novices was superior to the slow novices and equal to the fast novices and experts. All three command-selection models were equally effective, with exception of the sequence model which sometimes presented frequent and complicated advice. Of the dialogues, mixed-initiated advice was ineffective during the first aiding session possibly due to the difficulties novices faced deciding whether to receive the suggested assistance. The conclusion of the study was that online command—selection aids can be effective if providing appropriate feedback and minimizing the amount of dialogue in aiding. / Ph. D.