The content of this dissertation will be an analysis of the acceptance of the American Association of School Librarians and the Association for Educational Communications & Technology Information Literacy Standards for Student Learning (1998) by members of the education community, including school library media specialists. The purpose of this analysis is to provide understanding of the standards' acceptance in various areas of education, and to provide direction in developing strategies that will assist in the understanding and implementation of these new standards throughout the learning community. The research design is a modified electronic Delphi study using a panel of experts from the education community to indicate their professional beliefs about the standards' validity and to suggest additions, deletions, and modifications. The panel of experts is determined by nomination from national professional associations and by participant acceptance. The data from the Delphi questionnaires will be analyzed in composite and disaggregated forms to determine group and sub group acceptance. Sub grouping will be determined by profile data provided by the participants. The relevance of this dissertation to education will be to provide a directed approach in developing understanding, acceptance, and implementation of new national information literacy standards in the K-12 education community. It will also suggest potential willingness of education professionals to work with the school library media program and professional in integrating information literacy processes within diverse content areas of the K-12 learning community.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/284429 |
| Date | January 1999 |
| Creators | Marcoux, Elizabeth Louise Amburgey |
| Contributors | Hurt, Charlie D. |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Dissertation-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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