This investigation was concerned with the development of a conceptual design for Learning Resources Centers based on a study of selected centers in traditionally Black four-year state-supported colleges and universities, 1972-1977. It was an effort to determine to what extent Title III Advanced Institutional Development Program (AIDP) funding was used to effect modification of college and university libraries so that they become effective learning resources centers and to develop guidelines which would be useful in determining the effectiveness of Learning Resources Center development in traditionally Black four-year state-supported colleges and universities. / To accomplish this purpose, data collection, analysis and synthesis, and evaluation were employed. Phase I, the data collection, consisted of two parts. Part 1: review and analysis of 22 Title III AIDP Refined Plans of traditionally Black four-year state-supported institutions in order to determine to what extent Title III AIDP funds were used to develop or strengthen learning resources centers as part of a library. Part 2: construction of the profiles of three Title III AIDP funded Learning Resources Center plans. Impacting factors identified in part one for the selected centers were grouped into categories under relevant components of the Title III AIDP "Format of Refined Plan." / Phase II consisted of the development of emerging guideline factors for learning resources center development in traditionally Black institutions. From these factors a draft of the emerging guidelines was developed in the form of an instrument for use by a jury of four experts in the library, media and educational technology professions. The instrument consisted of two parts: Part I was developed to obtain a rating on the following components: (1) Objectives of the design; (2) Characteristics of the learning resources center as related to educational technology; and (3) Evaluation. Part II requested a narrative assessment of the guidelines in terms of (1) total impact; (2) identification of weaknesses; and (3) how they might be corrected. Responses to the instrument were tabulated and reported in Phase III: Evaluation of the Emerging Guidelines. / Findings and Results. Using the six categories identified in the learning resources definition for this study, six institutions were identified that used AIDP funds to strengthen or develop a learning resources center as part of a library. Thirty-three guidelines evolved from the jurors' evaluation of 40 suggested guidelines. The seven guidelines receiving negative responses without written comments are included in the recommendations for future research. / Conclusion. The major conclusion from this study is that more research studies from librarians need to include the planned application of educational technology as part of an examination of learning resources center development in traditionally Black four-year institutions and other four year colleges and universities which have a high influx of students who require "developmental" courses and individualized attention. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3767. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74284 |
| Contributors | ADAMS, IDA GIRVIN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 356 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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