This study sought to suggest guidelines for library media education curricula based upon perceptions of school library media personnel regarding 21 competencies identified as needed to participate with teachers in the design of instructional activities. A questionnaire elicited perceptions concerning these competencies from 503 respondents chosen randomly from the membership of selected library media organizations in four states relative to these variables: possession, training modes, acquisition in library media education, coursework type, teaching methodology, competence level, value to job, propriety as job activities, performance, and supervision. / Chi square procedures determined for each competency statement (1) if relationships existed between these variables and levels of professional preparation and (2) whether undergraduate or graduate professional preparation accounted for the difference. / The following conclusions were reached: (a) respondents possessed almost all competencies, (b) a majority cited teacher education programs as the source of competency development, (c) relationships between educational level and competency statements were few, (d) educational level at which each relationship could be attributed was dependent upon each specific variable and competency statement, (e) respondents with graduate level preparation consistently made more positive responses to questions posed, (f) traditional service competencies were acquired in professional programs, (g) virtually all competencies were designated as proper job activities, (h) only traditional service competencies were being performed on the job, and (i) no competencies were supervised. Of those who perceived their library media preparation as having contributed to their competency development, (a) most acquired competencies in required courses incorporating skill process, (b) most attached some or great value to professional programs for competency development, and (c) most reported a medium or high level of competence. / Guidelines suggested library media education (a) re-enforce competency development, (b) emphasize utilizing competencies to relate library media programming to instructional activities, and (c) demonstrate to educators the value of library media personnel participating in the design of instructional activities. The guidelines proposed instructional design, taught as a skill process in required coursework, serve as a focal point to which other library media competencies would relate and support. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4190. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74661 |
| Contributors | ROYAL, SELVIN WAYNE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 366 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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