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A comparison of two methods of instr...

Nolan, Joan Parmeter.

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A comparison of two methods of instruction in library research skills for elementary school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of two methods of instruction in library research skills for elementary school students./
作者:	Nolan, Joan Parmeter.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-08, Section: A, page: 2285.
Contained By:	Dissertation Abstracts International50-08A.
標題:	Library Science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8912467

A comparison of two methods of instruction in library research skills for elementary school students.
Nolan, Joan Parmeter.

A comparison of two methods of instruction in library research skills for elementary school students. - 161 p.

Source: Dissertation Abstracts International, Volume: 50-08, Section: A, page: 2285.

Thesis (Ed.D.)--Temple University, 1989.

The purpose of the study was to determine if a difference existed between students who participated in library research skills instruction as a separate class and students who were taught these skills integrated into the subject matter curriculum. How well did both groups of students perform on a standardized test of library research skills? In addition, did method of instruction impact upon student attitudes toward, and their utilization of, the school library media center. The population examined consisted of two hundred fifth grade students. One hundred students taught library research skills by the school librarian integrated into the curriculum, and one hundred students taught in a separate class.Subjects--Topical Terms:

881164
Library Science.

A comparison of two methods of instruction in library research skills for elementary school students.
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100 1 $a Nolan, Joan Parmeter. $3 1904708
245 1 2 $a A comparison of two methods of instruction in library research skills for elementary school students.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-08, Section: A, page: 2285.
500 $a Major Adviser: Roger L. Gordon.
502 $a Thesis (Ed.D.)--Temple University, 1989.
520 $a The purpose of the study was to determine if a difference existed between students who participated in library research skills instruction as a separate class and students who were taught these skills integrated into the subject matter curriculum. How well did both groups of students perform on a standardized test of library research skills? In addition, did method of instruction impact upon student attitudes toward, and their utilization of, the school library media center. The population examined consisted of two hundred fifth grade students. One hundred students taught library research skills by the school librarian integrated into the curriculum, and one hundred students taught in a separate class.
520 $a All students took the Test of Library/Study Skills by Gullette and Hatfield (1975). All test scores were compared, using "t" test. Students taught library research skills integrated into the subject matter performed significantly better on the test of library/study skills than students who were taught as a separate class. Results from a questionnaire administered to these same students were compared, using a Chi-Square test. Findings regarding student attitudes were that students: (1) Expect to enjoy visiting the school library media center. (2) Find their school library media center friendly and interesting. (3) Would visit the school library media center more frequently, if they had the opportunity. In addition, those taught in integrated classes believe they will be able to locate information without help, those in separate classes believe they will need at least a little help. All students were denied access to library resources when librarian was unavailable.
520 $a Findings regarding student utilization of the school library media center were that scheduled library research skills classes resulted in: (1) Fewer weekly visits to the library media center. (2) Use of library for recreational materials. (3) Visits by individual students. Students in integrated classes: (1) Visited the library more frequently. (2) Used the school library media center to complete class assignments. (3) Visit most often as small groups. Recommendations included: Full time staff and integrated library skill instruction will improve student access to library resources.
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