東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Mature learners and information lite...

Miller, Michelle.

FindBook

Google Book

Amazon

博客來

Mature learners and information literacy instruction in academic libraries: How LIS programs prepare academic library instructors for adult education roles.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mature learners and information literacy instruction in academic libraries: How LIS programs prepare academic library instructors for adult education roles./
作者:	Miller, Michelle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	166 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Library science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10246712
ISBN:	9781369548501

Mature learners and information literacy instruction in academic libraries: How LIS programs prepare academic library instructors for adult education roles.
Miller, Michelle.

Mature learners and information literacy instruction in academic libraries: How LIS programs prepare academic library instructors for adult education roles. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 166 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ph.D.)--Texas Woman's University, 2016.

The purpose of this study was to determine the availability of instruction courses at library and information science programs (LIS) in the US, and to what extent LIS programs address adult learning theory and instruction in the context of library instruction. Previous studies identified instruction courses at all American Library Association (ALA) accredited programs in the US; however, these studies did not delineate courses as K12 or non-K12 focused, nor did they explore adult learning theory topic inclusion. This study analysed course availability at 50 ALA-accredited programs in the US and used content analysis of instruction and academic library syllabi acquired from current LIS instructors and via course and faculty websites. Content analysis was undertaken using purposeful coding based on the assumptions of adult learning developed by the researcher by combining Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and Malcolm Knowles' assumptions of adult learning delineated in the adult learning theory andragogy. SPSS was used to conduct quantitative analysis of course syllabi to determine significant associations between syllabus elements. Findings show availability of instruction courses is extensive, but not universal, and that adult learning theory and instruction has minimal presence in current LIS programs. Suggestions for LIS program course development and future course content development are made based on the present study's findings and evidence from extant research.

ISBN: 9781369548501Subjects--Topical Terms:

539284
Library science.

Mature learners and information literacy instruction in academic libraries: How LIS programs prepare academic library instructors for adult education roles.
LDR:02594nmm a2200289 4500 001 2119977
005 20170627090656.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369548501
035 $a (MiAaPQ)AAI10246712
035 $a AAI10246712
040 $a MiAaPQ $c MiAaPQ
100 1 $a Miller, Michelle. $3 2105497
245 1 0 $a Mature learners and information literacy instruction in academic libraries: How LIS programs prepare academic library instructors for adult education roles.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Ling Hwey Jeng.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2016.
520 $a The purpose of this study was to determine the availability of instruction courses at library and information science programs (LIS) in the US, and to what extent LIS programs address adult learning theory and instruction in the context of library instruction. Previous studies identified instruction courses at all American Library Association (ALA) accredited programs in the US; however, these studies did not delineate courses as K12 or non-K12 focused, nor did they explore adult learning theory topic inclusion. This study analysed course availability at 50 ALA-accredited programs in the US and used content analysis of instruction and academic library syllabi acquired from current LIS instructors and via course and faculty websites. Content analysis was undertaken using purposeful coding based on the assumptions of adult learning developed by the researcher by combining Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and Malcolm Knowles' assumptions of adult learning delineated in the adult learning theory andragogy. SPSS was used to conduct quantitative analysis of course syllabi to determine significant associations between syllabus elements. Findings show availability of instruction courses is extensive, but not universal, and that adult learning theory and instruction has minimal presence in current LIS programs. Suggestions for LIS program course development and future course content development are made based on the present study's findings and evidence from extant research.
590 $a School code: 0925.
650 4 $a Library science. $3 539284
690 $a 0399
710 2 $a Texas Woman's University. $b Library Science. $3 3174903
773 0 $t Dissertation Abstracts International $g 78-06A(E).
790 $a 0925
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10246712