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

The Framework for Information Litera...

Keller, Patrick S.

FindBook

Google Book

Amazon

博客來

The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes./
作者:	Keller, Patrick S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	275 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Library science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126066
ISBN:	9781339841243

The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.
Keller, Patrick S.

The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 275 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--The University of New Mexico, 2016.

The Framework for Information Literacy for Higher Education ("the Framework") may serve to influence academic library praxes. A total of 138 academic librarian participants were randomly selected (32 deans and 106 non-deans) from public and private institutions. The institutions spanned across six accrediting regions recognized by the Council for Higher Education Accreditation. Participants completed a 22-item survey designed to elicit their perceptions of the Framework's impact. Professional position (deans or non-deans) was significantly correlated with the perceived level of impact that the Framework might have on library praxes. That is, deans tended to rate the Framework at a higher level of impact than non-deans. The final question on the survey was open-ended, asking participants to explain their rating of overall impact the Framework may have on library practices at their institutions. Qualitative coding of responses to the final question revealed three themes indicating advantages of the Framework, and twelve themes indicating challenges of the Framework. Findings from this study may be useful to academic librarians, discipline faculty, and other institutional stakeholders in determining how information literacy instruction is defined, promoted, and taught in higher education. Findings may also serve to initiate and illuminate conversations around the Framework, and how to approach possible implementation.

ISBN: 9781339841243Subjects--Topical Terms:

539284
Library science.

The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.
LDR:02435nmm a2200301 4500 001 2123696
005 20171002081652.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339841243
035 $a (MiAaPQ)AAI10126066
035 $a AAI10126066
040 $a MiAaPQ $c MiAaPQ
100 1 $a Keller, Patrick S. $3 3285630
245 1 4 $a The Framework for Information Literacy: Academic Librarians' Perceptions of Its Potential Impact on Higher Education Library Praxes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Patricia E. Boverie.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2016.
520 $a The Framework for Information Literacy for Higher Education ("the Framework") may serve to influence academic library praxes. A total of 138 academic librarian participants were randomly selected (32 deans and 106 non-deans) from public and private institutions. The institutions spanned across six accrediting regions recognized by the Council for Higher Education Accreditation. Participants completed a 22-item survey designed to elicit their perceptions of the Framework's impact. Professional position (deans or non-deans) was significantly correlated with the perceived level of impact that the Framework might have on library praxes. That is, deans tended to rate the Framework at a higher level of impact than non-deans. The final question on the survey was open-ended, asking participants to explain their rating of overall impact the Framework may have on library practices at their institutions. Qualitative coding of responses to the final question revealed three themes indicating advantages of the Framework, and twelve themes indicating challenges of the Framework. Findings from this study may be useful to academic librarians, discipline faculty, and other institutional stakeholders in determining how information literacy instruction is defined, promoted, and taught in higher education. Findings may also serve to initiate and illuminate conversations around the Framework, and how to approach possible implementation.
590 $a School code: 0142.
650 4 $a Library science. $3 539284
650 4 $a Information science. $3 554358
650 4 $a Organizational behavior. $3 516683
690 $a 0399
690 $a 0723
690 $a 0703
710 2 $a The University of New Mexico. $b Organizational Learning and Instructional Technology. $3 1680120
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0142
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126066