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

Opening the "preschoolers' door to l...

McKechnie, Lynne (E. F.).

FindBook

Google Book

Amazon

博客來

Opening the "preschoolers' door to learning": An ethnographic study of the use of public libraries by preschool girls.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Opening the "preschoolers' door to learning": An ethnographic study of the use of public libraries by preschool girls./
作者:	McKechnie, Lynne (E. F.).
面頁冊數:	319 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 4971.
Contained By:	Dissertation Abstracts International57-12A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN15068
ISBN:	9780612150683

Opening the "preschoolers' door to learning": An ethnographic study of the use of public libraries by preschool girls.
McKechnie, Lynne (E. F.).

Opening the "preschoolers' door to learning": An ethnographic study of the use of public libraries by preschool girls. - 319 p.

Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 4971.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 1996.

This ethnographic field study gathered evidence about the use of public libraries by preschool girls. Thirty girls within three months of their fourth birthdays were tape-recorded and observed during one of their usual visits to their local public libraries with their mothers. During the week following the visits, mothers maintained diaries where they reported incidents involving their daughters' use of library materials and other library-related activities. Follow-up interviews were conducted with mothers to verify and find out more about the behaviour observed during the library visits and reported in the diaries. Visit, diary and interview transcripts and field notes were analyzed and coded for general themes. Vygotsky's developmental theory provided a conceptual framework for the analysis of the context in which learning opportunities arose through the use of library services and materials.

ISBN: 9780612150683Subjects--Topical Terms:

1017530
Education, Early Childhood.

Opening the "preschoolers' door to learning": An ethnographic study of the use of public libraries by preschool girls.
LDR:03317nam 2200313 a 45 001 965906
005 20110908
008 110908s1996 eng d
020 $a 9780612150683
035 $a (UnM)AAINN15068
035 $a AAINN15068
040 $a UnM $c UnM
100 1 $a McKechnie, Lynne (E. F.). $3 1288657
245 1 0 $a Opening the "preschoolers' door to learning": An ethnographic study of the use of public libraries by preschool girls.
300 $a 319 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 4971.
500 $a Supervisor: Catherine Ross.
502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 1996.
520 $a This ethnographic field study gathered evidence about the use of public libraries by preschool girls. Thirty girls within three months of their fourth birthdays were tape-recorded and observed during one of their usual visits to their local public libraries with their mothers. During the week following the visits, mothers maintained diaries where they reported incidents involving their daughters' use of library materials and other library-related activities. Follow-up interviews were conducted with mothers to verify and find out more about the behaviour observed during the library visits and reported in the diaries. Visit, diary and interview transcripts and field notes were analyzed and coded for general themes. Vygotsky's developmental theory provided a conceptual framework for the analysis of the context in which learning opportunities arose through the use of library services and materials.
520 $a During their library visits, the children participated in activities such as: return and check out of library materials; selection of library materials, including catalogue searches, reader's advisory and reference activities; use of library materials, including shared reading and independent perusal; play; social interaction with others; and library programs. In the week following their library visits the children did the following: talked about libraries; made one or more additional library visits; played library; used the library materials they had borrowed for shared reading, independent perusal, and for sources of the content of their play and topics of conversation with others. Both at the library and at home, the library collections, especially stories, were the focus of most activities observed in the study.
520 $a The use of library services and collections provided many learning opportunities, particularly for learning how libraries work and for acquiring emergent literacy skills. Mothers acted as key players in their daughters' use of public libraries, scaffolding their learning within Vygotsky's zone of proximal development.
520 $a The results of this research indicate that public libraries can make an important contribution to the development of reading in young children through the provision of materials. Recommendations are made for improving services to support this learning, more effectively.
590 $a School code: 0784.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Library Science. $3 881164
690 $a 0399
690 $a 0518
710 2 0 $a The University of Western Ontario (Canada). $3 1017622
773 0 $t Dissertation Abstracts International $g 57-12A.
790 $a 0784
790 1 0 $a Ross, Catherine, $e advisor
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN15068