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Dissertation Notes

Page history last edited by PBworks 12 years, 10 months ago

Old Dissertation Notes--First & Failed Topic

 

Saving all of this for future research...someday.

 

 


 

As community colleges are expected to prepare students to enter an increasingly digital, networked world, community collge leaders need to organize resources to effectively prepare students for this world. They not only need to answer the very practical questions concerning technology such as the number of computers to purchase or the types of computer networks to install, but they also need to have a broader understanding of how students understand the diverse pieces of data and information that flow across these networks. This understanding should inform the decisions that are made in supporting learning, preparing faculty members, desiging space, providing information resources, and designing curricula. The goal for today's community colleges is to prepare students to effectively perform in the ever evolving knowledge economy and information society. Just as community colleges regularly test students in mathematics and reading to gauge their preparedness and design support services to contribute to student success, community colleges must also start to gauge their students' preparedness to perform in the knowledge economy. This study aims to be a first step toward measuring this preparedness in order to give community college leaders vital information to use to mold their institutions into knowledge economcy production machines...blah!

 


Bridge Project from College knowledge. See Bridge Projects Final Report

 

High School and Beyond from National Center for Education Statistics]

 

The 1998 High School Transcript Study Tabulations: Comparative Data on Credits Earned

 

Answers in the Toolbox by Clifford Adelman


 

  • Are College Students Techno Idiots?, discusses ETS info lit test and results
  • Look at Beile disseration and consider the questions in this instrument
  • Need to find nice summary of Info Lit history...or do I? (Beile dissertation, Seamans dissertation)
  • take a look at claims made in intro and be sure that cited studies actually fall into the stated criticisms
  • look up Ryan (1984) about epistemological belief measure using quantitative measure
  • Do I need to account for instructor approach or instructor epistemological orientation? Do I try to measure information literacy components of the course?
  • What assessment measures do I use to measure information literacy? NILRC, SAILS, James Madison, Bay Area (See IL Assessment Page)
  • Beile dissertation has nice section on expert review of items (page 59)
  • Do a more thorough database search for terms
  • What number of students do I need?
  • When should I give the instruments? Do I want to get info about then students arrive at college or when they end first semester? Should I consider identifying where students are in Kuhlthau's model?
  • Need to do interviews to follow up on the surveys to get a good feeling about how the measures work.
  • Super and Hawkness? activation
  • Motivation for learning scales-Paul Pintrich, Possible measure for motivation, univ. Of Michigan college of education, $20 to get rights
  • america's connetive intiative
  • motivation for learning scales: Paul Pintrich, possible measure for motivation, univ. of michigan college of education (pay to get rights)
  • Maybe email Hofer questions
  • can a model be made using Kuhlthau's zones of intervension, motivaiton, and instructor perspective?
  • came across the SD Info Lit test. Track this down.

 

 

Need to Find:

  • Breivik, P. S. (1985). A vision in the making: putting libraries back in the information society. American Libraries, 16 (November 1985), 723.
  • Kuhlthau, C.C. (1983). The research process: Case studies and interventions with high school seniors in advanced placement English classes using Kelly’s theory of constructs. Doctoral dissertation, Rutgers University, New Brunswick.
  • Kuhlthau, C.C. (1988a). Longitudinal case studies of the information search process of users in libraries. Library and Information Science Research 10(3), 257–304.
  • Kuhlthau, C.C. (1988b). Perceptions of the information search process in libraries: A study of changes from high school through college. Information Processing & Management 24(4), 419–427.
  • Kuhlthau, C.C. (1991). Inside the search process: Information seeking from the user’s perspective. Journal of the American Society for Information Science 42(5), 361–371.
  • Kuhlthau, C.C. (1994). Students and the information search process: Zones of intervention for librarians. Advances in Librarianship 18, 57–72.
  • Kuhlthau, C.C., Turock, B.J., & George, M.W. (1990). Validating a model of the search process: A comparison of academic, public and school library users. Library and Information Science Research 12(1), 5–31.
  • From Seamans' disseration(page 11): According to both Bruce (1997) and Behrens (1994), the term information literacy is generally first attributed to Zurkowski, writing in 1974: “People trained in the application of information resources to their work can be called information literates. They have learned techniques and skills for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems” (p. 6). He goes on to assert that, “while the population of the U.S. today is nearly 100% literate, only a small portion – perhaps one-sixth, could be characterized as information literates”(p. 7). He further states (the emphasis is his) that, “The top priority of the Commission National Commission on Libraries and Information Science (NCLIS) should be directed toward establishing a major national program to achieve universal information literacy by 1984” (p. 27)." Bruce, C. (1997). The seven faces of information literacy. Adelaide, AU: Auslib Press. Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. (bibliographical essay). College & Research Libraries, 55 (July '94), 309-22.

Troy Swanson

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