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首页> 外文学位 >TEACHING LIBRARY MEDIA SKILLS TO FIFTH GRADERS: A PARTICIPANT OBSERVATION (INFORMATION, ETHNOGRAPHY).
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TEACHING LIBRARY MEDIA SKILLS TO FIFTH GRADERS: A PARTICIPANT OBSERVATION (INFORMATION, ETHNOGRAPHY).

机译：向第五级读者传授图书馆媒体技能：参与者的观察（信息，民族志）。

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摘要

Emphasizing professional relationships between classroom teacher and library media specialist, a library media skills program was studied in depth through the methodology of participant observation. The researcher spent one academic year as observer in an elementary school located in a rural setting. An explanation was sought as to how classroom teacher interacted with library media specialist as they instructed fifth graders in the library media skill of information retrieval.;Defining instruction as an arrangement of human, material, temporal and spatial resources with the intention of facilitating learning of one's self or another allowed for development of a theory of information retrieval skills instruction. Theoretical constructs were organized according to arrangers, arrangements, intentions and facilitations of the skills necessary for information retrieval in each setting.;Interaction between classroom teacher and library media specialist did not prove to be substantial, though opportunities for retrieving information abounded in classroom and library media center. Student internalization of instructional outcomes from both classroom and library media center did allow the two professionals to interact indirectly. Investigating information retrieval opportunities was necessary for an understanding of the instruction in their use. Strategies such as selecting the most important terms of a classroom lesson and using them for searching in the card catalog in the library media center found their genesis in the various opportunities for retrieving information. Key to successful interaction between instruction in both environments was the translation of the dialect of the one setting into that of the other.;Qualitative modes of data collection were used to gather evidence. Classroom and library media center were viewed from the perspectives of classroom teacher, library media specialist, student and researcher. Conceptual categories and properties were generated from the data. A constant comparative method of qualitative analysis promoted the progression from observing events to developing grounded theory.
机译：强调课堂老师和图书馆媒体专家之间的专业关系，通过参与者观察的方法对图书馆媒体技能课程进行了深入研究。研究人员在农村的一所小学度过了一个学年的观察员生涯。寻求关于教室老师如何与图书馆媒体专家互动的解释，因为他们指导五年级学生图书馆信息检索技能。一个人或另一个人可以发展信息检索技能教学理论。理论结构是根据安排，安排，意图和对每种环境中信息检索所必需的技能的促进进行组织的；教室教师和图书馆媒体专家之间的互动并未证明是实质性的，尽管在教室和图书馆中有大量的信息检索机会媒体中心。课堂和图书馆媒体中心对学生教学成果的内部化确实使这两个专业人员能够进行间接互动。调查信息检索机会对于理解使用说明是必要的。选择教室课程中最重要的术语并在图书馆媒体中心的卡目录中使用它们进行搜索的策略在各种检索信息的机会中都有其起源。在两种环境中，指令之间成功交互的关键是将一种环境的方言转换为另一种环境的方言。；采用数据收集的定性模式来收集证据。从教室老师，图书馆媒体专家，学生和研究人员的角度来看教室和图书馆媒体中心。从数据生成概念类别和属性。不变的定性分析的比较方法促进了从观测事件到发展扎根理论的进程。

著录项

  • 作者

    LASHBROOK, JOHN ERNEST.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Library Science.
  • 学位 Ph.D.
  • 年度 1983
  • 页码 431 p.
  • 总页数 431
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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