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首页> 外文期刊>Evidence Based Library and Information Practice >Differences Between Library Instruction Conference Attendees and Their Institutional Affiliations in the United States and Canada are Discernible
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Differences Between Library Instruction Conference Attendees and Their Institutional Affiliations in the United States and Canada are Discernible

机译：在美国和加拿大，图书馆教学会议参会者及其机构隶属之间的差异是显而易见的

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A review of: Willingham, Patricia, Linda Carder, and Christopher Millson-Martula. “Does a Border Make a Difference? Library Instruction in the United States and Canada.” Journal of Academic Librarianship 32.1 (Jan. 2006): 23-34. Objective – The primary intent of this study was to identify differences among library instruction conference attendees and their institutions between the United States and Canada. The overall hypothesis was that there would be areas of measurable distinction between the two countries. The authors tested nine hypotheses: #1, that the largest number of survey respondents would be employed at large institutions; #2, that statistically, the majority of well-developed instructional programs are found at universities rather than colleges; #3, that beginning programs are more often found at four-year institutions; #4, that program development and technological issues predominate among instructional foci in the early twenty-first century; #5, that more experienced librarians are more likely to attend library instruction conferences; #6, that LOEX (originally an acronym for Library Orientation Exchange) is perceived as the most valuable conference in library instruction; #7, that the impact of conference attendance upon library program development is only moderate; #8, that conference theme and reputation are the two greatest factors contributing to attendance; and #9, that the majority of conference attendees are from the United States. Design – Historical research, and an e-mailed survey. Setting – Libraries and library instruction conferences in the United States and Canada. Subjects – One hundred thirty-two librarians who were attendees at one of three library user instruction conferences: LOEX, LOEX of the West, and WILU (Workshop on Instruction in Library Use). Methods – First, a brief historical review was conducted on the influence of social, economic, and political events on the development of library user instruction, the creation of conferences focused on library instruction in from the United States and Canada, and national surveys looking at institutional support for instructional development. Next, a survey instrument consisting of fifteen demographic and attitudinal questions was sent via e-mail to all 508 attendees of major library instruction conferences (LOEX and WILU for 2001, and LOEX of the West for 2000) in the United States and Canada. Responses from the 132 returned surveys were tabulated and used to evaluate their linked hypotheses. Main results – Of the nine initial hypotheses, five were supported, and the remaining four were either partially supported or rejected. Supported hypotheses included: #1, that most participants in the top library instructional conferences came from institutions with >5,000 student populations; #2, that the majority of fully developed instructional programs were in universities; #5, that librarians with greater seniority were more likely to attend instructional conferences; #7, that conference attendance has only a medium impact on program development at participants’ home institutions; and #9, that most conference attendees come from the United States. Partially supported hypotheses were: #4, that factors most highly rated by participants were program development and technology, and #8, that conference theme and reputation are ranked higher in terms of influence in attendees’ decision to participate in the conferences. Rejected hypotheses included: #3, that “beginning programs are typically found at four-year institutions,” #4, that “program development and technology rank as the two most important instruction-related issues” (note that hypothesis #4 is both rejected and partially supported), and #6, that “LOEX is considered the most valuable conference.” Conclusion – The authors confirmed their overall hypothesis that significant differences exist between the United States and Canada regarding library instructional programs. Although the two countries developed at very different rates prior to the 1960s, technology and cross-border sharing has meant that they are now developing along parallel paths. The authors suggest several avenues for further study including the need to consider attendees over a greater time span, the differences in responses between younger and more senior participants, and questions about the real differences between library instructional programs in Canada and the United States.
机译：评论：Willingham，Patricia，Linda Carder和Christopher Millson-Martula。 “边境会有所作为吗？美国和加拿大的图书馆教学。”学术图书馆杂志32.1（2006年1月）：23-34。目标–这项研究的主要目的是确定美国和加拿大之间的图书馆教学会议与会者及其机构之间的差异。总体假设是，两国之间存在可衡量的区别领域。作者检验了九种假设：＃1，被调查的受访者人数最多，将在大型机构工作; ＃2，从统计学上讲，大多数发达的教学计划都是在大学而不是大学中找到的; ＃3，开始学习的课程更常见于四年制的机构; ＃4，在21世纪初期，程序开发和技术问题在教学焦点中占主导地位; ＃5，经验丰富的图书馆员更有可能参加图书馆教学会议; ＃6，LOEX（最初是“图书馆定向交流”的缩写）被认为是图书馆教学中最有价值的会议; ＃7，会议出席对图书馆计划发展的影响很小。 ＃8，会议主题和声誉是影响出席率的两个最大因素;和＃9，大多数与会者来自美国。设计–历史研究，以及通过电子邮件发送的调查。设置–在美国和加拿大的图书馆和图书馆教学会议。主题– 132位图书馆员在以下三个图书馆用户指导会议之一中出席了会议：LOEX，西方的LOEX和WILU（图书馆使用指导讲习班）。方法–首先，对社会，经济和政治事件对图书馆用户指导发展的影响进行了简短的历史回顾，在美国和加拿大建立了以图书馆指导为重点的会议，并进行了国家调查对教学发展的机构支持。接下来，通过电子邮件向美国和加拿大的508个主要图书馆教学会议（2001年的LOEX和WILU，2000年的西部LOEX）的所有与会者发送了包括15个人口统计学和态度问题的调查工具。将来自132个返回的调查的答复制成表格，并用于评估其相关假设。主要结果–在9个初始假设中，有5个得到了支持，其余4个得到了部分支持或被拒绝。支持的假设包括：＃1，大多数顶级图书馆教学会议的参与者来自学生人数超过5,000的机构; ＃2，大多数完全制定的教学计划都在大学中; ＃5，具有较高资历的图书馆员更有可能参加教学会议; ＃7，参加会议对参与者本国机构的计划制定仅产生中等影响;和＃9，大多数与会者来自美国。部分得到支持的假设是：＃4，与会人员评价最高的因素是程序开发和技术;＃8，根据与会人员决定参加会议的影响力，会议主题和声誉排名较高。拒绝的假设包括：＃3，“开始的程序通常在四年制的机构中找到”，＃4，“程序的开发和技术是与教学有关的两个最重要的问题”（请注意，假设＃4都被拒绝了并获得部分支持）和＃6，“ LOEX被认为是最有价值的会议。”结论–作者证实了他们的总体假设，即美国和加拿大在图书馆教学计划方面存在显着差异。尽管两国在1960年代之前以不同的速度发展，但是技术和跨界共享意味着它们现在正在沿着平行的道路发展。作者提出了一些进一步研究的途径，包括需要在更长的时间范围内考虑参与者，年轻和更高年龄参与者之间反应的差异，以及加拿大和美国图书馆教学计划之间真正差异的问题。

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