| 008 |
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140924s1990 ||||||||||||||||| ||eng d |
| 035 |
|
|a(MiAaPQ)AAI9026091
|
| 040 |
|
|aMiAaPQ|cMiAaPQ
|
| 100 |
1
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|aSmith, Julie Chant.
|
| 245 |
10
|
|aPublic librarian perceptions of library users as self-directed learners.
|
| 300 |
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|a308 p.
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| 500 |
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|aSource: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1087.
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| 500 |
|
|aAdviser: Burton R. Sisco.
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| 502 |
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|aThesis (Ed.D.)--Syracuse University, 1990.
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| 520 |
|
|aDuring the past twenty years, the phenomenon of self-directed adult learning has been the focus of considerable adult education research. Much of this research has dealt with descriptions of self-directed learning projects and the characteristics of the learners, while there has been very little attention paid to facilitators of self-directed learning. This study focuses on one of those facilitators, the public librarian, and the ways in which the librarian perceives the day-to-day interaction with library users/learners.
|
| 520 |
|
|aThe study was conducted using the qualitative methodology of the semistructured interview. The setting was a city/county library system serving a medium-sized metropolitan area in the northeastern United States. Twenty-two librarians from this system were interviewed about the ways in which they perceived their interactions with library users/learners who were using the public library as a resource. The data were analyzed both in the field and in greater depth at the conclusion of the interview process, using a modification of the constant comparative method of qualitative research (Glaser, 1978; Bogdan & Biklen, 1982).
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| 520 |
|
|aThe librarians interviewed perceived learners as a recognizable segment of the public library's community of users. They viewed them as often falling into two distinct categories: "Confident" and "Timid" learners. A proposed model for interaction between public librarians and these two categories of learners is also explored.
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| 520 |
|
|aOther highlights of the study include: (1) An exploration of the subjects, library materials and equipment that learners seek at the public library for use in their learning. (2) The librarians' approaches to assisting learners, expressed in the form of "maxims" for service. These maxims codify the ways librarians attempt to make the learner comfortable, and how they define and refine the questions being asked, how they know whether the information and assistance being rendered is sufficient, too much or too little.
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| 590 |
|
|aSchool code: 0659.
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| 650 |
4
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|aEducation, Adult and Continuing.
|
| 650 |
4
|
|aLibrary Science.
|
| 690 |
|
|a0516
|
| 690 |
|
|a0399
|
| 710 |
20
|
|aSyracuse University.
|
| 773 |
0
|
|tDissertation Abstracts International|g51-04A.
|
| 790 |
|
|a0659
|
| 791 |
|
|aEd.D.
|
| 792 |
|
|a1990
|
| 793 |
|
|aEnglish
|
| 095 |
|
|aNLB|bA1 |cN146369|eS653|pBOOK|tDDC
|
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