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The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources And Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (2) There will be a difference in the using Networked Information Sources and Services used to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet directories and Search Engines. (A bibliography is included. Three appendixes include: Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. Contains 13 figures and 10 tables.) [Abstract format modified to meet ERIC guidelines. This record is a modification of ED499284.]

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources And Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (2) There will be a difference in the using Networked Information Sources and Services used to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet directories and Search Engines. (A bibliography is included. Three appendixes include: Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. Contains 13 figures and 10 tables.) [Abstract format modified to meet ERIC guidelines. This record is a modification of ED499284.]

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources And Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (2) There will be a difference in the using Networked Information Sources and Services used to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet directories and Search Engines. (A bibliography is included. Three appendixes include: Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. Contains 13 figures and 10 tables.) [Abstract format modified to meet ERIC guidelines. This record is a modification of ED499284.]

PDF copy of Reference and Information Services: An Introduction 4th Edition

PDF copy of Reference and Information Services: An Introduction 4th Edition

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

Sixteen scholarly papers and twenty abstracts comprise the content of the eighteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2018 paper and abstract titles include: (1) Committee on Diversity & Inclusion: Cultivating an Inclusive Library Environment (Orolando Duffus, Andrea Malone, Margaret Dunn, Lisa Cruces, Matthew Moore, Annie Wu, and Frederick Young); (2) Checking Out the LGBT+ (Kayla Reed); (3) Tailoring Library Instruction to Adult Students: Applying the Science and Methods of Andragogy for Modern Instructional and Reference Services (Eric Deatherage and Jason Smith); (4) Library-Faculty Collaboration for OER Promotion and Implementation (Paula Martin); (5) The Facts of Fiction: Research for Creative Writers (Addison Lucchi); (6) Location and the Collection Connection (Kayla Reed and Amber Carr); (7) Gay for No Pay: How to Maintain an LGBTQ+ Collection with No Budget (Rachel Wexelbaum); (8) A Step Up: Piloting Integrated Information Literacy Instruction Throughout a Discipline (Nathan Elwood and Robyn Hartman); (9) Not Just a Collection: The Emergence and Evolution of Our Contemporary Collection (Hong Li and Kayla Reed); (10) Flipster: How One Community College Library Supports Faculty and Student Academic Needs with Flipster Digital Magazines (Stephen Ambra); (11) Three Ring Circus: A Model for Understanding and Teaching Students about Bias (Virginia Cairns); (12) Demystifying DH: How to Get Started with Digital Humanities (Sherri Brown and Forstot Burke); (13) Academic Libraries Embracing Technology with a Purpose (Lavoris Martin); (14) (A)ffective Management: A People First Management Approach (Ryan Weir); (15) Plugged & Unplugged Active Learning Strategies for One Shots (Judy Bastin, Justina Mollach, Leslie Pierson, Ruth Harries, and Teresa Mayginnes); (16) Giving a Booster Shot to Your One Shot: Incorporating Engaging Activities into Library Instruction (Kelly Leahy, Gwen Wilson, and Angela Beatie); (17) Adventures with Omeka.net: Metadata, Workflows, and Exhibit-based Storytelling at UNO Libraries (Yumi Ohira, Angela Kroeger, and Lori Schwartz); (18) Online Badge Classes for High School Students (Angela Paul); (19) Fake News: The Fun, the Fear, and the Future of Resource Evaluation (Lindsay Brownfield); (20) Making Outreach the Library's Mission (April K. Miller); (21) Active Learning for Metaliteracies: Digital Modules from the New Literacies Alliance (Rachel R. Vukas, Prasanna Vaduvathiriyan, and Brenda Linares); (22) Calculating Return on Investment in Libraries (Nicholas Wyant); (23) Crossing Borders: Expanding Digitization Efforts Across Library Departments (Jay Trask, Jane Monson, and Jessica Hayden); (24) From Silos to Collaboration (Joyce Meldrem); (25) Key Performance Indicator Tracking Using Google Forms (Joshua Lambert); (26) Bridging the Gap: Providing Equal Access of Library Resources and Services to Distance Learners (Nancy Crabtree, Xiaocan (Lucy) Wang, Bob Black); (27) Coming to the Plains: Latino/a Stories in Nebraska (Laurinda Weisse, Michelle Warren, and Jacob Rosdail); (28) Five Keys to #SocialMediaSuccess in Academic Libraries (Hannah E. Christian and Alison Hanner); (29) Easy Information Literacy Assessments for Small Academic Libraries (Julie Pinnell); (30) Traversing the Path: A Library Director's Guide to the Higher Learning Commission's Open Pathway for Accreditation (Sandy Moore); (31) Drawing Magic: Visualizing the Internet to Introduce Information Literacy (Kelly Leahy); (32) Chatspeak for Librarians: Best Practices for Chat Reference (Tanner D. Lewey); (33) The Creative Learning Spiral: A Python Learner in the Library (Greta Valentine); (34) The Poet's Papers: Literary Research in the Small College Archives (Martha A. Tanner); (35) Giving Students an Edge: Enhancing Resumes with a Digital Information Research Certificate (Rachel R. Vukas); and (36) Where Did You Get That eBook? Comparison of Student/Faculty Use of eBooks, Library Space, and Citation Management Programs (Alice B. Ruleman). (Individual papers contain references.) [For the 2017 proceedings, see ED578189.]

ix, 421 p. ; 22 cm

ix, 421 p. ; 22 cm

ix, 421 p. ; 22 cm

ix, 421 p. ; 22 cm

The potential role of public libraries and the California State Library in a state-wide technical information system for business and industry is the topic of this report. Three levels of services are proposed for the system: (1) research centers (major academic libraries), (2) subject reference centers (major public libraries), and (3) local service-contact libraries. The State Library has funded a pilot reference center designed to serve initially as a prototype and ultimately to become the administrative center for the public libraries' reference centers throughout the state. A preliminary schedule for mechanization of services for the network is given. (CC)

The potential role of public libraries and the California State Library in a state-wide technical information system for business and industry is the topic of this report. Three levels of services are proposed for the system: (1) research centers (major academic libraries), (2) subject reference centers (major public libraries), and (3) local service-contact libraries. The State Library has funded a pilot reference center designed to serve initially as a prototype and ultimately to become the administrative center for the public libraries' reference centers throughout the state. A preliminary schedule for mechanization of services for the network is given. (CC)

The potential role of public libraries and the California State Library in a state-wide technical information system for business and industry is the topic of this report. Three levels of services are proposed for the system: (1) research centers (major academic libraries), (2) subject reference centers (major public libraries), and (3) local service-contact libraries. The State Library has funded a pilot reference center designed to serve initially as a prototype and ultimately to become the administrative center for the public libraries' reference centers throughout the state. A preliminary schedule for mechanization of services for the network is given. (CC)

The consultation, a followup to the June, 1973 Meeting of Experts on Documentation and Information Services in Adult Education, was prepared and organized by the UNESCO Adult Education Section and the International Bureau of Education for the purpose of discussing means of improving international information services in adult education. Detailed programs of action were developed for: (1) draft versions of the Thesaurus of Adult Education Terms; a comparative Dictionary of Adult Education Terms; a Directory of Documentation and Information Services in Adult Education; and lists of adult education national boards and councils, associations, periodicals, abstracting services and directories and (2) the Adult Education Data Bank consisting of Cooperative Educational Abstracting Service, International Educational Reporting Service, and other indicative abstracts. A list of participants is appended. (Author/EA)

The consultation, a followup to the June, 1973 Meeting of Experts on Documentation and Information Services in Adult Education, was prepared and organized by the UNESCO Adult Education Section and the International Bureau of Education for the purpose of discussing means of improving international information services in adult education. Detailed programs of action were developed for: (1) draft versions of the Thesaurus of Adult Education Terms; a comparative Dictionary of Adult Education Terms; a Directory of Documentation and Information Services in Adult Education; and lists of adult education national boards and councils, associations, periodicals, abstracting services and directories and (2) the Adult Education Data Bank consisting of Cooperative Educational Abstracting Service, International Educational Reporting Service, and other indicative abstracts. A list of participants is appended. (Author/EA)

The consultation, a followup to the June, 1973 Meeting of Experts on Documentation and Information Services in Adult Education, was prepared and organized by the UNESCO Adult Education Section and the International Bureau of Education for the purpose of discussing means of improving international information services in adult education. Detailed programs of action were developed for: (1) draft versions of the Thesaurus of Adult Education Terms; a comparative Dictionary of Adult Education Terms; a Directory of Documentation and Information Services in Adult Education; and lists of adult education national boards and councils, associations, periodicals, abstracting services and directories and (2) the Adult Education Data Bank consisting of Cooperative Educational Abstracting Service, International Educational Reporting Service, and other indicative abstracts. A list of participants is appended. (Author/EA)

The consultation, a followup to the June, 1973 Meeting of Experts on Documentation and Information Services in Adult Education, was prepared and organized by the UNESCO Adult Education Section and the International Bureau of Education for the purpose of discussing means of improving international information services in adult education. Detailed programs of action were developed for: (1) draft versions of the Thesaurus of Adult Education Terms; a comparative Dictionary of Adult Education Terms; a Directory of Documentation and Information Services in Adult Education; and lists of adult education national boards and councils, associations, periodicals, abstracting services and directories and (2) the Adult Education Data Bank consisting of Cooperative Educational Abstracting Service, International Educational Reporting Service, and other indicative abstracts. A list of participants is appended. (Author/EA)

A modular computer program for subject access to multiple fixed-vocabulary bibliographic data bases has been developed. It is written in PL/I and Assembler Language for operation on the IBM 360 Model 91 computer at the University of California, Los Angeles, and can run on a computer as small as an IBM 360 Model 50. The program (MULFSCH) described represents an intermediate stage in software development for the Center for Information Services (CIS). As such, its principal value to the CIS project is in development of the various procedures (acquisition, cataloging, retrieval, etc.) attendant to the operation of the CIS. (Related documents are available as LI 003296 through LI 003301). (Author)

A modular computer program for subject access to multiple fixed-vocabulary bibliographic data bases has been developed. It is written in PL/I and Assembler Language for operation on the IBM 360 Model 91 computer at the University of California, Los Angeles, and can run on a computer as small as an IBM 360 Model 50. The program (MULFSCH) described represents an intermediate stage in software development for the Center for Information Services (CIS). As such, its principal value to the CIS project is in development of the various procedures (acquisition, cataloging, retrieval, etc.) attendant to the operation of the CIS. (Related documents are available as LI 003296 through LI 003301). (Author)

This bibliography lists selective sources of information on providing library services for adults and children with disabilities. Emphasis is on visual or physical disabilities that prevent reading of standard print. Sources are cited separately for general information; special needs users (older adults, children, hearing impaired, learning disabled, and visually impaired); academic libraries; the Americans with Disabilities Act (compliance and accessibility); adaptive technologies; and online resources. Materials cited cover 1988 to 1996. (Author/AEF)

This part of the final report provides an historical context for a state technical information system by reviewing prior work toward establishment of state-wide cooperation among libraries, with particular emphasis on service to business and industry. It then outlines a network schematic which incorporates both geographic groupings and specialty groupings of libraries. It defines two kinds of centralized facilities: a processing center and a switching center. The processing center serves the function of producing for wide-scale distribution catalogs of the holdings of groups of libraries. The switching center serves as a directory service, providing both the information and the technology for facilitating communications among libraries. This part of the report concludes with a time-table for network development, covering efforts now underway or soon to be started and those planned for the future. (Author)

This report on the third year of activities of the Research and Reference Services (R&RS) of the Academy for Educational Development focuses on the themes of consolidating and refining products, responding to increased demand, institutionalizing previous success, and organizational change. The activities described include: (1) services and products delivered to specific users or groups of users (e.g., Tailored Information Packages, Technical Assistance and Training, Current Awareness Topical Updates); (2) users of the services--80% Agency for International Development (AID) and 20% public; (3) trends in AID's use of development information, which reflects a broad and sophisticated range of purposes for requesting information; (4) the R&RS mid-project evaluation, which focuses on organizational problems and issues and recommends a structural reorganization; and (5) plans for the implementation of this reorganizational scheme in year four. An appendix provides a diagram of the proposed reorganizational structure, which calls for the use of a team approach to answer information needs in the international development community. (CGD)

This annotated bibliography lists 51 items that are of national interest and reflect contemporary programs and practices in library and information services to individuals with disabilities. Most books and articles cited have been published since 1983. Other bibliographies and reference circulars available from the Library of Congress's National Library Service for the Blind and Physically Handicapped are also listed, along with an address for ordering. (MES)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources and Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services? and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (1) There will be a difference in using Networked Information Sources and Services to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet Directories and Search Engines. Appended are: (1) Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. (Contains 3 footnotes, 13 figures, and 10 tables.)

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources and Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services? and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (1) There will be a difference in using Networked Information Sources and Services to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet Directories and Search Engines. Appended are: (1) Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. (Contains 3 footnotes, 13 figures, and 10 tables.)

This study addresses the problem of Internet information services having to meet the increasing information demands of users in the dynamic Internet environment. The purpose of this research was to use K-12 digital reference services as a starting point to better understand the process of building and maintaining Internet information services. The study has three specific objectives: (1) to build and apply a conceptual framework based on complexity research, literature, and the researcher's experience; (2) to use this conceptual framework to empirically describe how organizations, specifically K-12 digital reference services, build and maintain services in the dynamic Internet environment; and (3) to seek commonalties across these descriptions. Qualitative methods (elite interviews and document analysis) were used to elicit descriptions of six exemplary K-12 digital reference services. These descriptions were then compared across organizations to find commonalties. Appended are the Pre-Test Interview Transcript, quality criteria developed by the expert panel, the AskERIC Pre-Test, Internet sites for further information, and a synopsis of data gathering. Eighty-nine tables and figures are included throughout the text. Contains an index. (Author/AEF)

This study addresses the problem of Internet information services having to meet the increasing information demands of users in the dynamic Internet environment. The purpose of this research was to use K-12 digital reference services as a starting point to better understand the process of building and maintaining Internet information services. The study has three specific objectives: (1) to build and apply a conceptual framework based on complexity research, literature, and the researcher's experience; (2) to use this conceptual framework to empirically describe how organizations, specifically K-12 digital reference services, build and maintain services in the dynamic Internet environment; and (3) to seek commonalties across these descriptions. Qualitative methods (elite interviews and document analysis) were used to elicit descriptions of six exemplary K-12 digital reference services. These descriptions were then compared across organizations to find commonalties. Appended are the Pre-Test Interview Transcript, quality criteria developed by the expert panel, the AskERIC Pre-Test, Internet sites for further information, and a synopsis of data gathering. Eighty-nine tables and figures are included throughout the text. Contains an index. (Author/AEF)

This study addresses the problem of Internet information services having to meet the increasing information demands of users in the dynamic Internet environment. The purpose of this research was to use K-12 digital reference services as a starting point to better understand the process of building and maintaining Internet information services. The study has three specific objectives: (1) to build and apply a conceptual framework based on complexity research, literature, and the researcher's experience; (2) to use this conceptual framework to empirically describe how organizations, specifically K-12 digital reference services, build and maintain services in the dynamic Internet environment; and (3) to seek commonalties across these descriptions. Qualitative methods (elite interviews and document analysis) were used to elicit descriptions of six exemplary K-12 digital reference services. These descriptions were then compared across organizations to find commonalties. Appended are the Pre-Test Interview Transcript, quality criteria developed by the expert panel, the AskERIC Pre-Test, Internet sites for further information, and a synopsis of data gathering. Eighty-nine tables and figures are included throughout the text. Contains an index. (Author/AEF)

This study addresses the problem of Internet information services having to meet the increasing information demands of users in the dynamic Internet environment. The purpose of this research was to use K-12 digital reference services as a starting point to better understand the process of building and maintaining Internet information services. The study has three specific objectives: (1) to build and apply a conceptual framework based on complexity research, literature, and the researcher's experience; (2) to use this conceptual framework to empirically describe how organizations, specifically K-12 digital reference services, build and maintain services in the dynamic Internet environment; and (3) to seek commonalties across these descriptions. Qualitative methods (elite interviews and document analysis) were used to elicit descriptions of six exemplary K-12 digital reference services. These descriptions were then compared across organizations to find commonalties. Appended are the Pre-Test Interview Transcript, quality criteria developed by the expert panel, the AskERIC Pre-Test, Internet sites for further information, and a synopsis of data gathering. Eighty-nine tables and figures are included throughout the text. Contains an index. (Author/AEF)

This bibliography lists selective sources of information on providing library services for adults and children with disabilities. Its emphasis is on visual or physical disabilities that prevent reading or using standard printed materials. The selections, based on the holdings of the Reference Section, National Library Service for the Blind and Physically Handicapped, were chosen for currency and authoritativeness. With the exception of a few classics in the field, most titles are in print and were published between 1998 and June 2002. Selected print materials include: general; library users with special needs (children, older adults, individuals with hearing impairments, individuals with learning disabilities, and individuals with visual impairments); disability awareness and training; academic libraries; Americans with Disabilities Act and universal access; adaptive technologies; digital talking books; and electronic books. Selected videos and selected Internet resources follow. (AEF)

This document lists 48 subject bibliographies produced by the Canadian Centre for Information and Documentation on Archives (CCIDA) from 1987 to 1990. Listed chronologically by CCIDA bibliography number, each entry provides the name of the author, the title, publication date, and number of pages. Topics covered include authentication of archival materials, design of effective finding aids, appraisal and arrangement, the archival profession, exhibitions and public programs, records management, facilities and security, conservation, copyright, acquisitions, automation, reference services, machine readable files, nonprint media, optical disks, microformats, access to information, development policy, and records creation. Each entry provides the document's author, CCIDA bibliography number, publication date, and number of pages. A subject index is included. (MAB)

Noting that under-utilization of information services and systems in developing countries has recently been confirmed by UNESCO (United Nations Educational, Scientific and Cultural Organization) surveys and studies, this paper discusses problems and issues leading to this under-utilization, and examines approaches and actions that could help improve the utilization of information systems if they were undertaken by international organizations at the national and institutional levels. Definitions are provided of user education, user orientation, and user assistance, and a table is used to make the distinctions clear. Interrelationships between the activities in these three categories and their influences on each other are briefly described. A dual approach to user education is recommended: (1) national information policies and programs should explicitly define policies, programs, and minimum standards on user education; and (2) national educational policies and programs should explicitly set out policies, programs, and minimum standards on school and university library and information facilities and services and user education at all educational levels, including formal and nonformal education. User orientation and user assistance are each discussed in turn. Finally, the environment of, and national and international actions with respect to, computerized information systems are discussed. Seven references are listed. (THC)