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ERIC Number: ED348033
Record Type: RIE
Publication Date: 1992-Feb
Pages: 8
Abstractor: N/A
Reference Count: N/A
A Survey of Student Teachers' Library Media Skills: A Replication.
Thurman, Glenda B.
This study investigated the current status of student teachers' library media skills. The primary objective of the study was to replicate a 1966 survey by the Knapp Foundation Project that examined student teachers' knowledge of library resources and services. Other objectives were to expand the population studied to include all teacher education institutions in Arkansas and to create a database of responses for subsequent studies, which will include administration of the questionnaire to a geographically dispersed population. Subjects were student teachers who began their field experience in the spring of 1991 in Arkansas. A total of 444 students from 5 major schools of education responded to the survey. Data were gathered on background information, including major field of study, library/media skills instruction, perceptions of effectiveness of library use; bibliographic skills, including knowledge of the card catalog and journal indexes; mediagraphic skills, including knowledge of audiovisual equipment, copyright laws, and resources for locating media and software; bibliographic/electronic sources, including knowledge of electronic reference sources and databases; and perceptions of the library and librarian, including expectations of services, materials, and competencies. Overall, students seemed to have a good general sense of both information genre and electronic bibliographic resources, but responses to mediagraphic skill questions varied widely. (11 references) (MES)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Arkansas; Student Surveys
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.