ERIC Number: ED309776
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Library Education and Resistance to Technology. Supplementary Progress Report [and] Background Papers.
The second phase of a 1977 University of Pittsburgh research study that focused on the resistance to technology in libraries, this parallel study of library school students and faculty continues the investigation to determine: (1) the extent to which technological transformation of library systems will tend to encounter resistance as preprofessional students enter the profession; (2) the behavioral, attitudinal, environmental, and demographic variables that may be significantly related to resistance by students; and (3) the extent to which the library school experience is designed to enhance the adaptability of students to professional change. The study, which involves a national survey of students and faculty of accredited U.S. library programs, was developed based on a behavioral sciences model. This volume comprises the Progress Report (Part I) and the Background Papers (Part II). Part I details the interview survey, and includes copies of the student and faculty questionnaires; reprints of other written interview materials; biographical information about the interviewers and the interview coordinators; and sample contact materials. Part II is a compilation of six background works: (1) "The State of the Art of Library Education: A Personal View" (James M. Matarazzo); (2) "Education for the Librarian as an Information Scientist" (Robert M. Hayes); (3) "Some Reflections on Library Education by a Public Library Administrator" (John H. Rebenack); (4) "The Need for Future Research on Topics Impacting Library Education" (Ruth M. Katz); (5) "Education for Information Science" (Allen Kent); and (6) "A Student's Perspective on Information Science Education" (Eileen Trauth). (SD)
Publication Type: Opinion Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Libraries and Learning Resources (DHEW/OE), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Graduate School of Library and Information Sciences.
Note: Some pages on colored paper in the original may not reproduce well. For the final report, see IR 052 842.