ERIC Number: ED367313
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
An Assessment of the Assistance Methods Used by Eighth-Grade Students in Learning To Search the Online Catalog.
Oliver, Donna B.
In response to the changes in curriculum as a result of educational reform and the introduction of information technologies into school library media centers, media specialists need to ensure that all students acquire the skills needed to manage information. This study sought to determine what assistance methods eighth-grade students would use to learn to search the online catalog and to determine whether a relationship existed between the gender of the student and the assistance method the student preferred. The five assistance methods offered to the target population were: printed instructions; lessons from the media specialist; assistance from the media staff; assistance from the teacher; and help from another student. A questionnaire surveyed student preference for assistance methods used during a 5-day search period. The results showed that students used a variety of methods to perform searches but that assistance from another student and a demonstration from the media specialist were the methods preferred most; and females preferred extroverted methods while males preferred independent methods. These findings suggest that learners possess a variety of learning style preferences which the library media specialist should consider. The survey instrument and the online guide are included in the appendix. (Contains 18 references.) (Author/JLB)
Descriptors: Cognitive Style, Grade 8, Information Literacy, Junior High School Students, Junior High Schools, Learning Resources Centers, Library Catalogs, Library Guides, Library Instruction, Library Skills, Media Specialists, Online Catalogs, Online Searching, Questionnaires, School Libraries, Secondary Education, Sex Differences, Student Reaction, User Needs (Information)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A