Dissertation Information for Carol Kuhlthau NAME: - Carol Kuhlthau
DEGREE:
- Ph.D.
DISCIPLINE:
- Education
SCHOOL:
- Rutgers University (USA) (1983)
ADVISORS: - None COMMITTEE MEMBERS: - None
MPACT Status: Incomplete - Not_Inspected
Title: THE LIBRARY RESEARCH PROCESS: CASE STUDIES AND INTERVENTIONS WITH HIGH SCHOOL SENIORS IN ADVANCED PLACEMENT ENGLISH CLASSES USING KELLY'S THEORY OF CONSTRUCTS
Abstract: Since source-oriented instruction often has failed to provide transference of library skills, the study investigated process-oriented user education. Psychological processes of students were examined within George A. Kelly's Theory of Personal Constructs.
Three problem areas were examined: the constructs of students related to library use, the experience of students in the search process, interventions that might assist students in the search process.
Twenty-seven high school seniors in two advanced placement English classes were observed as they responded to two consecutive research assignments. The experimental class received process-oriented intervention. Six case study subjects were individually interviewed on six occasions during their search processes.
Methods were developed for eliciting students' constructs and for exposing the search process. A questionnaire was administered before and after the study to investigate constructs of library use. Journal search logs were kept during the first assignment and a form was provided for logging the second. In addition, the case study subjects drew timelines of their first search and flowcharts of their second.
The questionnaire revealed constructs within six categories: research assignments, topic selection, focus formulation, procedure for gathering information, the role of a mediator, and general library use.
A model of the search process was developed displaying six stages with the thoughts and feelings that commonly characterize the actions of each stage. The model was used to demonstrate the search process to the intervention class. Additional interventions included opportunities for discussion and writing.
The intervention group made better use of time, sources, and the media specialist while in the media center. The teacher assessed the intervention group to have more clearly focused papers than the nonintervention group. An analysis of the questionnaire revealed a change in constructs related to formulation of a focus and sequence of the use of sources. Students' constructs of a limited role for librarians was not found to change during the study.
Further investigation of constructs of the search process and of intervention into the process is needed. Direct practical application maybe made by adopting the methods designed in the study for process-oriented library skills instruction.
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MPACT Scores for Carol Kuhlthau A = 4
C = 13
A+C = 17
T = 4
G = 1
W = 4
TD = 4
TA = 0
calculated 2010-02-03 23:43:30
Advisors and Advisees Graph
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