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Moulaison, Heather Lea. A framework for cultural heritage digital libraries in the developing world: Access to non-textual information for non-literate people in Morocco. Ph.D in Library and Information Science. Advisor: Michael E. Lesk .Rutgers The State University of New Jersey - New Brunswick , 2010

The purpose of this study is to investigate the role that Digital Libraries (DLs) can play in the transmission of information for non-literate people in the developing world. People from oral cultures are well-positioned to exploit DLs as a way of accessing audio-visual (A/V) documents if the DL is properly adapted. Cultural heritage documents created by researchers during fieldwork may be audio, video, or images that can be sources of national pride for non-literate citizens; these documents could be stored in a cultural heritage DL (CHDL) for online access by non-literate citizens. The primary methodology employed in this study is a review of relevant literature. National culture and universal usability contribute to cultural usability, the human aspects of DL use being explored. Machine aspects of DLs are investigated within the Library and Information Science (LIS) framework, with an emphasis on theories of organization of information and information retrieval, and a complementary discussion of the read/write Web. The concept of DL interface as intermediary between humans and machines is explored in the context of the developing world. Supplementary methodologies for approaching the problem of access for non-literate users in the developing world include ethnographically-based reflections on daily life, opportunistic conversations with colleagues in Morocco during a 10-month Fulbright teaching grant, and a content analysis of Moroccan Web sites. The resulting framework considers the differences between Western and non-Western cultures in terms of system structure and interface design in light of the "mental programming" of non-literate users. Contributions of this study include recommendations for ways to meet needs of non-literate citizens, with an emphasis on the role of the community instead of the individual. This study recommends that each national culture be studied in order for a successful CHDL to be created. It also outlines a paradigm shift in library services in the developing world to consider the provision of access to A/V materials for non-literate citizens through DLs. Suggested future work includes the creation of a CHDL with read/write functionalities supporting contributions by non-literate citizens to democratize information creation along with access.

Daurio, Phoebe Vincenza. A library and its community: Exploring perceptions of collaboration. M.A. in Library science. Advisor: Stephen Reder. Portland State University, Applied Linguistics (TESOL), 2010

This study explores perceptions of interorganizational collaboration through an investigation of the opinions and actions of a public library and three community-based organizations. Interorganizational collaboration is often viewed as an effective strategy for accomplishing objectives that would not otherwise be possible with a single organization. Particularly for complex societal issues such as adult literacy, researchers and practitioners believe collaboration between organizations is necessary in order to achieve desired outcomes. Public libraries are engaging in collaborations also to extend their reach, establish the library's relevance, increase community involvement, and advocate for their position as a community asset.

This thesis is a case study of one such library and its community partners. In 2005, Oregon's Multnomah County Library (MCL) developed a strategic plan that included helping adults reach their personal literacy goals. Recommendations for the implementation of adult literacy services included advice against the library becoming a direct service provider and advocated instead for the use of community relationships in order to pool resources, generate new ideas, and improve access to services. This thesis explores how MCL and three employment agencies envision and enact collaboration, and how they perceive and engage with each other as partners or collaborators.

Semi-structured, open-ended interviews with central players at MCL and staff from three employment agencies formed the basis of this research. These thirteen participants represented multiple perspectives on adult literacy and collaboration in the library and its community. Participants' responses were coded and organized according to themes found in the literature, and additional themes emerged from significant topics in the interviews. Analysis consisted of comparing and contrasting the themes with existing theory and across participants, determining patterns and relationships, and developing a framework for understanding the perceptions of collaboration held by the library and its community.

Although the collaboration literature distinguishes between partnership and collaboration, the participants in this study used both terms interchangeably. However, they typically referenced and had experience with relationships between individuals (partnership) as opposed to relationships between organizations (collaboration). Participants indicated that the role of the individual, characterized by the importance of a personal connection and the effort required to engage in partnership or collaboration, was the most important factor in building working relationships. Considering that participants typically described relationships between individuals as representative of collaborations or partnership, a logical consequence is that an individual contributes significantly to the process.

Other findings of this study focused on the differences between how MCL perceived its role as a partner and how the employment agency staff perceived the library as a partner. Although the community participants believed in the benefits of collaboration, they did not often pursue collaboration, and they did not see the library as a partner. Conversely, engaging with the community was part of the library's mission, and each library participant confirmed that the goal of the library was to reach out to those who did not already know about the library. Three factors that shaped the process of partnering with the library were used as a framework for exploring the different perspectives held by the library and the community participants. Through an exploration of the library's goals for community engagement, the library as a resource, and the library meeting community needs, this study found that the community participants perceived barriers to using the library as a resource and didn't realize that the library wanted to help them meet their needs.

Implications of these findings for libraries and communities include the need for clarification of goals for collaboration and type of collaboration. Through a concrete awareness of the objectives for each collaborative endeavor, the library and community agencies can better understand the initial effort and resources required. Because the employment agencies did not see the library as a partner, the library may have to lead the process of engaging with the community, helping the community identify its needs, and explicitly linking library resources to specific community needs.

Suggestions for future research include investigation into individuals who seek partnership or collaboration, specific information about initial interactions between individuals that eventually leads to collaboration, and the importance of linking the collaboration research to the public library setting.

Knight, Jeffrey Todd. Compiling culture: Textual assembly and the production of Renaissance literature. Ph.D. in Library science. Advisor Jeffrey A. Masten. Northwestern University, 2009

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This dissertation argues that Renaissance conceptions of writing were inextricable from the more physical forms of literary production that multiplied and diversified after the invention of the printing press: binding, anthology-building, making pages into books. In analyses of works by William Shakespeare, Thomas Watson, Michel de Montaigne, Edmund Spenser, and others, I show how the unsettled conventions of book and manuscript assembly fostered an idea of the literary text as interactive, and an idea of writing as compilation, modification, and enlargement. Scholars have long characterized Renaissance writers by their tendency to borrow, rearrange, and redeploy text, but "Compiling Culture" reveals that these discursive strategies of imitation and appropriation were rooted in concrete ways of engaging with books. Using little-known primary sources such as library shelf-lists and intact collections from the period, I uncover surprising juxtapositions of texts that provide a material basis for reading across traditional genres: Shakespeare's Lucrece bound with religious texts; Spenser's Shepheardes Calender compiled into an encyclopedia or an almanac; Ovid's narrative poems collected and continued with handwritten sonnets. Bringing this more fluid, malleable idea of the book to bear on the discursive strategies of Renaissance writers, I recast concepts of intertextuality and citationality as physical habits at the center of pre-modern literary production, opening new avenues for historically grounded interpretation of these works.

Miller, Jonathan. On and on we go with copyright: The role of the Association of Research Libraries in the development of the Copyright Act of 1976. Ph.D. in Library science. Advisor: Carbo, Toni. University of Pittsburgh, 2009

The 1976 Act was the last general revision of U.S. copyright law and still forms the basis for our copyright law. The public policy development process that led to the Act lasted twenty one years, from 1955 until 1976. Librarians, including those involved with the Association of Research Libraries (ARL), were one group amongst many that sought to influence the final form of the legislation. This is a historical analysis of the ARL's role in this process based on archival sources, the primary government documents, and the contemporary professional literature. I address four research questions. (1) How and why did the ARL develop the positions it took during this copyright law revision? What were those positions and how and why did they change over time? (2) How did ARL positions on copyright revision differ from those of other interest groups, both within librarianship and in the academic research community, and how did the Association work and conflict with those other interests to further its goals in the revision process? (3) How did the ARL, its members, and active representatives articulate their policy positions? (4) How effective was the Association in achieving its policy goals? Which goals were achieved fully, partially, or not at all?

The role of the ARL in this effort changed over time as the context in which it occurred changed, and in turn this lobbying effort affected the ARL. The narrative is in three periods; 1955-1960 in which research librarians worked with the Copyright Office to organize themselves to be able to participate in revision, studied the issue of photocopying in libraries and arrived at a policy position; 1961-67 in which research librarians proposed and reacted to various forms of legislative language, and moved away from a specific library exemption towards a reliance on fair use; and finally 1968-1976 in which three interrelated strands of legislative, judicial, and interest group negotiation resulted in the drafting of •108 and final passage of the Act. Working in concert with other library associations and with other interest groups in education, the ARL was partially successful in influencing the final legislation.

Moeller, Susan. Everything but "censorship": How U.S. newspapers have framed student free speech and press, 1969--2008. Ph.D. in Library science. Advisor: Carbo, Toni. University of Maryland, College Park, 2010

Legal scholars rarely focus on student First Amendment rights, and general public understanding of the extent of these rights is vague at best. While media scholars have focused much attention on newspaper coverage of more mainstream issues, no notable attention has been given to examining the way news media cover student First Amendment rights. As future leaders in a democracy, students at public schools are inculcated with notions of civic duty, independent thinking, and a respect for the freedoms that distinguish the U.S. from other countries. However, many public school students are consistently denied their rights to the very same freedoms they are expected to value. When students seek legal action to guarantee First Amendment protections, how U.S. newspapers frame these lawsuits and the students involved can greatly impact public perception of these issues.

This study examines newspaper coverage of eight court cases that set precedent on student free speech and press rights. The cases are Tinker v. Des Moines, Papish v. Board of Curators, Healy v. James, Hazelwood v. Kuhlmeier, Kincaid v. Gibson, Dean v. Utica Community Schools, Hosty v. Carter, and Morse v. Frederick. Using a grounded theory approach and relying on agenda setting literature, a textual analysis of these eight court cases answers the central research question: How do U.S. newspapers frame high school and college students' right to freedom of speech and press? This study finds U.S. newspapers fail to adequately cover student First Amendment cases in four distinct ways. Most significantly, by framing the infringement of students' First Amendment rights as everything but "censorship," U.S. newspapers minimize students' claims and marginalize their positions.

Pearson, Mary Ann. education . Ed.D. in Library science. Advisor: Lolita,Davidson. La Sierra University, 2010

This qualitative, phenomenological study describes and analyzes the lived experiences of twenty five journalism students and recent graduates who worked on university publications and as interns for professional employers. The participants were all members of College Media Advisers and Associated Collegiate Press. They attended private and public universities across the country and were all members of generation Y or those born from approximately 1977-2000. Three main categories of journalism instruction were identified from the interview transcripts and literature. These categories were journalism and social media, experiential learning, and external networking. Themes emerged from the categories; they were relentless change, tainted journalism, faking it, working as a team, and understanding how things work. The stories that supported these themes offered fresh perspectives and insights on teaching journalism to generation Y students. The results indicated that the generation Y participants learned by experiencing a team dynamic while working on a university publication or as an intern. Covering tough or sad stories, negotiating for space with fellow section editors, and coming to the realization that journalistic work and meeting deadlines cannot be faked provided effective learning experiences, according to the participants. Although these practices are familiar to journalism educators, learning to produce effective journalistic work that can be distributed in a convergent media market is a new development. Generation Y students valued personal communication through mentoring relationships to support the learning activities. The results indicated that participants began to understand how things worked in this internet driven time and in the current climate of tainted journalism and social media. Overall, the participants defined effective journalism education as learning that took place while students worked in experiential learning settings. These experiences were enhanced by mentoring relationships which took place in person and were also maintained through social media relationships. Based on the results of this study, journalism teachers should consider revising instructional practices by integrating metacognitive writing assignments, establishing a culture of mentoring, and by creating experiential learning activities that prepare students to work as convergent journalists.

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