{"title":"An Introduction to Reference","authors":"Sylvia Ziskind","doi":"10.2307/40321966","DOIUrl":"https://doi.org/10.2307/40321966","url":null,"abstract":"","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115151671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Librarians and Continuing Education.","authors":"E. W. Stone","doi":"10.2307/40322100","DOIUrl":"https://doi.org/10.2307/40322100","url":null,"abstract":"Do findings from recent research in the behavioral sciences offer any clues to answering these questions? Specifically, does the theory of dual motivation, a recent development relative to job attitudes, also apply to librarians' motivation toward continuing professional development? A brief review of this theory of job motivation is followed by a report on the research findings relative to this theory as applied to librarians. With that background, practical answers to the questions posed by library leaders will be offered. The dual theory of motivation suggests that much of the confusion relating to the complex psychology of work motivation is caused by Mrs. Stone is Assistant to the Chairman and Associate Professor in the Graduate Department of Library Science at Catholic University of America.","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114665052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Audiovisual Assessments in Health Sciences Institutions.","authors":"Bernice C. McKibben, K. Hackleman","doi":"10.2307/40322641","DOIUrl":"https://doi.org/10.2307/40322641","url":null,"abstract":"Research for this study was performed to determine the extent to which health sciences libraries and librarians are involved in audiovisual and instructional technology. A survey instrument, designed as a questionnaire, was mailed to 753 libraries serving health care professionals. The procedure used in selecting the categories and subcategories of the libraries surveyed in this census is described, followed by a determination of the respondent results from Section V of the questionnaire. Section V provided suggestions regarding subject areas and special training activities in future degree-producing programs for health sciences librarians. Results indicated the needs of health sciences professionals to be in the areas of \"Technical Processing of Software,\" \"Training and Education in Educational Technology,\" and \"Education in the Health Sciences Basic Courses.\"","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117221751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"University Education for Librarianship in Czechoslovakia","authors":"Jaroslav Drtina","doi":"10.2307/40321874","DOIUrl":"https://doi.org/10.2307/40321874","url":null,"abstract":"","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127120695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Book Selection: A Personal Account","authors":"Mary Duncan Carter","doi":"10.2307/40321834","DOIUrl":"https://doi.org/10.2307/40321834","url":null,"abstract":"","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127302034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Assessment of A Post-Masters Internship in Biomedical Librarianship.","authors":"V. M. Pings, G. S. Cruzat","doi":"10.2307/40322150","DOIUrl":"https://doi.org/10.2307/40322150","url":null,"abstract":"A MEDICAL LIBRARY may have a different set of service priorities from other libraries because the environment in which it operates forms a highly interrelated organizational structure. The health professionals function in institutional environments with many objectives. Individuals may have to change their roles several times within the same day to attain personal and institutional goals. Similarly, the institutions which form the larger medical environment and which support medical libraries have to carry out several functions simultaneously. Because of the increasing complexity of health care the formalization of interinstitutional dependence has now become the rule rather than the exception. The medical environment is an intense knowledge industry which might be grouped into four major activities.1","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125916458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Student Evaluation of Faculty in Graduate Library Schools.","authors":"J. W. Palmer","doi":"10.2307/40322379","DOIUrl":"https://doi.org/10.2307/40322379","url":null,"abstract":"IN ORDER to determine: (1) how widespread the practice of student evaluation of faculty is in graduate library schools, and (2) the types of evaluation being used, a brief questionnaire was sent to 84 library schools listed in the Journal of Education for Librarians hip. Schools using evaluation forms were requested to supply samples. These were compared and analysed. For the purposes of this study, student evaluation of faculty is defined as formal procedures instituted by schools or organizations within schools (e.g., student organizations) to obtain student feedback concerning the effectiveness of individual faculty members' performances in particular classes during particular semesters. A total of 70 schools (83%) responded (Table 1). Of these, 84","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126076107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Use of Slides for Teaching Reference","authors":"K. Allen","doi":"10.2307/40321858","DOIUrl":"https://doi.org/10.2307/40321858","url":null,"abstract":"","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123262594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"We Who Teach Reference","authors":"L. Shores","doi":"10.2307/40321821","DOIUrl":"https://doi.org/10.2307/40321821","url":null,"abstract":"","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125691343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Student Evaluation of Teacher Performance","authors":"Barbara J. Flood","doi":"10.2307/40322085","DOIUrl":"https://doi.org/10.2307/40322085","url":null,"abstract":"TEACHING INVOLVES a continuing self-awareness and critical review of procedures. This is especially true at the graduate level where student maturity, experience, and motivation challenge the instructor. There is a danger of what I like to call the \"god complex\" because one is the final arbiter and authority. Getting valid and reliable feedback from students is difficult. Verbal responses by students are likely to be skewed because of the tendency for talkative students to talk and quiet students to be quiet. Few students are likely to strongly criticize a teacher to his face before the final grades are in. Some students may compliment teachers to try to influence the teacher's attitude to them. And who of us is totally lacking positive response to praise? I would like to report a feedback technique that I have been using at the Graduate School of Library Science, Drexel Institute of Technology. It is an anonymous, written, open-ended questionnaire administered in the last session of class after the students have received their term grades. (It is my custom to give term grades at the beginning of the last session.) The general questions follow:","PeriodicalId":256869,"journal":{"name":"Journal of education for librarianship","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115069582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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