thesis librarian

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Children are naturally curious—they want to know "how" and "why. In this minilesson, students organize the information they have compiled through the research process by using sentence strips. Students first walk through the process using information on Beluga whales as a model. Students match facts written on sentence strips to one of four categories: appearance, behavior, habitat, and food. Sentence strips are color-coded to match each category. The sequence of notes sentence strips under each category are case studies page in an indented outline form, and regrouped so that similar facts are placed together.

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Thesis librarian


Further research is recommended to determine the effective development of staff members who work in a learning commons environment, as well as the best way to manage the sustainability of a learning commons. Summary: The proliferation of data requires the presence of data scientists—not only to manage and maintain it but also to make it available to those who need it.

Durr posits that because there is no universal path to a data-science career, getting the right training for such a career can be challenging. Comparing iSchool course syllabi with data-science job postings, Durr finds that many of the skills required in these jobs are addressed in iSchool syllabi, with some topics receiving greater or lesser emphasis in each arena.

The phrases ICT information and communications technology and machine learning appear more often in iSchool syllabi than in data-science job ads, while the phrase programming languages appears more often in data-science job ads. Also appearing more frequently in job ads than in iSchool syllabi is the word experience, suggesting that it would be wise for iSchools to provide more opportunities for hands-on experience.

A network of data-science employers and iSchool program developers could, first, add needed job skills to the iSchool curriculum, and second, help educate employers about additional skills that iSchool students may possess. Summary: California school administrators assign leadership duties to both instructional coaches and teacher-librarians.

This collective case study compares those roles in the context of implementing the California Common Core State Standards in English language arts. Lewis asks why administrators select instructional coaches and teacher-librarians for this task, and how these coaches and teacher-librarians collaborate to fulfill it. As Lewis shows, while administrators may choose either instructional coaches or teacher-librarians to fulfill this task, they prefer instructional coaches, viewing them as instructional leaders similar to themselves, while teacher-librarians are considered instructional resources to be called on only occasionally.

Recommendations: Lewis recommends that library media specialists actively promote school library research to district stakeholders. Students in teacher and administrator education programs need to learn about the instructional role of the teacher-librarian. School districts should develop and use appropriate job descriptions and evaluations to define and assess teacher-librarians. Further research might examine barriers or limitations that coaches and teacher-librarians encounter when providing instructional leadership.

Summary: Using qualitative methodologies informed by indigenous approaches to knowledge, Littletree traces the history and development of tribal libraries. As she explains, in the s it was found, first, that library services for American Indians were inadequate, and second, that federal responsibility for Indian education included the responsibility to improve these services. By the s, the country was in an era of self-determination, when people and communities were empowered to make their own choices, and American Indian library leaders, educators, community members, and allies sought opportunities with the US president and Congress to address the need for improved tribal libraries.

Littletree notes that the White House Preconference on Indian Library and Information Services on or near Reservations may have been the most important step in the formation of tribal libraries. Recommendations: All libraries face challenges—for example, the advent of ubiquitous technology. Tribal libraries face these same challenges, plus other obstacles unique to their own communities. Littletree recommends the development of a vision to provide tribal leaders and librarians with paths toward excellence for tribal libraries; for example, it may be time to consider a new National Indian Omnibus Library Bill.

Tribal librarians could network with iSchools and LIS programs to incorporate the information needs of indigenous people and leadership for tribal librarians into the curriculum. Further research could explore effective leadership qualities in tribal librarianship, as well as the role of tribal councils in supporting library and information services in the community. Summary: In college learning, information literacy skills and critical-thinking skills are both important for success.

Academics tend to believe the two skill sets are inherently related; however, to date, little evidence has supported this belief. McMullin uses an exploratory, mixed-methods approach to study the differences in information literacy and critical-thinking skills, as well as gender differences that might occur within each skill set. Her results show a statistically significant correlation between the tests, providing evidence that information literacy skills and critical-thinking skills may be inherently related in some categories.

Recommendations: While critical-thinking skills and information literacy skills are imperative, academic professionals may need to change how these skills are taught. As cognitively linked constructs, the two skill sets could be taught in tandem. K—12 teachers may also consider providing learning experiences that marry information literacy with critical thinking. Summary: In rural communities without an integrated information infrastructure, or infostructure, it can be challenging for institutions to communicate accurate, up-to-date news and information.

This exploratory, qualitative study examines how members of these communities create and disseminate information, as well as how they prefer to receive information. As the study notes, in close-knit communities there may be an information access gap for newcomers. As a result, marginalized people, including children, may be less informed about community news and information.

Recommendations: Public libraries are perceived as welcoming places and provide a variety of information resources. Libraries can leverage these assets to serve those new to a community. Those assets may include programming that reflects the needs of minority populations as well as language assistance such as interpreters for programs and homework.

For information about how to submit electronically your Lehigh dissertation or thesis, see the library guide about how to do so. Contact Ilhan Citak x for details about the submission process. Preprints scroll down a bit are an increasingly important form of publishing.

A preprint is a publicly accessible version of your research. Preprint servers serve as a place to publish an initial version of your research prior to seeking publication. As you write successive chapters, consider publishing them as preprints, even as you submit them as journal articles Or when your dissertation or thesis is done, consider publishing it as a preprint. See here for benefits and caveats about publishing preprints.

As you write your dissertation, submit chapters as articles. When your dissertation or thesis is complete, consider publishing it as a book. Not only will this help you get a job, but it is a way to make available to the world the fruits of your hard labors. For books about writing a dissertation or thesis, do a search in Lehigh's online catalog, ASA.

Here is a general search of this kind:. Check with a librarian about resources at Lehigh comparable to those mentioned in these guides:. It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge.

If you continue with this browser, you may see unexpected results. Lehigh University Libraries - Library Guides. Dissertation and Thesis Writing. Goal of guide. Goal of Guide This library guide points to library resources relevant to the stages of writing a dissertation or thesis. Select a Topic.

Select a Topic Don't reinvent the wheel! Tips: It's better to start with a narrow topic, research it, then broaden it if necessary. There is so much literature now about any topic that even on a narrow topic, you are bound to find a good deal of relevant literature. It can help to focus on a well-defined and focused existing debate and then develop your own position within that debate. As you select a topic, consider the notes in the "Write" section of this guide about writing a literature review that can become the first chapter of your dissertation.

The process of writing a review of the literature in your topic of interest can help refine your topic and closely define it. Find Sample Dissertations or Theses. Use them as models Dissertations often have very complete bibliographies. Use them as one more source for literature citations. Research the Topic. Research the Topic The library provides a range of resources relevant to researching your topic. Applying for grants Some tips follow related to funding your research.

Writing and Note-taking Tools It is critical at the outset to consider your "writing platform", as well as a place to do your notetaking. Writing dissertations or theses including the literature review. Finding models for dissertations and theses See the section of this guide "Find Sample Dissertations or Theses".

Resources about writing literature reviews for a dissertation or thesis Consult books and e-books in Lehigh's library catalog about writing theses and disserations. Examples: Writing a graduate thesis or dissertation See chapter 4 Dissertations and theses from start to finish : psychology and related fields See chapter 6, "Reviewing the Literature". How to prepare a scientific doctoral dissertation based on research articles See chapter s13 and Writing a successful thesis or dissertation : tips and strategies for students in the social and behavioral sciences See 7.

Writing the Literature Review Chapter A practical guide to dissertation and thesis writing Has focus on social sciences. RefWorks How can you keep track of all the citations you come across and copies of the associated full text? One way to do so is to use RefWorks. New RefWorks TIPS: To manage journal articles that you have printed out, consider numbering them and then putting the number into the corresponding RefWorks record for the article.

That way you can use RefWorks as a search engine to find your print version of the article. Make use of the electronic folders in RefWorks that enable you to sort articles by subject area. Templates, Formatting and Submission. University Templates for Formatting Below are some university resources that address how to format your dissertation or thesis.

Electronic Submission of Theses and Dissertations For information about how to submit electronically your Lehigh dissertation or thesis, see the library guide about how to do so. Publish Chapters as Preprints? Submitting Electronic Theses and Dissertations. Publish the Final Product.

Publish the final product As you write your dissertation, submit chapters as articles. For example, spend time considering the best place to publish your work. Other Resources. Report a problem.

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Pick Me! Eliot Rendleman Haley Karabaz B. Brad Huff Manuel Parrachavez B. Shamim Khan Lyndsay Richardson B. Brandt A. Smith Karolyn Turner B. Barbara Johnston Chris Robinson Amelia Barton B. Diana Riser Samantha Chase B. James Ogburn Cailee Davis B.

Scott Wilkerson, Dr. Sarah Bowman, and Dr. Mariko Izumi Brandi Fine B. Lauren King Rachel Funk B. Erinn Bentley Jessica Griggs B. Kevin Whalen Lauren Johnson B. Kathleen Hughes Emilee Leslie B. Alfredo Perez Lauren Rosenblatt B. Brandt Smith Nicole Sikes B. Wade Holley Charley Weaver B. Kathleen Hughes Julianna Wells B. Orion Wertz and Dr. Andrew Puckett Elizabeth Center B. Lauren King Meredith Dayoub B. Lisa Oberlander Jacob Dirkman B.

Kathleen Hughes Skye Geeslin B. Diana Riser Colleen Gottfried B. Ilaria Scaglia Kameron Griffin B. Jonathan Meyers Victoria Hargrove B. Lisa Oberlander Amanda Marshall B. Diana Riser Amelia Maxfield B. Theatre - Performance Oh, the Hypocrisy! Becky Becker Catherine North B. Laurence Marsh Jeannie Patrick B. Longer embargoes are possible but not encouraged. Redaction: Removing parts of the thesis or dissertation maybe appropriate in cases where sensitive personal information is involved.

I am planning to submit an article to a journal based on the work described in my thesis or dissertation. Will making my thesis or dissertation openly available interfere with this process? It is not unusual for an author to derive one or more journal articles from the work of their thesis or dissertation in order to share their discoveries in a more succinct way.

You should always be upfront with the journal editor about the relationship between the article and your thesis or dissertation, but generally open access thesis or dissertation publication is not an impediment to journal publication. However, one possible concern is that an open access copy of a dissertation, especially one that shares a title with the article, makes it impossible to guarantee a blind peer review process for the article.

If you or your editor have concerns about this, consider placing an embargo on your thesis or dissertation. Someday I might want to turn my manuscript into a book. Does this count as previous publication? As most works undergo significant editing and changes in format before becoming a book, most publishers do not consider an open access copy of a thesis or dissertation an impediment to subsequent publication of a book based that thesis or dissertation.

Authors will receive an email containing their URL when their work become available in the repository. Authors can expect their work to appear in the repository weeks after submitting the permission form and digital copy to the library. If you have concerns about the timeline, please contact librarian Christin Wixson via phone or email chwixson at plymouth dot edu. Lamson Library Today's hours:. Thesis Guide Info for master's students planning for, working on, and submitting their theses and dissertations.

Make appointment. Curbside Pickup. Complete the form below as instructed. Thesis Order Form. Dissertations and theses published by Plymouth State graduate and doctoral students. Submitting your Thesis Please email psu-lamson-thesis-submissions plymouth. Make sure that all copies are collated and ready to bind. Documents that are not properly packaged will not be accepted at the time of submission. Your thesis will be indexed with controlled vocabulary and subject codes for ease of access and searching in Dissertation Abstracts Online.

All licensed users will be able to view a page preview of your thesis. More important, the full text of your thesis will be available to everyone within the PSU community. Please include a signed copy of the ProQuest agreement form with your submission documents. We can accept credit or debit cards; please contact us to arrange for credit card payment.

Plymouth State University will cover the cost of two bound copies- one for the Writing Center and the other for Archives.