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Dissertation Information for Celeste Nalwasky

NAME:
- Celeste Nalwasky
- (Alias) Celeste DiCarlo Nalwasky

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- University of Pittsburgh (USA) (1990)

ADVISORS:
- E. Blanche Woolls

COMMITTEE MEMBERS:
- David V. Loertscher
- Kathryn Stimson Atman
- Ellen Detlefsen
- William Nasri
- Margaret M. Kimmel

MPACT Status: Fully Complete

Title: The learning and information habits of the target population should determine the design of an effective learning and information delivery system. The purpose of this study was to identify the learning and information sources and communication channels used by illiterate and neoliteratee adults in their learning projects in Mwanza, Tanzania. The study also examined the use or nonuse of village library resources in order to determine the degree of the perceived relevance of village library resources to the learning projects of the respondents. Data was collected through the administration of two structured in-depth interview schedules to 76 illiterate and neoliterate adults and to 40 change agents, respectively. Descriptive statistics were used to analyze the data. The results were presented in the form of frequency distributions, percentages, and means. The results of the study showed that: (1) The illiterate and neoliterate adults undertook a mean of 4.39 learning projects, and spent a mean of 232 hours, during the previous year. A large proportion of the respondents' learning projects were, however, unreported because it represented incidental and serendipitous learning. (2) The majority of the learning projects appeared to growth out of practical, occupational, health, or other immediate needs. (3) Most of the respondents concluded their learning mainly by practicing, observing, listening, and conversing. Only 15% of the respondents indicated that they had also learned by reading. (4) Availability of and accessibility to learning and information sources were reported as constituting the major obstacles to the learning efforts of the respondents. (5) The respondents frequently used informal and interpersonal sources of learning and information such as family, friends, change agents, literacy classes, group discussions, community meetings, and social networks. (6) As currently and poorly stocked, staffed, and operated, the village library resources were not used significantly by the majority of the respondents, and thus played an insignificant role in the learning projects of the respondents. (7) The socio-economic factors of literacy status and financial ability affected the respondents' ability to use printed media sources, and the availability and accessibility of learning and information sources, respectively.

Abstract: The purpose of this case study was to explore the role of five library media specialists in schools utilizing those components considered to be characteristic of a middle school. The curricular-related activities, faculty interactions, instructional objectives, and program goals chosen as priorities and executed by the school library media specialist(s) indicated the involvement of the school library media program in the education of the middle school child.

A survey was sent to individuals recognized as experts in the middle school concept. These experts were asked to nominate ten middle schools from approximately 12,000 nationally. The schools named the most times were used in the next phase of the study, which polled school library media experts. Final telephone interviews were made to each school's library media specialist to ensure at least a minimal level of library media service. At the completion of the identification process, five schools were selected for visitation.

The visit was not evaluative in nature. The purpose of the visits was to study the role that had been assumed by the school library media specialist. Questions were asked to students, teachers, a principal, and a school library media specialist.

In all five schools studied, the evidence showed that the role of the school library media specialist strongly supported the principles upon which the middle school was founded. Further the library media specialist was capable of being a participant, and many times a catalyst, for nurturing the affective domain which is so important in middle school education.

MPACT Scores for Celeste Nalwasky

A = 0
C = 2
A+C = 2
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:24:15

Advisors and Advisees Graph

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Students under Celeste Nalwasky

ADVISEES:
- None

COMMITTEESHIPS:
- Irith Getz - University of Pittsburgh (1991)
- Andrea L. Miller - University of Pittsburgh (1997)