By Hanrong Wang, Bethany Latham
Educational libraries have a protracted historical past either within the united states and China, with associations constructing alongside various trajectories, and responding to the swiftly altering library setting globally. educational Libraries within the US and China compares present practices inside Library and data technological know-how (LIS) within the united states and China, giving an old evaluation of guide, govt records, and outreach in educational libraries, in addition to dialogue and comparative analysis.
An advent results in chapters on guide, govt courses, and outreach. each one subject is roofed either for American and chinese language educational libraries. A end then provides comparative research people and chinese language educational libraries.
- Provides a transparent exam of the ancient foundations of 3 key parts in the educational library
- Includes examples of easy-to-implement present practices
- Anticipates destiny trends
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Additional info for Academic Libraries in the US and China. Comparative Studies of Instruction, Government Documents, and Outreach
This would serve as a central clearing house agency to collect and loan sample materials and data on instructional program research and methods (Kirkendall, 1980). With this rampant development in library use instruction, problems and challenges were invariably encountered. One perceived challenge was that, in 1975, the ratio of academic librarians to students in American colleges was 1 to 485 (Miller, 1978). This large number of students and relatively small number of librarians, when combined with a lack of professional training in instruction for many of those librarians, was certainly a barrier to effective library instruction.
According to the National Center for Education Statistics, there were more than 6500 institutions in the US offering post-secondary education as of the late 2000s, and almost 21 million students enrolled (Knapp, Kelly-Reid, and Ginder, 2009). Higher education has become essential for many jobs, and universities are striving to provide marketable skill sets to their graduates, giving them an advantage in a very difficult job market. If students are educated in the location, use, and evaluation of information, they can continue to educate themselves long after they have received their degrees, making them even more marketable.
The increase in technology had also resulted in informal “networks,” which made use of email, listservs, news groups, chat, instant messaging, class discussions boards, and other Internet-based tools to further information development in academic libraries. These tools are just a few of those available which drastically changed information technology in academic libraries. Interviews with over 3000 undergraduates, graduate students, and faculty members revealed that all had increasingly come to rely on electronic sources for information use in teaching, learning, and research (Friedlander, 2002).