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Library and Information Science Theses and Dissertations

This collection contains theses and dissertations from the Department of Library and Information Science, collected from the Scholarship@Western Electronic Thesis and Dissertation Repository

Theses/Dissertations from 2024 2024

Advancing Anti-Racism in Public Libraries for Black Youth in Canada , Amber Matthews

Theses/Dissertations from 2022 2022

Recreational nastiness or playful mischief? Contrasting perspectives on internet trolling between news media and avid internet users , Yimin Chen

Discourse, Power Dynamics, and Risk Amplification in Disaster Risk Management in Canada , Martins Oluwole Olu-Omotayo

Folk Theories, Recommender Systems, and Human-Centered Explainable Artificial Intelligence (HCXAI) , Michael Ridley

Theses/Dissertations from 2021 2021

Exploiting Semantic Similarity Between Citation Contexts For Direct Citation Weighting And Residual Citation , Toluwase Victor Asubiaro

The Use of Intimate Partner Violence Websites: Website Awareness, Visibility, Information Quality, Perceived Usefulness, and Frequency of Use , Sze Hang Lee

Theses/Dissertations from 2020 2020

The General Artificial Intellect , Ramon S. Diab

The Public Library as Past Become Space , Greg Nightingale

Making Sense of Online Public Health Debates with Visual Analytics Systems , Anton Ninkov

Information, Employment, and Settlement of Immigrants: Exploring the Role of Information Behaviour in the Settlement of Bangladesh Immigrants in Canada , Nafiz Zaman Shuva

Theses/Dissertations from 2019 2019

Accessibility And Academic Libraries: A Comparative Case Study , Claire Burrows

The Information Practices of New Kadampa Buddhists: From "Dharma of Scripture" to "Dharma of Insight" , Roger Chabot

Narratives of Sexuality in the Lives of Young Women Readers , Davin L. Helkenberg

Strategic and Subversive: The Case of the Disappearing Diaphragm and Women’s Information Practices , Sherilyn M. Williams

Theses/Dissertations from 2018 2018

Informing care: Mapping the social organization of families’ information work in an aging in place climate , Nicole K. Dalmer

A Study of Six Nations Public Library: Rights and Access to Information , Alison Frayne

Information Freedoms and the Case for Anonymous Community , Rachel Melis

Academic Librarians and the Space/Time of Information Literacy, the Neoliberal University, and the Global Knowledge Economy , Karen P. Nicholson

Theses/Dissertations from 2017 2017

Expertise, Mediation, and Technological Surrogacy: A Mixed Method Critical Analysis of a Point of Care Evidence Resource , Selinda Adelle Berg

The E-Writing Experiences of Literary Authors , Kathleen Schreurs

Theses/Dissertations from 2016 2016

Understanding Collaborative Sensemaking for System Design — An Investigation of Musicians' Practice , Nadia Conroy

Laying the Foundation for Copyright Policy and Practice in Canadian Universities , Lisa Di Valentino

Towards Evidence-Informed Agriculture Policy Making: Investigating the Knowledge Translation Practices of Researchers in the National Agriculture Research Institutes in Nigeria , Isioma N. Elueze

Different Approaches for Different Folks , Alexandre Fortier

Creating Context from Curiosity: The Role of Serendipity in the Research Process of Historians in Physical and Digital Environments , Kim Martin

Alternate Academy: Investigating the Use of Open Educational Resources by Students at the University of Lagos in Nigeria , Daniel Onaifo

Theses/Dissertations from 2015 2015

Contentious information: Accounts of knowledge production, circulation and consumption in transitional Egypt , Ahmad Kamal

Multilingual Information Access: Practices and Perceptions of Bi/multilingual Academic Users , Peggy I. Nzomo

Words to Live By: How Experience Shapes our Information World at Work, Play and in Everyday Life , Angela Pollak

Watching Storytelling: Visual Information in Oral Narratives , James Ripley

Theses/Dissertations from 2014 2014

Empowering Women Entrepreneurs in Africa: Investigating Information Access and Use of Information and Communication Technologies by Women-Owned Enterprises in Zambia , Daniel Mumba

Young adults reflect on the experience of reading comics in contemporary society: Overcoming the commonplace and recognizing complexity , Lucia Cederia Serantes

Theses/Dissertations from 2013 2013

Space, Power and the Public Library: A Multicase Examination of the Public Library as Organization Space , Matthew R. Griffis

Knowledge Organization Practices in Everyday Life: Divergent Constructions of Healthy Eating , Jill R. McTavish

Semantics-based Automated Quality Assessment of Depression Treatment Web Documents , Yanjun Zhang

Theses/Dissertations from 2012 2012

Making Sense of Document Collections with Map-Based Visualizations , Olga Buchel

A Critical Historical Analysis of the Public Performance Right , Louis J. D'Alton

Intellectual Property and Its Alternatives: Incentives, Innovation and Ideology , Michael B. McNally

Theses/Dissertations from 2010 2010

The Information Practices of People Living with Depression: Constructing Credibility and Authority , Tami Oliphant

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• Library and Information Science Dissertations and Theses

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• Knowledge Organization Literature - International Society for Knowledge Organization - Despite their extensive classification and coding (see https://www.isko.org/scheme.php ) you can't search for theses or dissertations specifically, and likely most of what is included here could be relevant for our purposes - but you can browse the lists built for each time period. So, once we nail down our first and then subsequent time periods, that might be the way to go.
• So You Wanna Do A Thesis? Part 1: Preparation
• Suggested Topics for Library Science Research and Publication
• Librarianship Studies & Information Technology blog thanks, Sandra K. Roe (Sandy Roe) , chief editor, Cataloging & Classification Quarterly  journal for suggesting some useful resources included in this list. This article is inspired by her vision of a compilation of a bibliography of research works (dissertations and theses) in the field of library cataloging, classification, and metadata.
• Library and Information Science Encyclopedia
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• https://www.librarianshipstudies.com/2018/08/library-information-science-dissertations-theses.html
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• Help us improve this article! Contact us with your feedback. You can use the comments section below, or reach us on social media.
• Please suggest new resources be added to this list. Do you find it useful? If yes, then please share it with your friends and online network. "Sharing is Caring." Kindly provide your valuable feedback to make this entry more useful for the researchers of Library and Information Science.
• Sandra K. Roe (Sandy Roe), Librarian, Illinois State University, Editor, Cataloging & Classification Quarterly   [July 17, 2016, e-mail] -- Wow.  This is an amazing compilation, complete with search instructions   - and such a great idea to solicit other sources from the community.  Brilliant!
• Stephen Abram, Librarian and principal with Lighthouse Consulting Inc., and executive director of the Federation of Ontario Public Libraries   [August 1, 2016, in his blog Stephen's Lighthouse] - Great list of sources – fee and free.

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Dissertation Topics In Library And Information Science

Introduction.

Over and above, when you need to write something for a particular subject, it makes sense to consider what you want to write about. Writing may not be for you, but as a student, this is a very crucial requirement that you need to accomplish in order for you to graduate on time.

Are you in need of profound topics to write about in your scholarly thesis that has something to do with library and information science? It is true that deciding for the appropriate topic that you can consider for your paper is an exhausting stage. However, this can be outlasted if you will give it your best shot in researching for the best possible subjects that you know are worth talking about. Luckily, you can go over various offline and online resources and unveil from there the topic that precisely matches your writing skills.

Here is a collection of dissertation topics in Library and Information Science that you can delve into:

• Tackle change management in the library environment that is especially intended for organizational renewal
• The role and accreditation of the academic library in undergraduate, graduate as well as other teaching programs
• Benchmarking as an approach to obtain results; your library’s use of benchmarking and the outcomes, issues and opportunities
• Discuss collection development strategies for scholastic programs
• Time study or cost of services, programs and collections in the library, including the detailed description of the approaches and results at your library
• Developing a yearly scholastic agenda for the library. Discuss the benchmarks and performance measure
• Talk about electronic resources and their significant impact on scholastic library as the intellectual and social core of the school
• Development programs and fund raising for libraries
• Tackle the remarkable impact of cultural and demographic changes on library services
• Discuss the linkage between life-long learning and libraries: what this conveys and what are the necessary steps that need to be taken?
• The changing role of the library in the information economy
• Talk about the literacy programs carried out in the library environment

Students nowadays do not need to suffer from choosing what suitable topic to write about. If you are tasked to discuss something that is connected with library and information science, you will surely have countless of possible options to pick from. Take a look at the topic ideas provided in the list above and from there you can decide which one is right for you.

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Library and Information Science: Dissertations

Uw dissertations and theses.

The UW Libraries hold physical copies of dissertations written by UW students before 2013.  From 2013 forward, most UW dissertations will only be available online.

• UW Information Science dissertations published after 2013 are available online through ResearchWorks  
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• Networked Digital Library of Theses and Dissertations The Networked Digital Library of Theses and Dissertations (NDLTD), an international organization dedicated to promoting the adoption, creation, use, dissemination, and preservation of electronic theses and dissertations (ETDs). They support electronic publishing and open access to scholarship in order to enhance the sharing of knowledge worldwide.
• ProQuest Dissertations & Theses Global This link opens in a new window Dissertations and theses 1743-present with full-text for most from 1997-present. SEE Dissertations & Theses Global (ProQuest)

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Notable Dissertations 2019

For new practices, look to breaking research.

By Kathy Rosa | June 3, 2019

Within the research projects of doctoral students in library and information science lie ways to mitigate the challenges of an inequitable world. Too often, these valuable findings go underused. That’s why, each year, American Libraries highlights the top dissertations that can make a difference—for rural areas, indigenous communities, people experiencing homelessness, and many other populations.

This year’s crop includes research on the power of reading, librarian–teacher collaborations, and school librarians as academic leaders. The nine dissertations selected from digital archives and online databases have practical implications for school, public, academic, and special libraries; feature quantitative, qualitative, and mixed methodologies; and include measurable recommendations for change.

The students and their topics are:

• Reham Isa Alshaheen (Simmons University in Boston) analyzed the user experience and information architecture of national library websites.
• Carolina Barton (Concordia University Irvine in California) studied success factors in the transformation of academic libraries into learning commons.
• Angel Krystina Washington Durr (University of North Texas in Denton) researched the challenge of identifying skill sets for data-science jobs.
• Melanie Ann Lewis (Liberty University in Lynchburg, Virginia) examined the role of school librarians as academic leaders.
• Sandra Littletree (University of Washington in Seattle) explored the historical development of tribal libraries, with a view toward the design of current and future library services.
• Shelly Lynne McMullin (University of North Texas in Denton) considered similarities in information literacy and critical thinking skills.
• Jessica M. Ross (University of Alabama in Tuscaloosa) studied the challenges of information dissemination in rural communities.
• Jeanna Wersebe (University of California, San Diego) examined factors that contribute to successful collaboration between school librarians and teachers.
• Deborah W. Yoho (University of South Carolina in Columbia) found that reading provides a powerful respite in the lives of marginalized library patrons, such as people experiencing homelessness.

Reham Isa Alshaheen PhD, Simmons University 

“User Experience and Information Architecture of National Library Websites”

Summary: Using methods such as content inventory, web information architecture assessment, and participant usability evaluation, Alshaheen analyzes the user experience and information architecture of 28 national library websites. The study examines the websites’ structure, menus, colors, and information quality, as well as how deeply users trust the sites’ content and the entities generating that content. Users were satisfied with the overall quality of these websites, though users who differed in age, gender, and educational background differ in their ratings of the sites. This dissertation provides a list of content elements that commonly appear on national library websites as well as a practical procedure to evaluate these sites.

Recommendations: Alshaheen recommends regular usability testing of national library websites with a view to understanding the needs of all users. For example, national library websites serve not only graduate students and researchers but also teachers, teenagers, professional workers, and older adults. Other factors to consider include readability for global users, standardizing date formats across countries, and the trustworthiness of content. Menu construction should be easily understood and not too complex. Designers should stick with one language per page and eschew jargon, excessive information, and animations. (The latter can be distracting and confusing.)

Carolina Barton EdD, Concordia University Irvine

“Transforming an Academic Library to a Learning Commons Model: Strategies for Success”

Summary: In an effort to cope with the speed of technological change, some academic libraries are transforming themselves into learning commons. Barton uses a mixed-methods approach to identify successful strategies such as deploying surveys to understand student needs, gaining administrative support, ensuring the presence of adequate technology, encouraging collaboration among library staff, introducing a café, and changing policies around food and noise in the library. Obstacles to success include inadequate funding, resistance among stakeholders and staff, difficulty in building partnerships with stakeholders, and ineffective teams.

Recommendations: Barton recommends a three-phase approach to developing a learning commons. Phase one is the time to research information, build a shared vision and strategic plan, gain leadership’s support, and secure resources. In phase two: design a welcoming, technology-rich, and flexible environment, with moveable furniture, group learning spaces, service desks, a sufficient number of power outlets, and virtual learning resources that are available 24/7. Phase three includes a technology plan to keep computers, printers, and other equipment up to date and in working condition. 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.

Editor’s note: Barton died October 7, 2018.

Angel Krystina Washington Durr PhD, University of North Texas

“A Text Analysis of Data Science Career Opportunities and US iSchool Curriculum”

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.

Recommendations: One of the study’s recommendations is the development of a competency-based framework for the education of data-science professionals. 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.

Melanie Ann Lewis EdD, Liberty University

“A Collective Case Study to Examine Administrators’ Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher-Librarians in California Public Schools”

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.

Sandra Littletree PhD, University of Washington

“‘Let Me Tell You about Indian Libraries’: Self-Determination, Leadership, and Vision—The Basis of Tribal Library Development in the United States”

Summary: Using qualitative methodologies informed by indigenous approaches to knowledge, Littletree traces the history and development of tribal libraries. As she explains, in the 1960s 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 1970s, 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 1978 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.

Shelly Lynne McMullin PhD, University of North Texas

“The Correlation between Information Literacy and Critical Thinking of College Students: An Exploratory Study”

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. In addition to surveys, scores from two standardized tests—the California Critical Thinking Skills Test (CCTST) and the Standardized Assessment of Information Literacy Skills (SAILS)—are analyzed, along with student survey results. McMullin finds that students perform better on the CCTST than on the SAILS, even though the CCTST is considered more difficult. 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.

Jessica M. Ross PhD, University of Alabama

“The Role of Public Libraries in Rural Communication Infostructure ”

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. Traditionally, public libraries are perceived as inclusive places; Ross’s study affirms this perception.

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. Outreach programs can effectively welcome people to the community and provide awareness of what the library can offer them.

Jeanna Wersebe EdD, University of California, San Diego

“A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher-Librarians: A Mixed-Method Study”

Summary:  Wersebe seeks to understand how high school teachers, administrators, and teacher-librarians define collaboration, as well as the factors that contribute to successful collaboration. Results show that positive relationships among teachers, leadership, support staff, and students boost the success of collaborations. Other positive factors include a staff that values collaboration, support from leadership, knowledge of the teacher-librarian’s role and skill set, and a positive school culture. One barrier to successful collaboration: the view of the school library as merely a warehouse of books. Other barriers include lack of opportunities to collaborate, negative past experiences, and inflexible procedures.

Recommendations: Teacher-librarians are in leadership roles and can be proactive in providing opportunities for collaboration. They have a responsibility to educate administrators, teachers, and students about the skill sets and proficiencies that define their role. Building positive relationships has long been the purview of the teacher-librarian, and this ability will enhance collaborative ventures. Administrators can improve collaborative relationships by inviting teacher-librarians to meetings about curriculum writing or new programs. Educational leadership programs in colleges and universities should provide discussions and readings of the teacher-librarian impact on student achievement. Teacher education programs might offer preservice activities that include collaboration with teacher-librarians. Further research into high school collaborations should be conducted, using varying methodologies and samples.

Deborah W. Yoho PhD, University of South Carolina

“Intersection: Reading and Adult Homelessness and Public Libraries”

Summary: Public librarians seek to provide equitable access to all patrons, including those experiencing homelessness. In this qualitative study, Yoho documents the power of reading for transitional and homeless populations. She finds that reading provides a distraction from negative feelings of loneliness, melancholy, and boredom; temporarily allows the reader to mentally “transport” out of negative experiences; helps manage the personal behaviors that may be necessary to obtain social services; and ameliorates stress by providing calm and comfort in uncertain circumstances.

Recommendations: Yoho recommends training librarians to serve patrons from vulnerable populations, such as those experiencing homelessness. There may even be a role for social-service training in LIS programs, though some may be more comfortable revisiting library policies to determine how to handle the social-services expectations of public library patrons. She recommends reviewing library policies and procedures around patron disruptions and complaints, as well as staff attitudes toward inclusiveness and outreach. In addition, she recommends creating programs that meet the digital literacy needs of vulnerable populations such as the homeless.

KATHY ROSA is director of ALA’s Library and Research Center.

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UKnowledge > College of Communication and Information > Information Science > Theses & Dissertations

Theses and Dissertations--Information Science

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THE EFFECTS OF INFORMATION UTILIZATION ON CORPORATE DECISION-MAKING AND EXPORT PERFORMANCE , Trond Breien Peersen

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Theses/dissertations from 2017 2017.

Music Social Tagging as a Validation Tool for the FRBR Conceptual Model , Kabel Nathan Stanwicks

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• DASH , Digital Access to Scholarship at Harvard, is the university's central, open-access repository for the scholarly output of faculty and the broader research community at Harvard.  Most Ph.D. dissertations submitted from  March 2012 forward  are available online in DASH.
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The ProQuest Dissertations & Theses Global (PQDT) ™ database is the world's most comprehensive curated collection of multi-disciplinary dissertations and theses from around the world, offering over 5 million citations and 3 million full-text works from thousands of universities.

Within dissertations and theses is a wealth of scholarship, yet it is often overlooked because most go unpublished. Uncover new ideas and innovations with more confidence and efficiency. ProQuest Dissertations & Theses Global delivers a focused path for researchers by tapping into a global network of connected research.

Dissertation references can be a treasure trove for obscure topics, here students discover shorter works like articles.

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ProQuest Dissertations & Theses (PQDT) Global provides visibility of cutting-edge research from the world’s premier universities.

ProQuest’s vast collection of >5.5million post graduate dissertations and theses now discoverable on Web of Science

ProQuest Dissertations and Theses Global with the Web of Science™ enables researchers to seamlessly uncover early career, post-graduate research in the form of more than 5.5 million dissertations and theses from over 4,100 institutions from more than 60 countries, alongside journal articles, conference proceedings, research data, books, preprints and patents.

The integration and introduction of the ProQuest Dissertations & Theses Citation Index , eliminates the need for researchers to search multiple databases, allowing them to streamline their workflow and focus more on their academic success and research advancements.

To further enhance accessibility, direct full text linking from the Web of Science to the ProQuest platform is available for joint subscribers of the Web of Science and ProQuest Dissertations and Theses Global.

Navigating ProQuest Dissertations & Theses Citation Index

DISCOVER unique scholarship

• Provides credible research on unique, niche, and trending topics, often not published elsewhere
• Provides access to global and diverse perspectives, helping to close diversity gaps in mainstream publishing channels
• Removes friction and obstacles from the research process by making full text available in one location
• Retrieves equitable search results, which places equal value on quality scholarship no matter where it is from

UNCOVER the value of dissertations

• Introduces users to new source types
• Reaches more students, helps more users in a virtual environment
• Addresses user needs immediately when they need it
• Nurtures career aspirations in academia

FOCUS your research path

Citation Connections are the next step in the evolution of the ProQuest Platform, moving the recommender functionality beyond standard keyword lists towards technology that leverages citation data, bibliometrics, and knowledge graph technology. Focus your research path by finding the most relevant and influential works faster.

• Supports researchers to become more efficient and effective.
• Leads researchers of all levels quickly to the most relevant, credible sources.
• Provides a focused path to building comprehensive foundational knowledge in any research area.
• Integrates with other library resources, enhances the value of other ProQuest subscriptions by providing insights into how the research is connected.

Success Story

Progressing STEM Studies with a Critical Primary Research Source

Author, Technologist, and Doctoral Student, Ida Joiner shares her story on leveraging dissertations to engage with current trends, cite a comprehensive foundation and build towards her own research goals.

Avoiding Bias by Starting at the Source

Dr. Terri D. Pigott, Ph.D., of the School of Public Health at the College of Education, Georgia State University, on Avoiding Bias by Starting at the Source.

Testimonials

Professor Terri Pigott Ph.D. discusses the expectations she presents to her students on meta-analysis and unbiased research requirements and how the use of ProQuest Dissertations & Theses Global helps to ensure that comprehensive data sets are included in new research outputs.

Using Dissertations as a Primary Source

Student researcher and published author Ida Joiner discusses how she uses ProQuest Dissertations & Theses Global as a core resource that helps her to build towards her own research goals.

Improving Diversity in Curriculum by Uncovering Unheard Voices

Psychology Professors and Research Scientists come together to build a course and write a supplemental text for Psychology curriculum emphasizing the dissertations by women of color prior to 1980, filling research gaps in the early history of psychology.

The Erasure of Drag Contribution in Performance History

Dr. Lady J, Ph.D., documents the historical impact, influence, contributions that drag performers have made to politics, music, film, fashion, and popular culture in her dissertation. Her goal is to document and make this history available for broad educational outreach.

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ProQuest Dissertations & Theses Global is one of the most requested data-sets for text and data mining because of its broad historic to present-day coverage and deep and comprehensive data results found in the full-text records.  TDM Studio can be used alongside PQDT to easily and efficiently extract data and analyze it. See the list below for articles and projects published by scholars who used ProQuest Dissertations & Theses Global data:

• TDM Studio ProQuest Dissertations & Theses Global Case Studies
• Mapping Research Trends with ProQuest Dissertations & Theses (Univ. North Carolina)
• Indiana University using Dissertations Data for Research
• ProQuest Dissertation Database Provides Critical Information for Research Projects Across the US
• City University of New York

Trends in the Evolution of Research and Doctoral Education

Bruce A. Weinberg, Ph.D., Professor of Economics and Public Affairs from The Ohio State University shares how text and data mining of ProQuest Dissertations & Theses Global allows researchers to understand doctoral career trajectory patterns.

Improving Graduate Student Outcomes

Dr. Jearl (Ken) Helvey, Assistant Professor of Education – Doctoral Program at Texas Wesleyan University on how incorporating dissertations into the curriculum improved the doctoral student success at Texas Wesleyan University.

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ProQuest One Academic brings together four core multi-disciplinary products, allowing access to the world’s largest curated collection of journals, ebooks, dissertations, news and video.

Including dissertations and theses in ProQuest means amplifying your research by making it available in a unified repository

A Selection Of Great Topics For A Dissertation On Library And Information Science

Library and information science students are tasked with writing a complete paper at the end of the semester with the intention of testing all that they’ve learnt throughout the course. The trick to composing a good environmental science dissertation paper is to select suitable dissertation topics in library and information science – one that is known to the student but at the same time is interesting and unique enough to hold the attention of the readers.

List of dissertation topics for library and information science

• “Digital curation has now been recognized as an emerging domain that demands a separate set of skills as well as expertise.” – In light of this statement comment on the participating role of professionals in digital curation.
• Conduct a thorough study of the accessibility of library website in the case of users who are visually impaired.
• How can one make sense of professional work? Give some examples of metaphors that can be used for information and reference service.
• Carefully explain the role of inter-professional collaboration for the support of scientific learning. In the same vein, try to conduct an exploratory study of the experiences and perceptions of public librarians, science teachers, and school librarians.
• Would you consider library research to be a form of collaborative information seeking?
• How would you prepare for an in-depth research on exponential random graph modeling along with its use in information science studies and the library?
• What is your opinion on the online health information seeking behavior spotted among some elderly folk through the different parts of the world?
• Provide your own view on the trend of reading on the go. How has this sort of reading behavior affected the undergraduate users of smart phones?
• Conduct an information literacy competency study on undergraduates. What kind of tools would you require based on a latent trait model?
• Would you consider performance evaluation to be a tool that helps one take strategic decisions regarding the serving of visually impaired users?
• What sort of question prompts can be used to assist young people when it comes to critical technical practices in marker spaces in museums, libraries, and other community-based youth organizations?

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Agricultural Science and Plant Protection

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Find Dissertations & Theses

Depending on the depth of your research project, a search for dissertations and theses on your topic may be helpful. Dissertations and theses often have helpful literature reviews that are more detailed than most articles.

• Database of theses and dissertations from throughout the US and some foreign institutions.
• Most theses and dissertations from 1997 (and some older ones) are available as PDF files.
• If full text text is not available, you may be able to get the document through Interlibrary Loan.
• To search MSU's electronic theses and dissertations, search the MSU ETD Database .
• Certain older dissertations may be available online in the ProQuest Dissertations & Theses database.
• To look up MSU theses and dissertations not available online, search the MSU Libraries Online Catalog .
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Today's hours, june 2024 electronic theses and dissertations now available in surface.

The records for the Electronic Theses and Dissertations (ETDs) submitted by the Graduate School for the Spring 2024 June Graduates have been processed and loaded into SURFACE . Syracuse University’s Institutional Repository. These include 56 submissions from 28 different departments/programs, including:

African American Studies (2); Biology (2); Biomedical and Chemical Engineering (2); Chemistry (5); Civil and Environmental Engineering (3); Communication and Rhetorical Studies (2); Cultural Foundations of Education (2); Earth & Environmental Sciences (2); Economics (3); Electrical Engineering and Computer Science (4); English (1); Exercise Science (1); Food Studies (1); Geography & the Environment (2); History (1); Illustration (3); Information Science & Technology (3); Instructional Design, Development, and Evaluation (2); Mass Communications (1); Philosophy (1); Physics (2); Political Science (2); Psychology (1); Public Administration (1); Religion (2); Social Science (2); Sociology (2); and Teaching and Curriculum (1).

In the Spring 2024 June Graduate ETDs:

• Forty-six (46) dissertations were submitted and their records are available at: https://surface.syr.edu/etd/ .
• Forty-three (43) dissertations were submitted as Open Access (OA) publications, twenty-seven (27) of which are currently available for download on SURFACE. Thirteen (13) additional dissertations will be available after an embargo period.
• Three (3) additional dissertations were submitted but are only available by subscription through ProQuest, though their records are available in SURFACE.
• The OA rate for dissertations this spring was roughly 93%.
• Eleven (11) graduate theses were submitted and their records are available at https://surface.syr.edu/thesis/ .
• ALL theses were submitted as OA publications, ten (10) of which are currently available for download on SURFACE. One (1) additional thesis will be available after an embargo period.
• The OA rate for theses was 100%.
• The overall OA rate for all dissertations and theses was approximately 95%.

The overall OA rate for the May Graduates AND June Graduates together was 93%.

For anyone desiring additional information at either the departmental or school/college level, please contact the SURFACE team at [email protected] .

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Rachel Rossi (SCI '24) Works with the Library of Congress, Digital Archives, and Accessibility

July 31, 2024

“Libraries and information sciences translate across so many different fields!” said Rossi. Specialized libraries, she continued, “often require a deep understanding of the unique information needs and regulatory requirements of their specific fields and can often complement a previous area of study you pursued.”  

Rossi currently serves as the Metadata Team Lead of the HTML Program with the Library of Congress. Working to enhance accessibility the Library of Congress’s website and its information to promote discovery, Rossi also maintains a position at the Barco Law Library as the Public Services and Circulation Specialist in addition to doing archival work where they oversee the management and access of various materials at the University of Pittsburgh School of Law. 

This field’s interdisciplinary nature requires students and professionals to identify information needs and develop creative works to curate digital interfaces and exhibits that are accessible, informative, and engaging. In Rossi’s own words, an “MLIS education will prepare you to identify and execute complex information challenges and contribute to the advancement of knowledge in various settings.” 

At Barco Law Archives and Special Collections (ASC) alone, Rossi has had the opportunity to exercise their skills in visual design and information organization to contribute a variety of resources and research guides for upper-level students, including interactive modules and tutorials to forward the library’s mission of “fostering teaching, learning, and student success.” 

Just this past June, Rossi reached three years working at Barco. The position had just opened when she began searching for library jobs at the University of Pittsburgh—where she already knew she wanted to pursue her MLIS—and she knew she enjoyed creating informative and education digital experiences to make historical archives more relatable and accessible.  

Toward the end of her MLIS program, Rossi won the ALL-SIS Digital Publication Award from the American Association of Law Libraries for one of her digital exhibits archiving the life and work of Robert Berkley Harper, the University of Pittsburgh’s first Black tenured law professor. 

Rossi expresses that both SCI and Pitt have been instrumental, saying that their experiences at Barco Law Library provided the practical experience to apply their knowledge in the real world. In the future, Rossi looks forward to continuing their work in archiving and preservation. By prioritizing a human-centered approach over the more traditional historical lenses that aimed for neutrality, she plans to foster inclusivity and a more comprehensive history. 

“What makes this work worthwhile is creating spaces that reflect and reckon with the marginalized experiences and histories in our local community, while being able to use these mediums to express a high level of creativity and integrity,” said Rossi, who hopes to become a University Archivist one day. 

At the end of July, Rossi presented a webinar on her work for Pitt Law titled “Increasing Visibility of Key Collections: Digital Commons Exhibits at Pitt Law.” It also explored digital exhibits as tools to enhance the visibility of archival collections and histories.

Rossi encourages other students pursuing library and information sciences to advocate and support each other in their studies and careers.  

“Be present in whatever capacity you can,” Rossi said. “Supporting one another enhances our collective impact; it’s important to impart our skills through knowledge sharing and mentorship so others can learn, flourish, and find their footing in the field.” 

--Gwyneth Bessey

  University of Dar es Salaam Library Journal Journal / University of Dar es Salaam Library Journal / Vol. 19 No. 1 (2024) / Articles (function() { function async_load(){ var s = document.createElement('script'); s.type = 'text/javascript'; s.async = true; var theUrl = 'https://www.journalquality.info/journalquality/ratings/2408-www-ajol-info-udslj'; s.src = theUrl + ( theUrl.indexOf("?") >= 0 ? "&" : "?") + 'ref=' + encodeURIComponent(window.location.href); var embedder = document.getElementById('jpps-embedder-ajol-udslj'); embedder.parentNode.insertBefore(s, embedder); } if (window.attachEvent) window.attachEvent('onload', async_load); else window.addEventListener('load', async_load, false); })();  

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Postgraduate students’ common errors in writing education studies dissertations lessons from the university of dar es salaam in tanzania, george kahangwa.

The purpose of this study was to investigate common mistakes that postgraduates make in writing dissertation chapters at the University of Dar es Salaam in Tanzania, then propose corrective measures. Using a desk research design, the study reviewed 200 randomly selected master’s degree dissertations. The document review guidelines also facilitated the study’s review of examiners’ reports on the dissertations under review. The information collected was subjected to content analysis. The study found that postgraduate students struggled in stating explicitly the research problems and ended up with vague problem statements. In the limitations section, most of the postgraduates mention trivial issues that the researcher could otherwise address during the planning of logistics. Moreover, the students struggled to critically review literature and, instead, simply described the details or provided summaries of findings from other empirical studies. As a result, the literature review is usually devoid of their respective voices. Students also found difficulties in describing the relationship between the proposed methodology and their study specifically by failing to explain adequately the coherence between the methodology and the nature of the study. Furthermore, some postgraduates failed to analyse data with the required precision; for instance, they use codes and themes interchangeably. Based on the findings, the study recommends intensive and adequate orientation and training of postgraduate students both theoretically and practically on fundamental academic skills for effective writing of quality dissertations.  

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Embargo (Delayed Release) of Thesis and Dissertation

Delayed public access, commonly known as an “embargo,” postpones public distribution of the thesis or dissertation that has been approved and filed with the university. In some cases, it may be reasonable and appropriate to put in place an embargo that delays public release, but only in narrowly prescribed circumstances affecting intellectual property rights (such as when a patent is being filed), to satisfy requirements for the review of grant-sponsored research, to allow time for the submission of content to a peer-reviewed journal, or for potential consideration of content by an academic or commercial press. Such an embargo must be limited in time.

If delayed public access is necessary due to the purposes set forth in the previous paragraph, a graduate student should select this option when uploading the thesis or dissertation to ProQuest, and a completed and signed Request for Embargo (Delayed Release) of Thesis and Dissertation form should be submitted to the Graduate School.

The delayed release requested at the time of submission will postpone public distribution of/access to a thesis or dissertation via both ProQuest and the University at Buffalo’s institutional repository (UBIR) . Students may request embargoes for up to one year or two years, with longer time periods considered by exception. If a delayed release is approved, ProQuest and UBIR will display only the graduate’s citation and abstract for the duration of the embargo. The full text of the graduate’s thesis or dissertation will become available for public access only after the embargo expires. The UB Libraries will archive and preserve the manuscript in perpetuity.

Exception Requests for Extended Embargoes

Under rare circumstances and prior to the filing of the thesis or dissertation, the dean of the Graduate School may approve requests for embargoes beyond the two-year limit. A request for such an exception to UB policy should be made as soon as the graduate student’s master’s or doctoral committee is aware of the need to do so.

The Graduate School is the first point of contact for exception requests. The graduate student and their major advisor must submit a formal request for a time-delimited extended embargo using the Request for Embargo (Delayed Release) of Thesis and Dissertation form available from the Graduate School. The request must be made prior to filing the thesis or dissertation.  Each request will be evaluated on a case-by-case basis. The Graduate School’s review of such requests will take the following factors into consideration:

• Are there serious mitigating circumstances whereby publication of the thesis or dissertation would cause undue risks or potential harm to the author or subjects?
• Will the data generated through the student’s research support other in-progress publications from people on the student’s research team, which could be impacted by public dissemination?
• Is the student applying for a patent based on research that is discussed in their dissertation?
• Is the data or material in the thesis or dissertation subject to review by the sponsor or grantor prior to publication?
• Is there a need to prevent disclosure of information about persons, institutions, technologies, etc.?
• Is there an academic or commercial press that has documented its requirement of manuscript embargo in order to acquire the rights to publish the thesis or dissertation as a book?

When an exception request is approved by the Graduate School, the library will be notified to ensure that UBIR suppresses access until the end of the approved extended embargo period.

Post-Submission Requests for Delayed Public Access

Students who wish to delay public access must select this option at the time they submit their theses or dissertations to the Graduate School via ProQuest. Requests to embargo a thesis or dissertation after the manuscript has been filed generally are not allowed. Post-submission embargo requests to the UBIR are permissible only in exceptional circumstances and require Graduate School review and approval.

The Graduate School is the first point of contact for post-submission embargo requests to the UBIR. To make such a request, which is considered only for exceptional circumstances, the graduate student must submit a Request for Embargo (Delayed Release) of Thesis and Dissertation form to the Graduate School detailing the reason for the request for an embargo and the reason for the delay in seeking the embargo, and including an explanatory letter from the thesis or dissertation committee chair.  Each request will be reviewed on a case-by- case basis.

ProQuest allows graduate students to embargo their manuscripts at any time and for any duration, but cautions that “the rules and policies around dissemination related to a university’s institutional repositories are created and managed separately by the university”.*

ProQuest will notify UB’s Graduate School of each request for a post-submission embargo. Upon receiving the notification from ProQuest, the Graduate School will send an email to the graduate student reminding them of the university policy restricting delayed release. The Graduate School will approve of such post-submission requests in accordance with the procedure set forth below for review of post-submission requests.

Review of Post-Submission Embargo Requests

The review of a post-submission embargo request by the Graduate School will take the following factors into consideration:

• Are there serious mitigating circumstances such that publication of the thesis or dissertation would cause undue risks or potential harm to the author or subjects?
• Is there good cause for the failure to seek delayed public dissemination at the time of submission?
• Is the work already accessible via UBIR?

In the rare cases in which a post-submission embargo request is approved by the Graduate School, the Graduate School will notify the library and UBIR to withhold release for the approved embargo period.

*ProQuest, Embargoes and Restrictions

Assistant Library Director – Wayland Free Public Library, (Wayland, MA)

Posted July 30, 2024

Position Title: Assistant Library Director Department:  Town Manager Full Time/hours:  35 hours / week Union/Grade:  Library Association/Grade L-7 Starting Salary Range:  $72,529 – $94,610 annually

Description of Position: The Wayland Free Public Library is seeking a flexible, forward-thinking and innovative public information services professional to be our next Assistant Library Director. This essential leadership role supports the Library Director in the management and oversight of all operations, services and programs of the Library. The Assistant Library Director works with the Director to help carry out the Library’s mission and strategic plan, including supervising and managing staff in implementing all policies and procedures, services, activities and operational improvements. This role also serves as the Library’s technology administrator, managing all electronic/computer resources and works closely with the Town’s IT Department to maintain, troubleshoot and upgrade those resources to ensure the Library provides the most reliable and up-to-date information technology and equipment to residents and patrons.

For a full job description click  here .

Recommended Minimum Qualifications: Education:  Bachelor’s degree and Master of Science in Library and Information Science degree required.

Experience:  Minimum of five (5) years of library experience. Must have experience supervising professional and paraprofessional staff in a library environment. Extensive knowledge and experience working in a networked library environment including experience with a wide variety of electronic databases and other online resources to serve the educational, informational and recreational reading, listening and viewing needs of the public.

Date posted:  July 26, 2024 Closing date:  Open until filled

Apply to:  

Please submit a resume and cover letter to the Human Resources Manager, Town of Wayland, 41 Cochituate Road, Wayland, MA 01778 or  [email protected] . The Town of Wayland is an Equal Opportunity Employer.

Federal Funds Support Training, Professional Development, and Initiatives to Enhance Library and Archival Services

Washington, DC — The Institute of Museum and Library Services (IMLS) today announced 85 awards totaling $22,533,904 to support libraries and archival services across the country. The FY 2024 awards were made through National Leadership Grants for Libraries and the Laura Bush 21 st  Century Librarian Program . The awarded grants search on the IMLS website contains a complete list of grantees and project descriptions.

"The National Leadership Grants for Libraries and Laura Bush 21 st Century Librarian Program are vital in advancing library services across the nation,” said IMLS Acting Director Cyndee Landrum. “The funding supports libraries, staff, and projects that exemplify excellence in the library field and community service, driving innovation and improving access to information for all.”

The National Leadership Grants for Libraries program supports projects that address critical needs of the library and archives fields and have the potential to advance practice in these professions to strengthen library and archival services for the American public. Program goals include generating results such as new models, tools, research findings, services, practices, or alliances that will be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. The National Leadership Grants for Libraries program received 146 preliminary proposals requesting $38,098,986.60.

IMLS invited 85 institutions to submit full project proposals, and of these, awarded 50 projects totaling $13,206,160, including:

The University of South Carolina School of Information Science , with the University of Texas at Austin, Kentucky Department for Libraries and Archives, University of Memphis, and Rice University, will create and implement a series of training programs that enable libraries to provide critical information services before, during, and after disasters such as hurricanes, floods, wildfires, and tornadoes. The trainings will help libraries across the nation increase disaster preparedness and recovery capacity to strengthen community resilience and ensure the public receives vital services during disasters.

The University of Maryland, College Park ; the Maryland State Library Agency; and multiple community partners dedicated to supporting children and families will adapt and evaluate the original Hatchling program to empower new parents to engage their babies in early language- and literacy-building activities both in and out of the library. This project will leverage the collective, cross-disciplinary expertise of librarians, researchers, educators, neuroscientists, speech language pathologists, child development experts, and other partners to establish an open-access, flexible, scalable national model supporting the foundations of language and literacy development in young children.

The University of Washington  will systematically investigate how library needs and best practices related to the development of community archives vary across urban and rural public libraries to enhance community archives across library systems. This project will benefit public library staff and community members by fostering more inclusive cultural heritage collections. Subrecipient and project partner Tacoma Public Library will support University of Washington staff in updating the toolkit and provide their firsthand knowledge and expertise of developing community archives within a public library.

T he Laura Bush 21st Century Librarian Program supports the development of a diverse workforce of librarians and archivists to better meet the information needs of the public. Program goals include recruiting, training, developing, and retaining a diverse workforce of library and archives professionals; developing faculty, library, and archives leaders by increasing the institutional capacity of libraries, archives, and graduate programs related to library and information science; and enhancing the training and professional development of the library and archival workforce. The program received 141 preliminary proposals requesting $38,601,803.33.

IMLS invited 83 institutions to submit full project proposals, and of these, awarded 35 projects totaling $9,327,744, including:

Old Dominion University : In this Early Career Research Development project, Dr. Kevin J. Mallary will address the accessibility needs of d/Deaf and hard of hearing (D/HH) patrons in academic libraries. This project will inform the development of an innovative website for practitioners to contribute accessibility resources, share recommended practices, and build a community of practice for better serving D/HH patrons. Findings from this project will inform evidence-based practices for academic librarians and disability services coordinators to immediately enhance their daily interactions with D/HH patrons.

The Chief Officers of State Library Agencies , in partnership with members of the American Library Association E-rate Task Force, will develop, deliver, and evaluate training for state E-rate coordinators. While E-rate is a simple program in concept, it is highly complex in its execution, so this project will develop training materials, multi-day in person trainings, and a blueprint for sustainable trainings going forward. This project will build expertise and maximize the effectiveness of state E-rate coordinators into the future, enabling broader use of the program and bringing individual communities across the country closer to closing the digital divide.

IMLS is now accepting proposals for FY 2025 for both programs. Visit the IMLS website for more information about the National Leadership Grants for Libraries and the Laura Bush 21 st Century Librarian programs.

About the Institute of Museum and Library Services The Institute of Museum and Library Services is the primary source of federal support for the nation's libraries and museums. We advance, support, and empower America's museums, libraries, and related organizations through grantmaking, research, and policy development. IMLS envisions a nation where individuals and communities have access to museums and libraries to learn from and be inspired by the trusted information, ideas, and stories they contain about our diverse natural and cultural heritage. To learn more, visit www.imls.gov and follow us on Facebook and LinkedIn.