The Use and Instruction of High-Level Computer Programming Languages in Online American Library Association (ALA) Accredited Master of Library and Information Science (MLIS) Programs
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| Опубликовано в:: | ProQuest Dissertations and Theses (2025) |
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| Главный автор: | |
| Опубликовано: |
ProQuest Dissertations & Theses
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| Online-ссылка: | Citation/Abstract Full Text - PDF |
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| 100 | 1 | |a Stroud, Austin | |
| 245 | 1 | |a The Use and Instruction of High-Level Computer Programming Languages in Online American Library Association (ALA) Accredited Master of Library and Information Science (MLIS) Programs | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a This dissertation investigates the instruction and use of high-level computer programming languages in online American Library Association (ALA) accredited Master of Library and Information Science (MLIS) programs. While prior studies have shown that high-level programming skills are in demand for MLIS graduates, this study addresses the gap between the skills taught in MLIS programs and those needed in the workforce.A mixed-methods approach was employed, with qualitative data gathered from one-on-one interviews with MLIS program administrators and faculty, as well as focus group interviews with MLIS program students. A follow-up quantitative online Qualtrics survey was then completed by each audience to build on what was learned. Three theoretical frameworks guided the research: the Technology Acceptance Model (TAM), Technology, Pedagogy, and Content Knowledge (TPACK), and the Theory of Self-Efficacy. Themes from the research include the challenges of integrating high-level programming skills into the curriculum, student and faculty satisfaction with program offerings, and the perceived importance of learning high-level programming.While results varied, the study found that most online ALA-accredited MLIS programs teach high-level programming skills, at least in elective courses. All audiences recognize the importance of learning high-level programming skills but must balance this with the barriers they face. This study offers recommendations for ensuring the MLIS curriculum more adequately meets the demand for high-level programming skills in the field. | |
| 653 | |a Information science | ||
| 653 | |a Library science | ||
| 653 | |a Information technology | ||
| 653 | |a Educational technology | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t Publicly Available Content Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3171248658/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3171248658/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |