College of Information Studies
Permanent URI for this communityhttp://hdl.handle.net/1903/1631
The collections in this community comprise faculty research works, as well as graduate theses and dissertations.
Browse
2 results
Search Results
Item Memorizing the Sacred in the Digital Age: Exploring Qur’an Memorization Experiences Using Physical & Digital Formats(2021) Kabir, Arif Abdal; Golbeck, Jennifer A; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)For centuries, millions of Muslims have been memorizing the entirety of the Qur’an, the holy scripture of Islam that provides guidance to its believers and contains over seventy-seven thousand words in Arabic. This study explores the present-day experiences of these adherents who utilize traditional and digital methods to commit the Qur’an to memory and investigates whether the experience changes when using the different formats. The research instruments include multiple questionnaires, a monthlong diary study involving two weeks of memorization with a digital device and two weeks with a physical Qur’an and interviews with twenty-three participants. The study offers findings that include reported differences in difficulty, sentiments, and sense of connection to God, insights into the prevalent benefits and challenges of digital and traditional scriptural memorization and design suggestions on tools and methods to improve the experience of memorizing the Qur’an with both formats.Item Digital Libraries in Schools: The Best Practices of National Board Certified Library Media Specialists(2009) Massey, Sheri Anita; Druin, Allison; Weeks, Ann C.; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated the digital library integration behaviors of school library media specialists (SLMSs) who have achieved certification from the National Board for Professional Teaching Standards (NBPTS). A qualitative interview study design was chosen to convert tacit knowledge related to digital library use into explicit knowledge that can be shared with others. The goal of this research was to identify behaviors and techniques that exemplary SLMSs share when using digital libraries to support the curriculum in K-12 schools. The researcher interviewed and collected artifacts from 10 local National Board certified SLMSs and analyzed the resulting transcripts and materials using thematic analysis. A preliminary coding scheme was derived from the NBPTS Library Media technology innovation standard, which requires candidates to demonstrate expertise in providing technology access, teaching effective technology use, engaging learners with technology, and using technology to enhance the curriculum. Themes related to these four areas emerged from the data, as did sub-themes in the form of barriers the SLMSs encountered and strategies they developed to meet the standard. The barriers are discussed using Ertmer's (1999) first- and second-order classifications. The strategies are the SLMSs' best practices. To provide digital library access the SLMSs made themselves and their assistants available to learners; demonstrated mental and resource flexibility when they encountered obstacles; and, implemented creative funding strategies. To teach digital library use they used the research process to help students bridge knowledge learned in various contexts; provided training; remained abreast of digital library innovations; and, offered suggestions to product developers. To maintain engagement with digital libraries they used proven teaching techniques that build on strong instructional design principles. Finally, they relied on collaborative relationships when integrating digital libraries. They increased collaboration by building trust among colleagues; extending their reach beyond the SLMC in person and virtually, diversifying their role within the school, and gathering curriculum information to incorporate information literacy skills into lessons. Key implications: encourage SLMS-teacher collaboration, build a knowledge management system that captures expertise and supports SLMS communication, reconsider blocking social networking tools in schools to bridge the disconnect between students' home and school information-related behaviors.