A university library management model for students’ learning support     

Kulthida Tuamsuk  Kanyarat Kwiecien  Jutharat Sarawanawong 《International Information and Library Review》2013,45(3-4):94-107

Abstract

This research was aimed at developing a university library management model that would support students’ learning. The research was conducted in three phases: 1) an investigation into the requirements of a university library service of instructors; 2) an investigation into the attitudes of librarians, libraries’ administrators, and university’s administrators toward the roles of library and policy concepts relating to university library management that promote students’ learning; and 3) the development of a university library management model for students’ learning support. A mixed research method was applied comprising qualitative and quantitative approaches. Data was collected using in-depth interviews and questionnaires. The findings have led to a proposal of a university library management model that supports student learning, which is comprised of five components: 1) management policy and system; 2) learning resources; 3) learning support services; 4) learning environments; and 5) the competency and roles of information professionals. It can be stated that studies into Thai university library implementation, strategic plans, and self-assessment reports under the quality assurance system showed that even though libraries have updated resources and services following changing situations in policies, technologies, and users’ needs, there is no clear indicator that Thai university libraries have any strategy for acquiring roles to support students’ learning with practical outcomes. Through reliable research work, this study into a model for university library management would result in a means of developing university libraries that truly supports university student learning based on information from instructors, library administrators, and librarians.  相似文献   

Reading and spelling acquisition in Thai children     

Heather Winskel  Kanyarat Iemwanthong 《Reading and writing》2010,23(9):1021-1053

Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore, word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s) 1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children. Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger lexico-syllabic grain size to read Thai.  相似文献   

Enhancing digital literacy with an intelligent conversational agent for senior citizens in Thailand     

Sriwisathiyakun  Kanyarat  Dhamanitayakul  Chawaporn 《Education and Information Technologies》2022,27(5):6251-6271

Education and Information Technologies - Intelligent conversational agents have been implemented as virtual assistants in mobile applications to facilitate, engage, and interact with users for...  相似文献