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Robert P. Partee

Other affiliations: University of Tennessee
Bio: Robert P. Partee is an academic researcher from National Oceanic and Atmospheric Administration. The author has contributed to research in topics: Small business & Blueprint. The author has an hindex of 6, co-authored 13 publications receiving 99 citations. Previous affiliations of Robert P. Partee include University of Tennessee.

Papers
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Journal ArticleDOI
TL;DR: In this paper, a user and use-based model is proposed to represent the information context and perspectives of small businesses in the state of Tennessee as a case study in order to apply the lessons and insights to other parts of the United States.
Abstract: People living in the Appalachian region, including its rural areas, face challenging economic, social, and cultural conditions with limited financial opportunities, information poverty and unemployment, and low levels of information literacy and educational attainment. The roles played by rural public libraries in small business economic development in this region require exploratory study of representative small businesses to refocus library services and resources on their information needs and information-seeking experiences. This article proposes a user- and use-based model to represent the information context and perspectives of such businesses in the state of Tennessee as a case study in order to apply the lessons and insights to other parts of the United States. It concludes with suggestions for the blueprint design of a public library small business tool kit, an ideal resource that Tennessee’s rural public libraries can develop for small businesses in the future.

28 citations

Journal ArticleDOI
TL;DR: Survey findings of current activities that rural public libraries perform in one state, namely the state of Tennessee, are reported as a case study to apply the lessons and insights to other parts of the United States.
Abstract: Like all public libraries, rural public libraries in the Appalachian region can play a significant role in the economic development of their communities. Economic development in rural communities potentially benefit from many of the same resources and services all enjoy at public libraries, including free and public Internet access, space, education, question answering, and materials on many business-related subjects. This article reports survey findings of current activities that rural public libraries perform in one state, namely the state of Tennessee, as a case study to apply the lessons and insights to other parts of the United States. The discussion includes assessment of activities and some recommendations to streamline and stimulate all public libraries in conducting this assistance efficiently.

22 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore a case methodology of action research in Tennessee and investigate how library and information science educators can extend their social responsibility to the state's students in the context of social responsibility.
Abstract: This article explores a case methodology of action research in Tennessee and investigates how library and information science (LIS) educators can extend their social responsibility to the state’s s...

21 citations

Journal ArticleDOI
20 Dec 2017-Libri
TL;DR: In this article, the authors explore how public libraries assist small businesses in rural communities in the state of Tennessee in the United States, and identify components of a Public Library Small Business Toolkit, an ideal resource that Tennessee's rural public libraries can implement for small businesses.
Abstract: Abstract The purpose of this qualitative study is to explore how public libraries assist small businesses in rural communities in the state of Tennessee in the United States. Tennessee’s rural residents, especially in its Appalachian counties, face debilitating economic and social challenges such as inadequate financial prospects, information poverty, unemployment and low degrees of information literacy and educational attainment. The article presents findings from interviews and focus groups with 25 public library small business liaison representatives gathering input about their needs, expectations and experiences with rural public libraries. The foci are the existing and proposed ways rural public libraries provide small business assistance and identify components of a Public Library Small Business Toolkit, an ideal resource that Tennessee’s rural public libraries can implement for small businesses in the future, with the end goal to further ways for rural public libraries to contribute towards economic development in Tennessee. Findings reveal existing roles of rural public libraries in providing physical space and resource assistance for categorized information on government, finance, insurance, taxes and rules/requirements while proposed roles extend to development of tailored skill trainings, start-up services and local information coordination. Future research considerations for public library small business liaisons are also discussed so they can extend assistance to small businesses in Tennessee and other parts of the country.

14 citations

Book ChapterDOI
10 Nov 2017
TL;DR: In this article, the authors apply a CI approach to train information librarians as agents of change in the SCA regions to further economic and cultural development via technology and management competencies.
Abstract: Originality/Value ITRL and ITRL2 provided a unique opportunity to apply a CI approach to train information librarians as agents of change in the SCA regions to further economic and cultural development via technology and management competencies. These change agents will continue to play a significant role in community building and community development efforts in the future.

8 citations


Cited by
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Journal ArticleDOI
TL;DR: In this volume, the author develops a new approach for the analysis of differing types of informations systems, called the Value-Added Model, based on the anlaysis of information-use environments and on the system responses to the needs of those environments.

345 citations

Journal ArticleDOI
TL;DR: In the shadow of a uniquely American struggle for racial equality, who were we historically in the library and information science (LIS) professions and how has it shaped who we are in the...
Abstract: In the shadow of a uniquely American struggle for racial equality, who were we historically in the library and information science (LIS) professions and how has it shaped who we are in the ...

57 citations

DissertationDOI
01 Dec 2019
TL;DR: The impact of bibliotecas escolares on the performance of a sistema educativo in Espana is investigated in this article, where the authors evaluate the impact of a bibliotecnico escolar on the quality of a student's education.
Abstract: En esta tesis se aborda la evaluacion del impacto de las bibliotecas en su dimension educativa, utilizando la norma ISO 16439 sobre impacto bibliotecario como marco conceptual y metodologico. Se revisa el estado de la cuestion sobre la evaluacion en bibliotecas, y la evolucion de esta materia desde la perspectiva de la evaluacion del rendimiento y de la calidad en los primeros estudios evaluativos hasta la evaluacion del impacto en los distintos tipos de bibliotecas. Se desarrolla una investigacion sobre el impacto de las bibliotecas escolares empleando un enfoque metodologico que integra una doble vision cuantitativa y cualitativa. Como objetivo general, se pretende evaluar la contribucion de las bibliotecas escolares al sistema educativo en Espana. Se analiza su efecto en cada uno de los tres niveles de impacto que se establecen en la mencionada norma internacional: 1) impacto sobre los individuos (se incluye el efecto sobre las habilidades y competencias, sobre las actitudes y comportamientos, sobre el bienestar individual, y sobre la carrera academica y profesional a medio y largo plazo); 2) impacto sobre la comunidad o institucion de la que depende la biblioteca; y 3) impacto sobre el conjunto de la sociedad. Para explicar estos tres niveles de impacto, se plantean once preguntas de investigacion. Para la realizacion de la investigacion cuantitativa se emplean los conjuntos de datos de los estudios internacionales PIRLS 2016 (para el alumnado de educacion primaria) y PISA 2009 (para el alumnado de educacion secundaria), seleccionando los datos correspondientes a Espana. Con estos datos se comparan los resultados medios en competencia lectora de dos grupos: por un lado, el alumnado que dispone de biblioteca escolar y de diferentes recursos bibliotecarios, y hace uso de ellos; y, por otro lado, el alumnado que carece de biblioteca escolar o de determinados recursos bibliotecarios, o que, aun teniendolos no hace uso de ellos. En el ambito de la evaluacion primaria, se confirma que la existencia de biblioteca escolar es un factor que contribuye positivamente al rendimiento en competencia lectora general y a cuatro dimensiones de esta competencia: “Tener una experiencia literaria”, “Adquirir y usar la informacion”, “Obtener informacion e inferencias directas”, e “Interpretar, integrar y evaluar”. La mayor contribucion del factor biblioteca escolar se produce sobre la dimension “Adquirir y usar la informacion” en todos los analisis realizados. En cuanto al uso y acceso a los distintos recursos bibliotecarios, se demuestra que los factores tener acceso a una coleccion bibliografica amplia, y tener acceso a libros electronicos, influyen positivamente sobre ese rendimiento competencial. En el ambito de la educacion secundaria, se confirma que existe relacion entre el rendimiento en competencia lectora general y el factor tener biblioteca escolar. El alumnado con una actitud positiva hacia las bibliotecas registra mejores resultados. En cuanto al uso y acceso a los distintos recursos bibliotecarios, se confirma la influencia positiva del prestamo de libros para leer por ocio y para hacer trabajos de clase. La investigacion cualitativa complementa el alcance del primer abordaje cuantitativo e introduce una vision naturalista desde dentro del contexto educativo. Para la realizacion de la investigacion cualitativa se emplea un estudio de caso centrado en la biblioteca del CEIP Virrey Morcillo (Villarrobledo, Albacete), integrada en una red cooperativa de bibliotecas escolares, el Grupo Cooperativo Bibliotecas Escolares en Red – BERED- de Albacete. La estrategia consiste en registrar el impacto bibliotecario tal y como es percibido por el profesorado. El caso escogido responde a los criterios preestablecidos de representatividad e intensidad informativa, y se selecciona entre una muestra de centros educativos espanoles con biblioteca escolar seleccionados con criterios de muestreo cualitativo. La investigacion se orienta a la obtencion de evidencias solicitadas, combinado con el analisis de materiales documentales. Se emplean diferentes tecnicas para la obtencion de la informacion: encuesta en remoto, entrevistas y grupo de discusion con profesorado, y analisis de documentos oficiales y de contenidos de un blog. En el analisis y posterior interpretacion de los datos cualitativos se sigue un procedimiento en cuatro fases, con ayuda del programa especializado ATLAS.ti, que consiste en la identificacion de la informacion relevante, su categorizacion mediante descriptores; la sintesis y verificacion de contenidos, y su interpretacion a la luz de las preguntas de investigacion. Los datos cualitativos corroboran que desde el contexto educativo se percibe que la biblioteca escolar contribuye a mejorar la competencia lectora general del alumnado y las distintas dimensiones de esta competencia, especialmente la informacional. Asimismo, se refuerzan otras competencias afines, como el pensamiento critico y la creatividad, las competencias digitales, comunicativas y linguisticas. El recurso mas valorado por los docentes es la coleccion bibliografica, combinada con el trabajo por proyectos e integrada en las actividades formativas y de animacion a la lectura programadas desde un plan de lectura. La biblioteca escolar contribuye a producir cambios de caracter intangible en las actitudes y en el comportamiento, especialmente sobre la motivacion de alumnado y profesorado, y favorece la implicacion de las familias en el proceso de aprendizaje. El alumnado interioriza valores y normas de convivencia y refuerza su sentido de pertenencia; se refuerza la formacion del profesorado y se da visibilidad a la labor docente. Respecto a la influencia de la biblioteca sobre la institucion de la que depende, contribuye a que se cumplan los fines y objetivos educativos, en torno a tres ejes principales: 1) apoya los objetivos de ensenanza y aprendizaje, incluyendo el refuerzo curricular y la implantacion de nuevas metodologias de trabajo y aprendizaje con el uso de las nuevas tecnologias; 2) refuerza la cohesion entre los miembros de la comunidad educativa en torno a los objetivos y proyectos comunes, potenciando valores comunitarios y de convivencia y actuando como un compensador de desigualdades; y 3) contribuye a establecer redes de cooperacion. Respecto de la influencia de la biblioteca escolar sobre su entorno social proximo, se observa la colaboracion con otras entidades educativas y culturales en redes de cooperacion.Con vistas a la evaluacion comparativa, se precisan nuevas investigaciones sobre el impacto de las bibliotecas escolares en contextos geograficos y socioculturales diversos (en Espana se precisa investigacion comparativa entre los distintos sistemas educativos autonomicos). Futuras investigaciones deberan contemplar la contribucion de la biblioteca escolar sobre otras competencias curriculares y sobre otros aspectos del desarrollo formativo del alumnado, diferenciando entre niveles educativos. Por ultimo, se recomienda emplear el marco conceptual y las opciones metodologicas resenadas en la norma ISO 16439 para abordar nuevas investigaciones en el campo de la evaluacion del impacto educativo en bibliotecas. Asimismo, se recomienda emplear una doble vision cuantitativa y cualitativa para comprender el impacto bibliotecario en sus distintas dimensiones.

48 citations

29 Apr 2016
TL;DR: The 4th edition of this popular text presents a comprehensive review of over a century of research on information behavior, and includes significant structural and content changes from earlier editions.
Abstract: The 4th edition of this popular text presents a comprehensive review of over a century of research on information behavior. It is intended for students in information studies and disciplines interested in research on information activities. Now co-authored, this new text includes significant structural and content changes from earlier editions.

47 citations

01 Jan 2010
TL;DR: This entry considers the relation between ordinary subject knowledge on the one hand and domain knowledge in LIS on the other hand and discusses the concept of a domain and introduces three basic analytical dimensions in the study of domains of knowledge.
Abstract: Domain analysis (DA) is a metatheoretical framework for Library and Information Science (LIS) suggested by the present author in 1993 and since then further developed. It was then constructed as a response to the cognitive view, which at that time had an overwhelming influence in our field. The basic claim in DA is that “domains” of knowledge, not individual cognitive structures are the proper object of study for LIS. This entry introduces shortly DA in the context of the history of LIS. It considers the relation between ordinary subject knowledge on the one hand and domain knowledge in LIS on the other hand. The information specialists have a specific kind of knowledge about domains that distinguish them from ordinary subject specialists. The entry discusses the concept of a domain and introduces three basic analytical dimensions in the study of domains of knowledge: The ontological dimension, the epistemological dimension, and the sociological dimension. It also considers approaches to DA and the issues on which DA focuses. Finally the philosophical frameworks are introduced: The sociocognitive view based on pragmatist authors such as John Dewey and Russian historical–cultural psychology authors such as L. S. Vygotsky

33 citations