Purpose -This study aims to make recommendations for library collection development because undergraduates expect to satisfy their information need for research activities through library collection. Therefore librarian should assess whether the library is adequately responding their research demands. This can be answered by analyzing citations in the dissertations. Design/methodology/approach -The study analyzed 8,224 citations from 204 undergraduate dissertations submitted to the Faculty of Agriculture, University of Peradeniya, Sri Lanka, in 2012. The most cited format was determined. Bradford's law was applied to prepare a ranked list of journals. Accessibility of each core journals was observed and recommendations were made for collection development. Findings -Journals were the most cited format. Data sets were fit with either the verbal formula or mathematical formula of the Bradford's law. Core journals were determined. Core journals were accessible via number of ways. Some journals are subscribed by the Agriculture or via databases through UGC consortia (through University of Peradeniya's library network) or open access journals. There are several journals in which the free access is available through Sri Lanka Journals OnLine. Based on the results, recommendations were made for collection development. Originality/value -The paper provides useful insight for collection development for research demand, Agriculture Library, University of Peradeniya, Sri Lanka.
SDL is considered to be a fundamental educational goal. However, higher education institutes are challenged when promoting SDL. Therefore, the present study aims to, explore existing practices of self-direct learning implemented in the Faculty and to identify problems of undergraduates when they are engaging with self-direct learning practices in the Faculty. The study reflects that most of the students are familiar with the term self-directed learning. They had experienced with self-direct learning activities of assignments, class presentations conducted by students, group work or group discussions, practical/laboratory classes, field visits/field work, quizzes, tutorial classes, independent research project, e-learning, independent learning, food processing plant, in-plant training/industrial training, viva and farmer training program. Students express different learning preferences. However, students struggle with some issues when they engage with SDL. The issues are mainly related to course curriculum, teaching process, students’ factors and lecturers’ issues
SDL is considered to be a fundamental educational goal. However, higher education institutes are challenged when promoting SDL. Therefore, the present study aims to, explore existing practices of self-direct learning implemented in the Faculty and to identify problems of undergraduates when they are engaging with self-direct learning practices in the Faculty. The study reflects that most of the students are familiar with the term self-directed learning. They had experienced with self-direct learning activities of assignments, class presentations conducted by students, group work or group discussions, practical/laboratory classes, field visits/field work, quizzes, tutorial classes, independent research project, e- learning, independent learning, food processing plant, in-plant training/industrial training, viva and farmer training program. Students express different learning preferences. However, students struggle with some issues when they engage with SDL. The issues are mainly related to course curriculum, teaching process, students’ factors and lecturers’ issues.
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