A Design for an Akwesasne Mohawk Cultural Center.

Institution	Minnesota Univ., Minneapolis. Bureau of Field Studies and Surveys.; National Indian Education Association, Minneapolis, Minn.
Titel	A Design for an Akwesasne Mohawk Cultural Center.
Quelle	(1972), (172 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; American Indian Culture; American Indians; Bilingualism; Cultural Centers; Demonstration Centers; Elementary School Students; Information Needs; Library Services; Models; Secondary School Students + Suchen Sie Ihr Suchwort? American Indian; Indianer; Bilingualismus; Cultural center; Cultural centre; Cultural centres; Kulturzentrum; Information need; Informationsbedürfnis; Bibliotheksarbeit; Analogiemodell; Sekundarschüler
Abstract	Historically, the library-information needs of Indian people have been neglected. This neglect is due to a lack of printed and other materials. To meet these information needs, the National Indian Education Association (NIEA) received a Grant from the U.S. Office of Education for the purpose of researching, planning and implementing demonstration library centers. Chapter I of this report contains background information and an overview of the project. Chapter II presents a description of the study design in which the goals and objectives of the study, study procedures, instrument development, and the collection and analysis of data are described. Chapter III presents the results of the questionnaires and inventories administered in the Akwesasne Mohawk community to identify the informational needs of elementary pupils and secondary students and adults. Existing informational resources are also described. Chapter IV describes the proposed informational demonstration model for the St. Regis community. This model will include a discussion of administrative and organizational components, plant facilities, and materials selection and delivery systems. (Related studies are: LI003826 and LI003828-003830.) (Author/NH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC