共查询到20条相似文献，搜索用时 734 毫秒
1.
A multiple methods study was conducted over three academic terms during the 2015 fiscal year at Santa Clara University Library to assess the impact and value of overnight library hours. A survey was conducted after midnight during times the Library was open 24 hours, five days a week (24/5), the last two weeks of the quarter. The survey was further informed by patron counts conducted hourly by library floor and type of activity. Survey questions were based on Sowell and Nutefall's study (2014); activity counts used categories similar to Johnson and McCallister's overnight study (2015). This SCU research queried service needs in overnight hours, finding, as others studies have, that late-night users are primarily seeking a quiet space with comfortable amenities conducive to concentrated study. This conclusion was supported by patron count data that documented user activity between midnight and 7 a.m. showing patrons overwhelmingly working on personal laptops (53%) or library PCs (14%). Over 90% of respondents strongly agreed (66%) or agreed (27%) with the statement that “having the ability to use the Learning Commons/Library during the overnight hours (midnight-7 a.m.) has made a positive difference for me academically.” 相似文献
2.
This research study investigated the views and practice of third level academic library managers in the Republic of Ireland regarding reasonable accommodation of employees with disabilities (as defined in the Irish Employment Equality Act 1998 as amended by the Equality Act 2004). A mixed methods study (sample of 163 library managers) employed both an online survey (response rate 108/163) and follow-up telephone interviews (23% of respondents). Questions were based on a literature review. Library managers were aware of a legal duty to accommodate. A majority of library managers subscribed to the social model of disability rather than the medical model. They were less aware of the needs of employees with less visible disabilities. A small majority of library managers reported the presence of an accommodation procedure at their college. A large majority of library managers would not spend more than 0–10% of the library budget on accommodation—in practice, this should be sufficient. A small majority believe that a legal obligation to accommodate is necessary. A majority would adopt a graduated approach (informal to formal) in relation to discriminatory conduct. On the whole, the legislation was working in practice. However, further disability awareness training of staff was required, and further research should examine the views of library staff with disabilities. 相似文献
3.
Danielle Catona Kathryn Greene Kate Magsamen-Conrad Amanda Carpenter 《Journal of Applied Communication Research》2016,44(2):136-155
HIV remains a significant health concern entering the fourth decade of the epidemic [Centers for Disease Control and Prevention. 2014. HIV basics. Retrieved from http://www.cdc.gov/hiv/basics/index.html], and people living with HIV continue to grapple with stigma. This study uses Leary and Schreindorfer's [1998. The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12–29). Thousand Oaks, CA: Sage] conceptualization of stigma to explore prior stigmatization on reasons for and against future disclosures. We interviewed HIV+ individuals (N?=?59) and used a combination of deductive and inductive coding to analyze participants’ responses. Deductive codes consisted of four stigma characteristics (pose a threat to others’ health and safety, deviate from group standards, create negative emotional reactions in others, and failure to contribute), experiences of feeling stigmatized due to HIV status (yes or no), and the degree to which HIV stigma was a concern (major, minor, or no concern). Inductive coding identified examples of perceived and experienced stigma and stigma concerns on future disclosure decision-making. Practical implications discuss individual, institutional, and societal stigma-reduction interventions and programs. 相似文献
4.
Marcia E. Rapchak 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):59-67
ABSTRACTAccording to the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000), an enriching educational experience online in a collaborative learning environment requires three interdependent elements: social presence, teaching presence, and cognitive presence. Social presence provides interaction in the online environment that allows students to feel like they are in a supportive and open environment. Teaching presence refers not just to teacher-student interaction during the lesson or course duration, but also to a teacher's ability to design an effective learning environment. Cognitive presence in the CoI model is knowledge generated from collaborative interaction. This model has been well-studied in the literature, and has been shown to be a meaningful framework for course development. However, more exploration of CoI in relation to library distance instruction is needed. This article describes the Community of Inquiry model and provides information about the three presences and how they can improve online educational environments. 相似文献
5.
Christopher Guder 《Public Services Quarterly》2013,9(4):282-288
Recently, the business and technology research firm Gartner released its 2009 Hype Cycle Report, which tracks upcoming technology tools and their relative social expectations associated with them (Fenn, Raskino, & Gammace, 2009). One often-hyped technology in the library world is Second Life, which has experienced a dramatic rise and fall in the past few years in terms of patron and librarian interest. Guest columnist Christopher Guder considers Second Life in terms of Everett Rogers’ Diffusion of Innovations theory, which offers insight into whether this technology is actually viable in a library setting. Christopher Guder is a Reference & Instruction Librarian at Ohio University. His subject specialty is Education, and he is currently working on a Ph.D. in Instructional Technology. In addition to being a member of the Alden Library Technology Team, Guder is also responsible for adaptive technology. He will assume editorship of the Technology column with the next issue. 相似文献
6.
Americans are increasingly concerned about video games, presumably due to the amount and graphicness of violence they contain. Social Cognitive Theory suggests that people are more likely to imitate characters they see as attractive or similar to self. To date, however, little research has examined attributes of violent characters in video games related to this issue. This content analysis examined 10 minutes of play from 60 of the most popular video games. Adapting the coding scheme from the National Television Violence Study (Smith et al., 1998; Wilson et al., 1997, 1998), various demographic and contextual features of violent characters and violent interactions were assessed. The results show that violent game characters have attributes that are likely to increase the extent to which some players perceive them as attractive and similar. Moreover, these violent characters engage in aggression that is presented as justified or graphic. 相似文献
7.
This article critically reviews scholarship on structural pluralism (Tichenor, Donohue, & Olien, 1973, 1980) in journalism and media studies. Relying partly on a concept explication and theory construction process (McLeod & Pan, 2004), the article explicates structural pluralism as a multifaceted concept with multiple dimensions and indicators. While reviewing relationships or hypotheses between structural pluralism and various outcomes, the article then discusses and proposes issues and agendas for future studies. 相似文献
8.
Nourollah Zarrinabadi 《Communication Research Reports》2013,30(4):292-298
Understanding of how different cultures value intercultural communication and communication competence is of considerable importance (Dilbeck, McCroskey, Richmond, & McCroskey, 2009). This research aims to investigate Iranian culture values related to self-perceived communication competence, which is reported to be a strong predictor of willingness to communicate (McCroskey & Richmond, 1990). The Self-Perceived Communication Competence (SPCC) instrument was used to measure the communication competence self-perceptions of more than 700 Iranian university students regarding various contexts and with various receivers. Results indicate that participants feel more competent communicating in dyads and group context and with friend and acquaintance receivers, while less competent when talking with strangers or in public and meetings. 相似文献
9.
Marcia E. Rapchak 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):68-76
ABSTRACTWith the proliferation of free and easy-to-use tools to make online tutorials, many libraries have been creating online tutorials for their users. These cover everything from showing users how to navigate the databases to covering issues like copyright and evaluation. While the tutorials range from entertaining to rather dry, many of them, regardless of their entertainment value, do not employ the methods that can lead to deeper learning. Mayer (2014a) has explored the concepts and research around online tutorials in The Cambridge Handbook of Multimedia Learning. The principles covered in the handbook and in the related research can be quite counterintuitive for those of us who create online tutorials. This article explores these principles as they relate to tutorials created for library instruction. Additional research to expand on and support Mayer's principles will be discussed to provide evidence-based strategies for deepening learning and reducing elements that detract from learning. 相似文献
10.
《Communication methods and measures》2013,7(2):99-125
A series of studies report the development of empirically derived instruments that measure student interest and engagement. The first study inductively develops an initial item pool through open-ended questionnaire data. A second study subjects the measures to exploratory factor analysis to ascertain an underlying factor structure. The third study deductively tests the measures through confirmatory factor analysis and examines associations among teacher communication behaviors, student emotional and cognitive interest, and engagement. A fourth study offers discriminant validity evidence, suggesting that the new measures are distinct from scales that assess similar yet divergent constructs. Guided by prior theory (Mottet, Frymier, & Beebe, 2006) and research (Harp & Mayer, 1997), the instruments developed here possess heuristic potential for instructional communication research. Implications and areas for future research are discussed. 相似文献
11.
《Communication methods and measures》2013,7(3):256-272
Hayes, Glynn, and Shanahan (2005a) introduced the Willingness to Self-Censor Scale as a measure of the extent to which a person uses cues about the climate of opinion when deciding whether to publicly voice opinions. The study reported here provides new validation evidence, collected during actual rather than hypothetical discussions. Each participant interacted with two confederates about a controversial topic. The confederates were trained to produce a discussion climate that was either consistent or inconsistent with the participant's own opinion on the topic. The manipulation of the climate of opinion affected opinion expression only among dispositional self-censors (i.e., those scoring relatively higher on the scale), even after controlling for dispositional shyness. As expected, people who scored relatively low were unaffected by information about the climate of opinion. These results further attest to the construct validity of the Willingness to Self-Censor Scale. 相似文献
12.
《Communication methods and measures》2013,7(3):223-249
Two studies are utilized to test a revised version of Guerrero, Andersen, Eloy, Spitzberg, and Jorgensen's (1995) communicative responses to jealousy (CRJ) scale and examine how measures from the CRJ associate with relational satisfaction. Study 1 uses exploratory factor analysis to identify a preliminary factor structure. Study 2 uses confirmatory factor analysis to determine whether this factor structure holds across a second sample, as well as structural equation modeling to test hypotheses regarding the associations between communicative responses to jealousy and relational satisfaction. These studies suggest that there are 11 specific communicative responses to jealousy that fall under four superordinate categories: (a) destructive communication, which consists of negative communication, counter-jealousy induction, and violence; (b) constructive communication, which includes integrative communication and compensatory restoration; (c) avoidance, which comprises silence and denial; and (d) rival-focused communication, which includes signs of possession, surveillance, rival contacts, and derogation of the rival. Destructive communication and, to a lesser extent, rival-focused communication associated negatively with relational satisfaction, whereas constructive communication associated positively. Recommendations for using the CRJ scale in future studies are provided. 相似文献
13.
Oblinger and Oblinger (2005) described the Net Generation or Net Gen, who have never known life without the Internet. They note the incremental nature of change: “One generation's technology is taken for granted by the next” (p. 2.1). In a world increasingly dominated by technology, the academic library has become a place to learn that is constantly adapting and changing, reflecting “what the student does” (Biggs, 2007). Pathfinder funding from the Higher Education Academy has enabled Bournemouth University (BU) to explore the pedagogies of learning in a hybrid environment and consider how Web 2.0 technologies within a virtual learning environment contribute to the acquisition and development of academic literacy skills. Good library design demonstrates agility and adaptability in the use of space (Heppel et al., 2004). Virtual environments enable integration of resources within the unit of study. Subject librarians, academics, and learning technologists are developing new ways of working together to deliver resources. The rate of change is exponential but is full of opportunity (“Libraries Unleashed,” 2008). In 2009 Bournemouth University will open a new library for postgraduate business students without any books, but with each student equipped with an e-book reader. This article will discuss the academic skills and learning spaces students will need to read for a degree in an environment that is predominantly electronic. 相似文献
14.
Engaging in non-mainstream behavior can be challenging to negotiate communicatively, especially when it involves the simple but necessary task of eating, a lifelong activity that is often done in others’ company. Through face-to-face, semi-structured interviews of 20 vegetarians, this study used a multiple-goals perspective (Goldsmith, 2004; Goldsmith, Gumminger, & Bute, 2006) to examine the communicative dilemmas faced by vegetarians. This investigation suggests unique self-presentational challenges for vegetarians (e.g., being true to oneself yet fitting in; talking about vegetarianism without judging others) and identifies strategies that “healthy deviants”—people who violate society's norms in relatively healthy ways—can use to discuss their lifestyle choices. Findings offer practical implications for how communication can help people enact or sustain potentially stigmatized healthy lifestyles while maintaining their relationships. 相似文献
15.
This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, 2012). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, 2013). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors. 相似文献
16.
Beatriz F. Fernandez 《Public Services Quarterly》2013,9(2):138-139
There are many instructional design theories to assist librarians in creating effective instructional modules for student learning. ADDIE is a generic instructional design model that has been in existence for more than 30 years and is known for its flexibility in application (Molenda, 2003). Using instructional design theories such as ADDIE helps to better serve students, librarians, and faculty because it adds efficiency and cohesion to the designing and learning process (Bell &; Shank, 2007). In this article, the author writes about using the ADDIE model of instructional design to successfully incorporate new technologies into existing and new library instruction modules. The author outlines how the ADDIE model can be modified to fit specific technological needs of a library instruction program. 相似文献
17.
Marnel Niles Goins 《Communication Studies》2013,64(5):531-546
Female friendships are significant to many Black females because they represent a homeplace, or a safe space. This study uses Baxter and Montgomery's (1996, 1998) relational dialectics theory and Collins’ (2000) Black feminist thought to understand the interplay of contradictions in the stories that Black females tell in their friendship groups. The contradictions embedded in the stories were finances (spending/saving), language (“good”/“bad” English), appearance (satisfaction/dissatisfaction), and race (acceptance/rejection of otherness). The interaction of these tensions showed that the friends engaged in group segregation and integration, which ultimately enabled them to freely express their culturally based truths without fear of marginalization. 相似文献
18.
Allison Eden Mary Beth Oliver Ron Tamborini Anthony Limperos Julia Woolley 《Mass Communication and Society》2013,16(2):186-208
This study investigates disposition-formation processes in entertainment by predicting perceptions of media heroes and villains by their behavior in specific moral domains. Participants rated self-selected heroes and villains from television and film along the moral domains of care, fairness, loyalty, authority, and purity (Haidt & Joseph, 2007) as well as along dimensions of warmth, competence, and duplicity used in impression-formation research (Fiske, Cuddy, Glick, & Xu, 2002). Results show that heroes violate moral norms in domains of authority and purity, whereas villains violated moral norms in the domains of caring and group loyalty. Furthermore, these moral violations are associated with personality dimensions of warmth and competence differently for each character type, such that impressions of heroes are driven by their work in the care domain (i.e., saving or protecting people), whereas for villains, violation of purity norms is most strongly associated with subsequent impression formation processes. 相似文献
19.
《Communication methods and measures》2013,7(2):146-162
This paper is a part of a line of research designed to develop and validate a reliable easy-to-administer self-report indicator of individual differences in motivational activation. Previous research began the process with the development of the Motivational Activation Measure (MAM) (A. Lang, Shin, & Lee, 2005; A. Lang, Bradley, Sparks, & Lee, 2007). To calculate MAM, participants view and rate 90 emotional images selected from the International Affective Picture System. The ratings from 35 of those 90 pictures are used to calculate MAM. In this paper, two short versions of the MAM measure, called miniMAM, are developed and their validity assessed. In the first version, participants viewed and rated only the 35 pictures used to calculate MAM. In the second version, participants viewed the 35 pictures used to calculate MAM plus three high arousing negative and three moderately arousing positive pictures chosen from the original MAM measure. The second version is found to be a suitable substitute for MAM when time matters. A third experiment assesses the test re-test reliability of the measure. The results show that motivational reactivity remains stable over time within individuals over a several month period and appears to assess a trait not a state level. 相似文献
20.
This investigation compares whether an intertwined or a separate process model better explains message failure incurred by threat to freedom. The current project extends the intertwined model proposed by Dillard and Shen (2005) by considering the additional persuasive message elements of weak argument and insult. Results indicate that the intertwined model provides not only a better fit but also a more general model of message resistance than previously considered. 相似文献