Leveraging Learning Outcomes to Build an Online Information Literacy Tool     

Elan Paulson  Corinne Laverty 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):35-48

This exploratory study applies reflective practice to analyze the role of learning outcomes in developing an online information literacy tutorial. [web address] is a set of ten open access modules that build graduate-level academic literacies and research skills. At the heart of the modules is a set of rigorously crafted learning outcomes that provide the foundational structure on which the self-paced tool is built. Using Gibbs’ Reflective Cycle, this study traces how learning outcomes framed an iterative four-stage design process. Drawing on these findings, we offer considerations for teams developing online learning tools for information literacy and research skills.  相似文献   

Disentangling the impact of semantic and formal factors in the acquisition of number inflections: Noun, adjective and verb agreement in written French     

M. Fayol  Corinne Totereau  Pierre Barrouillet 《Reading and writing》2006,19(7):717-736

In written French, the acquisition of the nominal plural (-s) occurs earlier and faster than the acquisition of the verbal plural (-nt) (Totereau, Thevenin & Fayol, 1997, Learning to Spell). The reasons for this difference are not well known. The objective of the present research is to test two alternative hypotheses, which may provide an account of this difference by exploiting a particularity of written French: The agreement of adjectives. According to the first hypothesis, the nominal plural is acquired before the verbal plural because it is semantically grounded, unlike the latter. According to the second, the early emergence of noun agreements is due to the fact that -s occurs more consistently than -nt. These two hypotheses lead to different predictions, that can be tested empirically, with regard to the agreement of adjectives. These predictions were studied in three experiments using sentences recall or completion tasks presented to children from 7 to 10 years old. The results confirm the semantic hypothesis but reveal an impact of consistency on performance.  相似文献   

Educating for trust     

Luciana Duranti  Corinne Rogers 《Archival Science》2011,11(3-4):373-390

Rapid technological advances are fuelling trust requirements and concerns about public and private sector records alike. To guarantee the reliability and authenticity of records requires a framework of policies, procedures, technologies, and intentional action or intervention by ??trusted custodians?? who have the knowledge required for attesting to and ensuring the continuing authenticity of the records. Records professionals have claimed the role of trusted keepers of the authentic record of our times, but how do they earn that trust? To begin, by acquiring competence. In order to define what kind of education would contribute to qualifying records professionals as competent, it is necessary to identify the components of knowledge they require and the role that society at large expects of them. The responsibilities and challenges presented by managing digital records through time are ones that records professionals should not meet in isolation. In order for records to be able to serve as evidence of actions and events, they must be protected as such. Records-related knowledge requirements are being articulated in the related disciplines of archival science and records management, law, digital forensics, and information assurance and cyber-security. The need for interdisciplinary knowledge to understand and manage the complexities of digital records is being realized in new research alliances that foster the development of knowledge that can support the role of trusted keepers of the authentic record of our times. One such alliance is the Digital Records Forensics Project at the University of British Columbia.  相似文献   

Creating the Global Graduate: A Cross‐Cultural Videoconferencing Case Study     

Diane L. Ferry  Christine T. Kydd  Corinne Boyles 《Decision Sciences Journal of Innovative Education》2012,10(2):139-164

Business people in multinational environments must deal with a variety of situational barriers and cultural differences, such as time zones, languages, and common practice differences. Learning to accommodate these barriers and differences effectively often takes years of practice. Students who experience some of these barriers and become aware of some of the cultural differences while still in school have the advantage of beginning their practice early. Classroom to classroom videoconferencing (VC) provides an excellent discovery, or active, learning opportunity for business students to interact with, and learn more about, other's cultural similarities and differences. This article presents a case study that describes the videoconferencing interactions experienced by Japanese and U.S. undergraduate business students conducted in three successive years with three different sets of students on each side. In each year, students report learning a great deal about each other's cultures through the discovery learning process; at the same time, faculty learned that some types of discussion vehicles work better than others. Implications for how best to provide a cross‐cultural experience via videoconferencing for students who will soon be in the international workforce are discussed.  相似文献   

Minding morphology: How morphological awareness relates to reading for English language learners     

Amanda P. Goodwin  A. Corinne Huggins  Maria S. Carlo  Diane August  Margarita Calderon 《Reading and writing》2013,26(9):1387-1415

This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was also explored. Results showed that fourth grade morphological awareness did not make a significant unique direct effect on fifth grade reading comprehension, controlling for phonological decoding, word reading, and reading vocabulary. Fourth grade morphological awareness did, though, make a unique moderate total contribution to fifth grade reading comprehension with reading vocabulary, but not word reading, mediating the relationship when controlling for phonological decoding. In contrast, phonological decoding made a nonsignificant total contribution to reading comprehension with neither word reading nor reading vocabulary mediating the relationship when controlling for morphological awareness. Alternative models were also explored, showing the importance of including both predictors in a model of ELL reading comprehension, primarily to include the support of phonological decoding to word reading and the support of morphological awareness to reading comprehension via reading vocabulary. Results highlighted the importance of morphological awareness in facilitating reading comprehension via improving reading vocabulary knowledge, and also the potential of interventions involving morphological instruction to support reading achievement for Spanish-speaking ELLs.  相似文献   

Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis     

Emily R. Kirk  Jennifer A. Becker  Christopher H. Skinner  Jamie Yarbrough Fearrington  Sara J. McCane‐Bowling  Christie Amburn  Elisa Luna  Corinne Greear 《Psychology in the schools》2010,47(9):931-943

Teacher referrals for consultation resulted in two independent teams collecting evidence that allowed for a treatment component evaluation of color wheel (CW) procedures and/or interdependent group‐oriented reward (IGOR) procedures on inappropriate vocalizations in one third‐ and one first‐grade classroom. Both studies involved the application of B‐C‐D‐C designs, with the initial B phase involving the application of independent group‐oriented punishment (IGOP) procedures that were applied in all classrooms at the respective schools and maintained across all phases of the studies. In Study I, the C phase involved that application of IGOP, IGOR, and CW; CW was withdrawn in the D phase and reinstated in the subsequent C phase. In Study II, IGOP procedures were supplemented with CW procedures (first C phase), then IGOR procedures were added (D phase) and withdrawn (second C phase). Results from the two studies converge and provide evidence that CW procedures are effective when applied with IGOP procedures and that supplementing them with IGOR procedures may have little classwide impact on inappropriate vocalizations. © 2010 Wiley Periodicals, Inc.  相似文献   

The GOLD program: A program for gifted learning disabled adolescents     

Corinne Bees 《Roeper Review》2013,35(2):155-161

Adolescents who are both gifted and learning disabled have unique needs. The GOLD program is a successful model which includes both resource room support and enrichment. Entrance criteria are described. The curriculum includes teaching students about learning disabilities, self‐advocacy, critical thinking, word processing, communication skills, and ethics. Time is provided for remedial and subject work. As well as the curriculum, the success of the program has resulted from intense involvement of staff, one‐to‐one tutoring, a flexible approach to timetables and attendance, and an environment that encourages hope, humor, trust, and student decision making.  相似文献   

Linking academic knowledge and professional experience in using statistics: a design experiment for business school students     

Corinne Hahn 《Educational Studies in Mathematics》2014,86(2):239-251

The aim of the empirical study presented in this paper is to explore how students link academic knowledge with workplace experience. I carried out a research study with a group of 36 business school students entering a 3-year masters level apprenticeship programme. In an introductory statistics course, I designed and implemented a four-step learning activity, based on an Exploratory Data Analysis approach and inspired by an authentic workplace situation. I report the findings of qualitative research based on the recorded discussions between students and the reports they wrote at each step in the experience. I found that three different forms of rationality—technical, pragmatic and scientific—led them to shape the problem differently. I observed that they hardly used statistical tools because pragmatic rationality which is linked to their experience as salespersons prevails, although access to a managerial approach suggests the use of more statistical knowledge.  相似文献   

Interlibrary Loan Interoperability Experiment: A Nontechnical View     

Corinne Nyquist 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4):417-424

Accessing interlibrary loan requests from various resource-sharing software systems through a single interface has long been a promise of vendors—a promise not often implemented. Our region of New York State chose VDX for its hundreds of libraries, while the State University of New York at New Paltz, the major lender, is a participant in OCLC via ILLiad. Our staff required training and updates for both systems. This article describes our successful efforts to implement interoperability and the steps and missteps encountered to achieve compatibility between VDX and ILLiad.  相似文献   

An Academic Librarian's Response to the “ITHAKA Faculty Survey 2009: Key Strategic Insights for Libraries,Publishers, and Societies”     

Corinne Nyquist 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4):275-280

The mission of libraries and librarians is to serve the information needs of our patrons. Thus we continually adapt to their changing requirements and interests. However, when we are presented with our future diminished role or total technological answers with which we disagree, we seldom speak out publicly. ITHAKA, a digitizing organization, sees libraries as a budget line and predicts a background role maintaining digital archives for academic librarians based on answers to their recent faculty survey. Interlibrary loan is often placed in this background role even as use of our services grows, defying predictions. We benefit from digitization and electronic communication, but we need to build upon the initial patron point of contact we enjoy to expand into a larger resource sharing role.  相似文献