BizStats.com     

Bridget Farrell 《Journal of Business & Finance Librarianship》2013,18(3):264-268

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“This Is Our Library,and It’s a Pretty Cool Place”: A User-Centered Study of Public Library YA Spaces     

Denise E. Agosto  Jonathan Pacheco Bell  Anthony Bernier  Meghann Kuhlmann 《Public Library Quarterly》2013,32(1):23-43

This study sought to collect data from teens and librarians about their preferences and recommendations for the effective design of physical library spaces for teens. Librarians and teens at twenty-two U.S. public libraries filmed narrated video tours of their young adult (YA) public library spaces. The researchers used qualitative content analysis techniques to analyze the video data and to develop a framework for guiding the design of effective YA public library spaces. In addition to providing specific recommendations for user-centered YA library space design, this study highlights the need for continued user input into the design and maintenance of YA public library spaces as teens’ needs evolve and vary across time and from community to community.  相似文献   

Leading from the Middle     

Maggie Farrell 《图书馆管理杂志》2013,53(8):691-699

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Transparency     

Maggie Farrell 《图书馆管理杂志》2013,53(4):444-452

ABSTRACT

Within organizations, employees often discuss the need for transparency but what exactly is transparency? Transparency is often linked with communication in an effort to create an organization that is more informed about decisions and processes creating a sense of employee engagement. But leaders are not able to operate in a completely open manner due to a variety of factors. What leadership activities can be conducted in a transparent manner and how is transparency balanced with confidentiality? Transparency is not just a leader responsibility but other managers and employees contribute to organizational transparency. This column will provide more insights into the complex issue of transparency within libraries.  相似文献   

从专业教育视野看参考咨询与信息服务过程模型     

D.E.阿格斯托  L.罗查克里斯  C.麦克唐纳德  E.G.艾贝尔斯 《中国图书馆学报》2013,39(4):63-73

二十多年来,参考咨询与信息服务日益介入电子世界,而逐渐远离图书馆的参考咨询台和纸质馆藏.本文介绍一项基于不断变化的环境针对参考咨询与信息服务进行的研究,旨在分析两个研究问题:①从用户和馆员行为及其所利用信息源的角度来看,当前参考咨询与信息服务活动有哪些趋势?②当前参考咨询过程的基本模型是什么?作者通过焦点访谈法搜集承担参考咨询与信息服务专业课程教师的意见,并通过自由讨论的形式征集其他专业课程教师和博士研究生有关虚拟参考咨询教育的看法.研究结果表明,参考咨询模型具有明显的互动性和合作性,其中参考馆员和用户均扮演信息获取、信息接收和信息生成的角色.论文提出参考咨询过程的模型,并分析这一模型对参考咨询与信息服务活动产生的影响.图1.参考文献63.  相似文献   

Design and Teaching: A Bibliographic Essay     

Janette R. Hill  Denise P. Domizi  Nicole D. Collier 《The American journal of distance education》2013,27(2):91-104

Abstract

Distance education, particularly online education, is becoming a standard experience in formal learning environments, particularly at the postsecondary level. As more faculty and students have expectations that distance education is a part of the learning experience, we need to build a deeper understanding of how to design effective environments to enhance and extend the learning process. Further, we need to explore how to best facilitate learning in these contexts. This bibliographic essay explores the literature related to design and teaching in distance education as presented in the third section of Moore's (2007a) Moore, M. G. 2007a. Handbook of distance education, 2nd, Mahwah, NJ: Erlbaum.  [Google Scholar] Handbook of Distance Education (Table 1 provides an overview of all the chapters in the Design and Teaching section of the Handbook).  相似文献   

The relationship between inclusion and academic achievement in English mainstream schools     

Peter Farrell  Alan Dyson  Filiz Polat  Graeme Hutcheson  Frances Gallannaugh 《School Effectiveness & School Improvement》2013,24(3):335-352

This article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.  相似文献   

Language‐action: A paradigm for communication   总被引：2，自引：2，他引：0  

Thomas S. Frentz  Thomas B. Farrell 《Quarterly Journal of Speech》2013,99(4):333-349

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Relational Framing Theory: Utterance Form and Relational Context as Antecedents of Frame Salience     

Rachel M. McLaren  James Price Dillard  Kyle James Tusing  Denise Haunani Solomon 《Communication quarterly》2013,61(5):518-535

Using relational framing theory, this article examines the influence of utterance type and relational context on the salience of relational frames. The authors report the results of two studies that used scenarios to manipulate utterance form and information about the relationship between interactants. Participants rated the relevance of dominance-submissiveness and affiliation-disaffiliation frames to interpreting the hypothetical interactions. Results showed that judgments of dominance-submissiveness frame salience were sensitive to variations in utterance type and relational context, but the results were mixed for the affiliation-disaffiliation frame. The authors discuss the implications for relational framing theory and the possibility of an affiliation bias.  相似文献   

Negotiating Knowledge in the Knowledge Economy: Workplace educators and the politics of codification     

Lesley Farrell 《Studies in Continuing Education》2013,35(2):201-214

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