Cataloging from the Center: Improving e-Book Cataloging on a Consortial Level     

Emily Alinder Flynn  Erin Kilkenny 《Cataloging & classification quarterly》2017,55(7-8):630-643

In 2014, the Ohio Library and Information Network (OhioLINK) overhauled its consortial cataloging workflows by switching to what has been termed a model of “cataloging from the center.” For more than 20 years, the Ohio academic library consortium relied on volunteers from its member institutions to catalog consortially purchased materials. Consolidating the consortial cataloging into the OhioLINK office allowed for revising the various workflows. Since 2014, the cataloging workflows for these shared electronic resources have improved efficiencies, allowing records to be provided to members in a more timely manner.  相似文献   

Ethical perspectives on data and software sharing in the sciences: A research agenda   总被引：1，自引：0，他引：1  

Peter T. Darch  Emily J.M. Knox 《Library & information science research》2017,39(4):295-302

Data and software are critical components of scientific work. Increased data and software sharing promises many benefits for science. Many stakeholders are building infrastructure and implementing policies to promote sharing. However, sharing remains rare in practice. Attention must be paid to researchers' ethical perspectives on sharing to fully realize the promise of sharing and promote greater circulation of data and software and better uptake of infrastructure for data and software curation. This research presents an agenda for researching these perspectives, including characterizing and accounting for researchers' perspectives; examining how these perspectives shape decisions related to data and software sharing; and understanding how and why differences in perspectives arise and are contested, negotiated, and resolved in multidisciplinary scientific collaboration. This agenda will enable stakeholders to identify and resolve differences in ethical perspectives, and develop policies, infrastructures, and education that support existing ethical perspectives, and cultivate better ethical practices.  相似文献   

Effectiveness of a News Media Literacy Advertisement in Partisan Versus Nonpartisan Online Media Contexts     

Melissa Tully  Emily K. Vraga 《广播与电子媒介杂志》2017,61(1):144-162

Moving media literacy messages out of the classroom and onto the Internet, where much news consumption happens, offers an opportunity to extend media literacy education to a wider public. However, in doing so it becomes important to consider how the context in which such messages are seen conditions their impact on media literacy attitudes and knowledge. The results of an experimental test suggest that a media literacy public service announcement was more effective in reinforcing media literacy beliefs when paired with a partisan, rather than a neutral, political program. The effects of presenting media literacy messages outside of the classroom are discussed.  相似文献   

“Nobody puts baby in a binder”: Using memes to teach visual reason     

Emily Stones 《Communication Teacher》2017,31(3):137-142

Courses: Visual Rhetoric, Political Communication, Media and Society, Argumentation

Objective: Students trace a social hierarchy created through the visual reason of memes.  相似文献   

Web-Based Professional Development Model to Enhance Teaching of Strategies for Online Academic Research in Middle School     

Fatima E. Terrazas-Arellanes  Lisa A. Strycker  Emily D. Walden 《Journal of Research on Technology in Education》2019,51(2):118-134

High-quality professional development is needed to prepare teachers to help students learn how to conduct online academic research and meet Common Core State Standards for English Language Arts. This study created and evaluated a Web-based professional development program with five instructional modules designed to prepare middle-school teachers to teach their students nine strategies for conducting academic research online. The online professional development program was specifically created to help teachers implement the previously developed online SOAR Student Toolkit curriculum with all students in inclusive classrooms. Results of a 2015–2016 pilot study conducted with 13 teachers and 477 students in sixth to eighth grades indicated that most teachers perceived the professional development program to be of high quality and relevant in helping them teach online research skills to their students. Students significantly improved online research skills after learning from trained teachers (27 percentage points improvement, from 18% at pretest to 45% at posttest).  相似文献   

Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading,Fluency, and Comprehension     

Emily J. Solari  Carolyn A. Denton  Yaacov Petscher  Christa Haring 《Journal of research on educational effectiveness》2018,11(2):163-191

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.  相似文献   

Organizational Identification: A Mixed Methods Study Exploring Students’ Relationship with Their University     

Karen K. Myers  Courtney W. Davis  Emily Richardson Schreuder  David R. Seibold 《Communication quarterly》2016,64(2):210-231

Organizational identification (OID) is the outcome of social construction processes in which individuals define themselves in terms of their organizational membership. Students’ identification with their university reflects value congruence with the institution and is reflected in communication. Drawing on social identity theory (SIT) and utilizing quantitative and qualitative data from students (n = 555), we found relationships between OID and construed external image of the university, trust in the university, satisfaction with the university, perceived interorganizational competition, and outcomes, including intended future involvement. Students were re-surveyed nine months later (n = 397, with 83 respondents matching Time 1 and Time 2) to assess their OID stability. Open-ended responses describe situations and events that strengthen/lessen OID. We offer implications for OID, SIT, and for organizational communication research and practice.  相似文献   

Learning the words AND knowing the concepts: an in‐depth study of one expert teacher's use of language as a cultural tool to support inquiry     

Emily Hayden  Michelle Eades Baird  Anupma Singh 《Literacy》2020,54(1):18-28

This research explored the practices of one science teacher, expert in her field, as she worked to enact science discourse that incorporated language in naturalistic and rigorous ways. Difficulties in mastering the language of science contribute to troubling and persistent achievement gaps across demographic and gender groups. Science learning is based in discourse, with knowledge built by asking questions, exploring, revising views and asking new questions. But all too often students are not able to participate fully in these opportunities for discourse that is engaging and exploration due to the difficulty of science language. Qualitative analysis of this teacher's use of science discourse to establish clear links between essential science language and concepts and pre/post analysis of a science language assessment reveal important ways that teachers and researchers can work together to design and deliver instruction and assessment that supports students' mastery of sophisticated language and concepts. Results have implications for theory regarding science discourse; language learning, and conceptual development; and provide a model for teacher–researcher partnerships exploring important problems of teaching practice.  相似文献   

Benefits of Playing Numerical Card Games on Head Start Children’s Mathematical Skills     

Nicole R. Scalise  Emily N. Daubert  Geetha B. Ramani 《Journal of Experimental Education》2020,88(2):200-220

Abstract

Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children’s numerical and executive functioning skills. Low-income preschoolers (N?=?76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Children who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children.  相似文献   

Menus for toddlers in Day Care: Part I     

Marion O'Brien  Emily Herbert-Jackson  Todd R. Risley 《Early Childhood Education Journal》1978,6(1):48-53

In this and the next three issues of Day Care and Early Education,we will provide a total of four weeks' worth of menus for toddlers. Some findings of the Living Environments Group at the University of Kansas were described in the last issue (“Facts and Fancies about Children's Foods,” by Marion O'Brien). This installment's introductory section explains how the menus were developed and how the recipes can be used. Additional advice and information will be included with the future sections. Tood R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the Toddler Center.  相似文献