Graphic Routes to Electronic Literacy: Polysemy and picture books     

Margaret MacKey  Jill Kedersha McClay 《Changing English: An International Journal of English Teaching》2000,7(2):191-201

New media and technologies operate in polysemic formats that make complex demands on readers. During a time of constant change in ways of communicating, the familiar form of the picture book offers readers of all ages a route into sophisticated polysemic reading. Contemporary picture books provide both the comfort of the known and the potential of the new. As texts that use multiple semiotic systems, picture books also manifest the chief virtue of print on paper: they are 'a resting place for words' in Derrick de Kerckhove's phrase. Unlike online readers, picture book readers are literally able to get their hands on key words or pictures, literally able to trace the flow of the story. Within this well-known form, many contemporary picture books subvert literary conventions and explore challenging aesthetic and social questions.  相似文献   

Education and social justice in the era of globalisation: perspectives from India and the UK     

Jill Carr-Harris 《Compare》2015,45(5):827-830

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Addressing Ageism in Students: A Systematic Review of the Pedagogical Intervention Literature     

Jill M. Chonody 《Educational gerontology》2015,41(12):859-887

With the rapid aging of the population, strategies that can be incorporated into the curriculum are needed, including social work and medicine. Over the past 20 years, pedagogical strategies to improve attitudes toward older adults and gerontological practice along with knowledge about aging have been tested. Instructors are seeking methods that are evidence-based; thus, a need for a systematic review of this literature is warranted. For this review, 58 articles met inclusion and were evaluated to determine the best approaches to positively impacting knowledge about, and attitudes toward, older people and gerontological practice. Interventions to change knowledge are the most straightforward with support for aging courses, modules, and infusion approaches. A combination of information with an experiential activity (e.g., service learning) was the most common pedagogical approach; the evidence suggests that this approach can change student attitudes. Addressing gerontological interest appears to be more challenging with fewer studies reporting a positive change. Future research should seek to test additional approaches that may influence student interest in gerontological practice, and additional studies that seek to test online strategies should be conducted, given the prominence of these courses.  相似文献   

Risk in academic writing: postgraduate students,their teachers and the making of knowledge     

Jill Burton 《Studies in Continuing Education》2015,37(3):338-339

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Mobile devices in medicine: a survey of how medical students,residents, and faculty use smartphones and other mobile devices to find information     

Jill T. Boruff  Dale Storie 《Journal of the Medical Library Association》2014,102(1):22-30

Objectives:

The research investigated the extent to which students, residents, and faculty members in Canadian medical faculties use mobile devices, such as smartphones (e.g., iPhone, Android, Blackberry) and tablet computers (e.g., iPad), to answer clinical questions and find medical information. The results of this study will inform how health libraries can effectively support mobile technology and collections.

Methods:

An electronic survey was distributed by medical librarians at four Canadian universities to medical students, residents, and faculty members via departmental email discussion lists, personal contacts, and relevant websites. It investigated the types of information sought, facilitators to mobile device use in medical information seeking, barriers to access, support needs, familiarity with institutionally licensed resources, and most frequently used resources.

Results:

The survey of 1,210 respondents indicated widespread use of smartphones and tablets in clinical settings in 4 Canadian universities. Third- and fourth-year undergraduate students (i.e., those in their clinical clerkships) and medical residents, compared to other graduate students and faculty, used their mobile devices more often, used them for a broader range of activities, and purchased more resources for their devices.

Conclusions:

Technological and intellectual barriers do not seem to prevent medical trainees and faculty from regularly using mobile devices for their medical information searches; however, barriers to access and lack of awareness might keep them from using reliable, library-licensed resources.

Implications:

Libraries should focus on providing access to a smaller number of highly used mobile resources instead of a huge collection until library-licensed mobile resources have streamlined authentication processes.  相似文献   

Searching for health: the topography of the first page     

Jill McTavish  Roma Harris  Nadine Wathen 《Ethics and Information Technology》2011,13(3):227-240

Members of the lay public are turning increasingly to the internet to answer health-related questions. Some authors suggest that the widespread availability of online health information has dislodged medical knowledge from its traditional institutional base and enabled a growing role for alternative or previously unrecognized health perspectives and ‘lay health expertise’. Others have argued, however, that the organization of information retrieved from influential search engines, particularly Google, has merely intensified mainstream perspectives because of the growing consolidation of the internet with traditional, commercial media sources. In this paper we describe an analysis of ‘first page’ results retrieved through Google searches about several common health concerns, each of which has been the subject of controversy as a result of uncertain aetiology, diagnoses, outcomes and/or contested approaches to treatment. Our findings suggest that the online search tactics used by most lay health information seekers produce sources of information that, for the most part, reflect mainstream biomedical discourses, often linked to commercial interests, rather than a plurality of voices that offer a variety of perspectives and resources. We discuss the implications for health-interested internet searchers who fail to look beyond the ‘first page’.  相似文献   

Letters to the Editor     

Cyndi Hill  Jill Porter  Dawn Male 《British Journal of Special Education》1994,21(4):179-179

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Effectiveness of Explicit Phonological‐Awareness Instruction for At‐Risk English Learners     

Jill M. Leafstedt  Catherine R. Richards  Michael M. Gerber 《Learning disabilities research & practice》2004,19(4):252-261

This article examines the effects of intensive phonological‐awareness (PA) instruction for kindergarten English learners. One intact kindergarten class was provided 300 minutes of intensive instruction in PA. Results indicate that students who received intervention made significant growth in word reading when compared to a cohort of kindergarten students who received general kindergarten instruction. The article also discusses ability‐group differences in performance among high‐, middle‐, and low‐performing students and the implications of these findings for instructional practice.  相似文献   

Stepping out of the classroom: involving teachers in the evaluation of national special education policy     

Roseanna Bourke  Alison Kearney  Jill Bevan-Brown 《British Journal of Special Education》2004,31(3):150-156

Since Richard Rose relaunched BJSE's Research Section as a forum for the discussion of practitioner research, BJSE has published a series of very successful accounts of individual teacher enquiry and action research. In this article from New Zealand, Roseanna Bourke, now working at the Ministry of Education in Wellington, and her two colleagues, Alison Kearney and Jill Bevan-Brown, both from the Department of Learning and Teaching at Massey University, present an alternative view of the involvement of teachers in research.
In 1999, the Ministry of Education asked a team of researchers from Massey University to evaluate the introduction of New Zealand's first national policy for special education, known as Special Education 2000. The 16-member research team was contracted to provide a three-year, multi-method, longitudinal evaluation incorporating both quantitative and qualitative approaches. This article looks specifically at one aspect of the approach used in the evaluation – the use of teachers as fieldworkers. Teachers across the country were trained as fieldworkers to assist in the collection of data in schools and early childhood centres. Training was given to all teachers on the research aims, methods, ethics, including cultural sensitivity, and rationale for the evaluation. By participating in large-scale research and acting as 'fieldworkers', 68 teachers had the opportunity to develop their skills as researchers, while learning about other schools' perceptions and experiences of the special education policy. The experience provided a means for teachers to become apprenticed into a research culture, and to talk with principals and other teachers about common areas of interest. It also ensured that the research had knowledgeable and credible fieldworkers to collect data in schools.  相似文献   

Children's Memory and Comprehension of Two Science Programmes     

Brian R. Clifford  Barrie Gunter∗  Jill L. McAleer† 《Learning, Media and Technology》1997,23(1):25-46

A total of 111 children, 55 aged 8 to 9 years and 56 aged 14 to 15 years of age, watched one of two single‐topic prime‐time science programmes. Recall and comprehension scores following the viewing of the programmes were assessed. In addition, a number of demographic factors including age, sex, linguistic fluency, prior television viewing and reading habits were investigated as possible predictors of learning from television. It was found that age was a significant factor in both recall and comprehension, but even more important was general knowledge. Sex and linguistic fluency was neither systematically nor frequently associated with good performance. Prior viewing habits concerning science programmes on television and reading behaviour were found to have particular effects but were not major predictors of performance. Knowledge growth (defined as differences in performance between pre‐ and post‐test performance on key, repeated, items specifically addressed by the viewed programme) was consistently observed. This major finding indicated clearly that children can learn prime‐time television science information.  相似文献