Digital rights management: The librarian's guide,Catherine A. Lemmer,Carla P. Wale (Eds.), Rowman & Littlefield,New York (2016), 224p. $55.00, ISBN: 978-1-4422-6375-8     

Margot Note 《The Journal of Academic Librarianship》2017,43(2):157-158

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The School as a Resource for Families     

Margot Hover 《Clearing house (Menasha, Wis.)》2013,86(9):415-416

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Age Differences in Media Multitasking: A Diary Study     

Hilde A. M. Voorveld  Margot van der Goot 《广播与电子媒介杂志》2013,57(3):392-408

This study provides insight in age differences in the amount of media multitasking and in the media that people combine. Results of a diary study (N = 3,048) among 13- to 65-year-olds reject the popular notion that media multitasking is particularly prevalent among young people. The youngest (13–16 years) and the oldest (50–65 years) age groups did distinguish themselves in terms of media combinations. The youngest group particularly combined music with online activities, whereas the oldest group was unique in combining radio with e-mail or newspapers. A plausible explanation for these age differences in media multitasking are lifespan related and generational differences in media use in general.  相似文献   

Terry Cook, Editor, Controlling the Past: Documenting Society and Institutions: Essays in Honor of Helen Willa Samuels, Society of American Archivists, Chicago (2011)442 pp. $56.00.     

Margot Note 《The Journal of Academic Librarianship》2011,37(5):451

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Mentors’ Perceptions of their Roles with Students in Initial Teacher Training     

Margot Cameron‐Jones  Paul O'Hara 《Cambridge Journal of Education》1995,25(2):189-199

Issues have been raised in The Cambridge Journal of Education by Edwards and by Booth about how the work of schools and colleges in initial teacher training can be complementary. In the study reported here, arrangements were made for teachers to spend time mentoring students. The students reported feeling the benefit of this. Although the mentors felt that even more time was required for mentoring than was officially allocated, they were positive about the value of mentoring. Their self‐reports showed that they had perceived themselves as playing roles which could be viewed as complementary to, rather than as duplicating, the roles of tutors. Accordingly, the study brings evidence to bear on the current debate about complementarity in the roles of colleges and schools in initial teacher training  相似文献   

Enabling critical reflection on research supervisory practice     

Margot Pearson  Carole Kayrooz 《International Journal for Academic Development》2013,18(1):99-116

This paper describes the development of an instrument—The Reflective Supervisor Questionnaire (RSQ). The RSQ maps the domain of research supervisory practice as a facilitative process involving educational tasks and activities. It is designed to assist research supervisors explore, by means of self‐reflection and reflection on feedback from others, how they practise supervision. In developing the RSQ 58 items were generated describing 5 hypothesised constructs derived from prior research. The resulting instrument was tested on postgraduate research students in 2 institutions. The questionnaire correlated highly with an established questionnaire supervision scale and with an overall satisfaction measure. Four factors identified in an exploratory analysis closely approximated the hypothesised constructs and extended the theoretical framework being developed. These 4 factors identified 4 subsets of facilitative supervisory practice: Progressing the Candidature, Mentoring, Coaching the Research Project, and Sponsoring Student Participation in Academic/Professional Practice. Issues in the interpretation of the findings and the possible usage in academic development programs of an instrument based on them are discussed.  相似文献   

Excellent Care for Cancer Survivors: A Guide to Fully Meet Their Needs in Medical Offices and in the Community edited by Kenneth Miller     

Margot Malachowski 《Medical reference services quarterly》2013,32(4):454-455

ABSTRACT

A new librarian offers advice and insights about what she has learned from working at a library within a health science center. The librarian earned her MLIS in spring 2015, and while she had previous teaching experience, she realized there was much more learning needed to properly teach medical, graduate and allied health students, faculty, and residents. In this “one-year on the job” column, the librarian describes the different teaching experiences today’s librarians encounter, and reflects on what she has learned from them and how they shape her view of the profession.  相似文献   

Editorial     

Margot Pearson  Terry Evans  Peter Macauley 《Studies in Continuing Education》2013,35(3):347-353

The field of educational development has a 40-year history of providing continuing education or professional development for academic staff, particularly focusing on improving teaching and learning. However, little has yet been written on the historical origins and development of this field, apart from content analyses of some key journals and books conducted recently. This article asks critical questions about the emergence and evolution of educational development, focusing particularly on Australia. It traces the genealogies of some of its dominant positionings and demonstrates, through historical textual analysis, how some topics, themes and methods have retained their dominance over this 40-year period, while others continue to remain marginal. Finally, it argues for further historical research, particularly employing genealogical historical methodologies, as a means of enabling the field to recover from historical amnesia, develop more critical means of interrogating its underlying epistemologies and creating the possibility for broader, contested futures.  相似文献   

Supervision – the most variable of variables: student perspectives     

Lynn McAlpine  Margot McKinnon 《Studies in Continuing Education》2013,35(3):265-280

The supervision literature often conceptualizes the supervisor as the primary person in doctoral students' progress. Yet, there is growing evidence that the supervisor is but one of many resources that students draw on. Our study takes up this idea in answering the question: What is students' experience of their supervisory relationships over time? Sixteen social science participants in two UK universities, at different points in their doctoral journeys, completed logs of a week's activities for a number of months before being interviewed. This distinct longitudinal approach provides a more nuanced understanding of students' perceptions of the supervisory relationship, specifically, varied reasons for seeking supervisory help, distinct needs related to where students were in their progress, and diverse in which they negotiated and characterized the supervisory relationship.  相似文献   

The parents anonymous service provider/service recipient experimental training project     

Margot E. Fritz  Jean M. Baker 《Child abuse & neglect》1979,3(1):235-239

These preliminary evaluation results suggest that the training approach is positively perceived by participants and that it has positive effects in changing their attitudes and behavior.  相似文献