Developing a web-based toolkit for new mothers about postpartum pelvic floor health in collaboration with a professional medical association     

Brandon Patterson  Lauren Clark  Ana C. Sanchez-Birkhead  Liliana I. Martinez  Marlene J. Egger 《Journal of the Medical Library Association》2021,109(4):667

Background:Few electronic resources are available for new mothers with concerns about changes in their pelvic floor following childbirth. Patients may struggle when seeking authoritative information regarding pelvic floor conditions online given the sensitivity of the topic as well as the inadvertent connection to obscene or demeaning content found online. A health sciences librarian partnered with the Motherhood and Pelvic Health Study, an interdisciplinary research group, to provide expert searching skills for a particularly challenging health condition that patients struggle to find useful information on.Case Presentation:A custom rubric was developed to evaluate existing information products, which included criteria for cultural sensitivity, conflicts of interest, and other red flags. This evaluation process enabled the research team to identify top-tier evidence-based materials that were culturally congruent. This collaborative evaluation process led to the creation of a web-based toolkit resource for new mothers concerned about changes in their pelvic floor. The toolkit connects women to pertinent information on a national health organization''s patient portal, supplemented by videos created by the team to serve as models of communication for women and health care providers.Conclusion:When developing a web-based resource, health sciences libraries can partner with research teams to find, evaluate, and disseminate information. Culturally congruent toolkits such as this one can improve access to health information and lead to improved health outcomes. To ensure that the information highlighted in toolkits is both culturally congruent and authoritative, research teams should form advisory committees and partner with relevant professional medical associations.  相似文献   

Designs for Collective Cognitive Responsibility in Knowledge-Building Communities     

Jianwei Zhang  Marlene Scardamalia  Richard Reeve  Richard Messina 《学习科学杂志》2013,22(1):7-44

This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information. Pedagogical and technological innovations to enculturate youth into a knowledge-creating culture, with classroom practices to encourage distributed and opportunistic collaboration, are discussed.  相似文献   

Sustaining Knowledge Building as a Principle-Based Innovation at an Elementary School     

Jianwei Zhang  Huang-Yao Hong  Marlene Scardamalia  Chew Lee Teo  Elizabeth A. Morley 《学习科学杂志》2013,22(2):262-307

This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers' experience in this progressive knowledge-advancing enterprise.  相似文献   

Popular Culture and Advertising     

Martin Mayer  Sut Jhally  Timothy W. Ryback  Deanna Campbell Robinson  Elizabeth B. Buck  Marlene Cuthbert 《Communication Booknotes Quarterly》2013,44(5):116-117

WHATEVER HAPPENED TO MADISON AVENUE? ADVERTISING IN THE '90s by Martin Mayer (Boston: Little, Brown, 1991—$22.95, ISBN 0-316- 55154-6, 269 pp.)

THE CODES OF ADVERTISING: FETISHISM AND THE POLITICAL ECONOMY OF MEANING IN THE CONSUMER SOCIETY by Sut Jhally (New York: Routledge, 1990—price not given, paper, ISBN 0-415-90353-X, 225 pp.)

ROCK AROUND THE BLOCK: A HISTORY OF ROCK MUSIC IN EASTERN EUROPE AND THE SOVIET UNION by Timothy W. Ryback (New York: Oxford University Press, 1990—$21.95, ISBN 0-19-505633-7, 272 pp.)

MUSIC AT THE MARGINS: POPULAR MUSIC AND GLOBAL CULTURAL DIVERSITY by Deanna Campbell Robinson, Elizabeth B. Buck, and Marlene Cuthbert (Newbury Park, CA: Sage, 1991—$39.95/19.95, ISBN 0-8039- 3192-1 hard, 0-8039-3193-X paper, 312 pp.)

THE MANY LIVES OF THE BATMAN: CRITICAL APPROACHES TO A SUPERHERO AND HIS MEDIA edited by Roberta E. Pearson and William Uricchio (New York: Routledge, 1991—$39.95/13.95, ISBN 0-415-90346-7 hard, 0-415-90347-5 paper, 213 pp.)

BROADCAST ADVERTISING: A COMPREHENSIVE WORKING TEXTBOOK by Sherilyn K. Zeigler and Herbert H. Howard (Ames: Iowa State University Press, 1991—$34.95, ISBN 0-8138-0072-2, 358 pp.)

FUNDAMENTALS OF ADVERTISING RESEARCH by Alan Fletcher and Thomas Bowers (Belmont, CA: Wadsworth, 1991—price not given, ISBN 0-534-14778-X, 364 pp.)

THIS BUSINESS OF MUSIC by Sidney Shemel and M. William Krasilovsky (New York: Billboard/Watson-Guptill, 1991—$27.50, ISBN 0-8230-7706-3, 688 pp.)  相似文献   

Faculty Study Groups: Solving “Good Problems” Through Study, Reflection, and Collaboration   总被引：1，自引：0，他引：1  

Terry M. Wildman  Margaret P. Hable  Marlene M. Preston  Susan G. Magliaro 《Innovative Higher Education》2000,24(4):247-263

We describe the development, implementation, and assessment of a faculty study group program designed to foster teaching as a reflective, collaborative activity within a research university. Conceived within conceptual frameworks that challenge technical/rationalist approaches to faculty development, the program was successful in creating opportunities for faculty of different disciplines, age groups, ranks, and teaching experience to establish productive discourse communities around their own teaching. Our experience shows that such programs require careful thought and planning, which we detail here, and that faculty even in research oriented institutions can be captured by the good problem that teaching represents.  相似文献   

Educational relevance of the study of expertise   总被引：2，自引：0，他引：2  

Carl Bereiter  Marlene Scardamalia 《Interchange》1986,17(2):10-19

  相似文献   

Epistemological Beliefs and Valuing School: Considerations for College Admissions and Retention     

Schommer  Marlene  Walker  Kiersten 《Research in higher education》1997,38(2):173-186

We examine the relationship between high school students' beliefs about the nature of knowledge, or epistemological beliefs, and their attitudes toward education. High school students completed an epistemological questionnaire assessing their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge. Then they answered open-ended questions on a hypothetical character named Billy. They were to advise Billy if he should go on to college even though his grades were poor and his parents had no money. Finally, they completed questions about their own feelings toward high school and their expectations of the demands of college. Attitudes toward school were then regressed on epistemological belief factor scores. The less students believed in fixed ability to learn and quick learning, the more likely they were to encourage Billy to go to college and to appreciate the role of school in furthering their education, gaining employment, and living everyday life.  相似文献   

Knowledge building: aligning education with needs for knowledge creation in the digital age     

Tan  Seng Chee  Chan  Carol  Bielaczyc  Katerine  Ma  Leanne  Scardamalia  Marlene  Bereiter  Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266

Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and...  相似文献   

Examining the Perspectives of Latino Families of Children with Autism Spectrum Disorder Towards Advocacy     

Meghan M. Burke  Kristina Rios  Marlene Garcia  Linda Sandman  Brenda Lopez  Sandra Magaña 《Exceptionality》2019,27(3):201-214

Rapidly becoming the largest ethnic group of American students, compared to White students with disabilities, Latino students with disabilities receive less services and their parents are more likely to struggle to receive services. Yet, it is unclear how Latino families advocate for their children with disabilities including how cultural values facilitate their advocacy efforts. In this study, four focus groups were conducted with 46 Latino parents of children with autism spectrum disorder. Parents reported advocating by being assertive but not aggressive, being involved in school activities, communicating with the school and documenting the communication, and relying on knowledge and faith. Parents also reported facilitators (i.e., knowledge and resources, increased parent-school communication, and greater peer support) and barriers (i.e., poor school experiences, school related-stress, and stigma and discrimination) to advocacy. Implications for research, policy, and practice are discussed.  相似文献   

Epistemological Beliefs Across Domains Using Biglan's Classification of Academic Disciplines   总被引：1，自引：0，他引：1  

Schommer-Aikins  Marlene  Duell  Orpha K.  Barker  Sue 《Research in higher education》2003,44(3):347-366

The purpose of this study was to examine students' beliefs about the nature of knowledge and learning, epistemological beliefs, across domains that vary according to Biglan's classification of academic disciplines (hard vs. soft disciplines and pure vs. applied disciplines). One hundred and fifty-two university students completed three questionnaires that assessed their epistemological beliefs about mathematics (hard-pure), the social sciences (also pure), and business (neither hard nor pure). Correlations indicated that students' epistemological beliefs were similar for mathematics and social sciences, as well as for mathematics and business. When the amount of academic experience was taken into account, some evidence of domain specificity was found. These results support Sternberg's caveat that the dichotomy of domain generality/specificity is an assumption that should be questioned. We propose that future researchers should investigate the breadth of applicability of epistemological beliefs.  相似文献