Connecting best practices in public relations to social media strategies for academic libraries     

Bettina Peacemaker  Sue Robinson  Emily J. Hurst 《College & Undergraduate Libraries》2016,23(1):101-108

Academic libraries worldwide use social media to inform and connect with users. Virginia Commonwealth University (VCU) Libraries is no different and must keep up with rapidly evolving platforms and user expectations. When our presence stretched across twenty-two channels, we needed to ensure that social media efforts were managed in the most effective and efficient manner possible. To develop a research-based, unified vision for communication for new media, we scanned the literature in the library and public relations fields and then surveyed librarians to address identified gaps. Based on results, we offer recommendations focused on best management practices and strong content strategies.  相似文献   

Effective Communication to Aid Collaboration for Digital Collections: A Case Study at Florida Gulf Coast University Library     

Melissa Minds VandeBurgt  Kaleena Rivera 《New Review of Academic Librarianship》2016,22(2-3):257-267

ABSTRACT

Effective communication is one of the most important resources for successful outreach efforts. This article addresses the benefits that can emerge from successful communication as well as the negative effects that may stem from ineffective communication. A case study of Florida Gulf Coast University Archives, Special Collections, & Digital Initiatives' outreach efforts among local cultural heritage organizations will demonstrate methods used to approach these organizations and subsequent results. After attempting to provide several organizations with professional assistance regarding digitization and digital preservation of historic records, Archives, Special Collections, & Digital Initiatives sought to establish a formalized outreach approach. While there is a large amount of literature discussing broad outreach efforts, few articles delve into specific communication methods, potential benefits, and possible drawbacks. This article will show that with specific methods of communication, outreach can prove advantageous for both the community organization in need and the library institution providing the service.  相似文献   

Figured World of History Learning in a Social Studies Methods Classroom     

Cecil Robinson 《The Urban Review》2007,39(2):191-216

This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application of the figured worlds framework to the study of learning in a teacher preparation program. Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231, Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama, Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu  相似文献   

The academic writing of community college remedial students: Text and learner variables     

Dolores Perin  Alla Keselman  Melissa Monopoli 《Higher Education》2003,45(1):19-42

Community college remedial reading studentscomposed an informational report from sources,a task commonly assigned in higher educationthat integrally combines reading and writingprocesses. Productivity, use of source text,reproductions, accuracy, and inclusion of keyideas were analyzed as a function of twoexogenous variables, text density (high, low)and domain (health, business), and twoendogenous variables, prior knowledge andgeneral literacy skill. Text densityinteracted with literacy skill forproductivity, and with prior knowledge foraccuracy. Individuals with lower literacy orprior knowledge scores were at a disadvantagewith high but not low density source text. Domain affected productivity, use of source,and inclusion of key ideas: health text wasassociated with superior performance. Domaineffects may be explained by metacognitive ormotivational variables, or differences in thereadability of the source texts. The resultshave implications for instruction aimed atimproving community college students'preparedness for the academic demands of highereducation.  相似文献   

Book reviews     

Hans Bolewski  Dennis L. Buckley  A. D. Weir  Ranko Bulatović  Arthur Hearnden  Horst Widmann  Rudolf Tippelt  Edmund King  Arieh Lewy  Udo Bude  Herbert Bergmann  Renate Nestvogel  Richard B. Baldauf Jr.  Sandra Taylor  Kenneth Robinson  Lilian G. Katz  Raquel Betsalel-Presser 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(1):103-128

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Androgen and the Development of Human Sex-typical Behavior: Rough-and-Tumble Play and Sex of Preferred Playmates in Children with Congenital Adrenal Hyperplasia (CAH)   总被引：3，自引：0，他引：3  

Melissa Hines  Francine R. Kaufman 《Child development》1994,65(4):1042-1053

We hypothesized that girls with congenital adrenal hyperplasia (CAH), who experience higher than normal levels of androgens prenatally, would show masculinization of behaviors that show sex differences. Therefore, we examined rough-and-tumble play and sex of preferred playmates in 3–8-year-old children with CAH and in unaffected 3–8-year-old male and female relatives. The hypothesized sex differences in rough-and-tumble play were seen, with unaffected boys showing more rough-and-tumble play than unaffected girls. However, CAH girls were similar to unaffected girls. Additionally, CAH boys showed reduced rough-and-tumble play. In contrast, sex of preferred playmates showed the hypothesized pattern of results. There were sex differences, with unaffected boys preferring boys and unaffected girls preferring girls. In addition, the preferences of girls with CAH were masculinized compared to those of unaffected girls. Results are discussed in terms of possible influences of social, hormonal, and illness factors.  相似文献   

Wetekia kia rere: the potential for place-conscious education approaches to reassure the indigenization of science education in New Zealand settings     

Macfarlane  Angus  Manning  Richard  Ataria  Jamie  Macfarlane  Sonja  Derby  Melissa  Clarke  Te Hurinui 《Cultural Studies of Science Education》2019,14(2):449-464

Cultural Studies of Science Education - Wetekia kia rere is an expression in the Māori language that refers to unleashing potential. This paper discusses questions of power relevant to...  相似文献   

The Moon Investigation: Instructional Strategies for Elementary Science Methods     

Abell  Sandra  George  Melissa  Martini  Mariana 《Journal of Science Teacher Education》2002,13(2):85-100

Journal of Science Teacher Education -  相似文献   

Book reviews     

T. Neville Postlethwaite  A. J. Cropley  George Vaideanu  Karl Brose  Graham J. Shute  Harald Wagner  D. Laverne Buckley  Kenneth Robinson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(3):365-380

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A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder     

Lee Robinson  Caroline Bond  Jeremy Oldfield 《Educational Psychology in Practice》2018,34(1):58-72

Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP practitioners in the UK and Ireland about their use of 31 EBIs for ASD. This survey also explored the factors that influence EP practitioners’ decision-making when planning interventions for students with ASD. Of the 31 EBIs, EP practitioners were most often involved with implementing visual supports, social stories, reinforcement, modelling, antecedent-based interventions, prompting, and social skills training. The most salient factors that influenced EP practitioners’ decision-making when planning interventions for students with ASD included the student’s individual needs and factors related to the school context. Implications for EP practice are discussed in addition to the limitations of this study.  相似文献