Beyond Satisfaction: Understanding and Promoting the Instructor-Librarian Relationship     

Margaret Bausman  Sarah Laleman Ward  John Pell 《New Review of Academic Librarianship》2014,20(2):117-136

This article reports upon the assessment and research activities undertaken by a research group of faculty librarians at Hunter College regarding the perceptions, awareness, and usage of library services by non-librarian faculty members. Given the initial directive to measure faculty satisfaction with library services, the research group developed an ongoing action-research protocol to pursue more meaningful assessments of faculty awareness and use of library services and resources. The researchers employed both qualitative and quantitative methodologies, gathering data through informal information groups with faculty members and through an online survey measuring faculty awareness of library resources and services (Faculty Awareness of Library Services (FALS)). The findings show that while Hunter faculty value relational engagement with the library, they are more frequently aware of non-relational, self-service library resources. Further, the data suggest that tenured faculty members are aware of library services at a higher rate than tenure-track faculty. This data forms the foundation of an on-going action-research protocol to assess long-term trends, the products of which will continue to inform faculty services, outreach, and programming.  相似文献   

DIY ERM (Do-It-Yourself Electronic Resources Management) for the Small Library     

Sarah Hartman-Caverly  Kate B. Moore 《期刊图书馆员》2014,66(1-4):227-231

Sarah Hartman-Caverly’s presentation gave audience members an overview of how she designed and built an electronic resources management (ERM) system using Microsoft Access 2010. She discussed why she used a homegrown ERM as well as the principles she used for good system design. Finally, she reviewed the tools she used for creating her own system, including use case analysis, data analysis, database tables and relationships, and forms.  相似文献   

Reference Education: A Test Bed for Collaborative Learning     

Loriene Roy  Sarah E. Williams 《The Reference Librarian》2014,55(4):368-374

  相似文献   

对英国住宅区域几种新型雨水收集利用系统的初步可持续性评估(英文)   总被引：1，自引：0，他引：1  

PeterMelville-Shreeve SarahWard  DavidButler 《东南大学学报》2014,(2):135-142

由于缺乏对住宅雨水收集利用(RWH)系统类型的创新,在英国日常生活中的雨水收集利用还不是很广泛.介绍了一系列传统和新型的住宅RWH系统的初步研究结果,并对这些RWH系统进行了研究,研究方法包括:专利申请搜索、对行业专家的非正式访问、成本效益分析和简单的多准则分析法(MCA).然后基于社会优先、经济优先和环境优先的标准,研究了这些系统的可持续性.其中,对2种新型的RWH系统进行了更为详细的分析,并与传统的RWH系统进行对比.多准则分析法结果表明,创新型系统在更少的资金消耗下,可持续性绩效要高于传统系统.进一步的研究重点在于模拟这些被鉴定的系统来产生经验性数据库,并应用于WLC/LACs,寻找设备安装中可能出现的挑战和问题.  相似文献   

Remote management of library staff: Challenges and practical solutions     

Sarah Edwards Obenauf 《The Journal of Academic Librarianship》2021,47(5):102353

COVID-19 has forced staff in academic libraries across the world to pivot from face-to-face workdays and services to fully remote (and, in some cases, back again) with very little time or notice. This new reality has presented new challenges in the remote management of staff that may also be working remotely, or in the building. This column explores some of those challenges and presents possible solutions for those at all levels of library management.  相似文献   

Qualified doctor and medical students' use of resources for accessing information: what is used and why?     

Nicola Brennan  Sarah Edwards  Narcie Kelly  Alice Miller  Lucy Harrower  Karen Mattick 《Health information and libraries journal》2014,31(3):204-214

  相似文献   

Preparing German pre-service teachers in special needs education for school development—Can we do otherwise?     

Katharina Resch  Eva Hartmüller  Sarah Walczuch  Sabine Marschall 《Journal of Research in Special Educational Needs》2023,23(4):290-299

Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre-service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre-service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education.  相似文献   

Initial Efficacy of a Fraction-Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4     

Xin Lin  Sarah R. Powell 《Learning disabilities research & practice》2023,38(4):253-262

This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison condition (n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction-vocabulary intervention was significant for fraction-vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction-vocabulary knowledge may positively affect their fraction competencies.  相似文献   

Increasing teachers' use of communication-supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei     

Siti Rafizah Badar  Judy Clegg  Sarah Spencer 《Support for Learning》2022,37(2):180-208

The Communication Supporting Classroom Observation Tool (CSCOT) is used in the UK to identify how teachers support children's communication development. This study evaluates the feasibility and impact of collaborative training for teachers using the CSCOT, delivered by specialist teachers and a speech and language therapist. Classroom practice was observed twice using the CSCOT before the collaborative training (repeated baseline). Five teachers then received the collaborative training, informed by their baseline CSCOT results. The training consisted of detailed feedback, target setting and support from the school Special Educational Needs Assistant (SENA) over a period of 20 weeks. Five further teachers did not participate in this training but acted as a control group. The CSCOT observations were then repeated for all 10 classroom teachers. The total score of the CSCOT significantly increased for the five teachers who received training only. There was no increase during the repeated baseline phase, suggesting that the increase was due to the training. All five teachers who participated in training increased their use of their targeted communication-supporting strategies. The CSCOT can be used as part of collaborative training to increase teachers' use of communication-supporting strategies in primary schools in Brunei.  相似文献   

Embodied Action Scaffolds Dialogic Reading     

Wall  Danielle  Foltz  Sarah  Kupfer  Anne  Glenberg  Arthur M. 《Educational Psychology Review》2022,34(1):401-419

Educational Psychology Review - Might dialogic reading require previous or concurrent embodied activities to be effective? Twenty-nine preschool children, ages 3–5 years, were randomly...  相似文献