Proven Strategies for Building an Information Literacy Program,edited by Susan Carol Curzon and Lynn D. Lampert. New York: Neal-Schuman Publishers,Inc., 2007. 335 p. $78.00. ISBN 978-1-55570-608-1.     

Michelle S. Millet 《The Journal of Academic Librarianship》2008,34(2):172-173

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A Practical Guide to Information Literacy Assessment for Academic Librarians,by Carolyn J. Radcliff,et al. Westport,CT: Libraries Unlimited, 2007. 180p. $45.00. ISBN 1-5915-8340-3.     

Michelle S. Millet 《The Journal of Academic Librarianship》2008,34(1):80-81

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Imagining transformative spaces: the personal–political sites of community archives     

Michelle Caswell  Joyce Gabiola  Jimmy Zavala  Gracen Brilmyer  Marika Cifor 《Archival Science》2018,18(1):73-93

Although much has been written about formal archival spaces, little scholarship has addressed the physical spaces of community archives. This paper asks: How do community members imagine the physical spaces that steward identity-based community archives? Based on focus groups with more than 54 community archives users at five different community archives sites across Southern California, this paper examines how members of marginalized communities conceive of the physical space inhabited by community archives representing their communities. The sites explored range from a prominent location on a university campus, to storefronts, strip malls, and small cinderblock buildings. Yet across sites, users spoke about community archives spaces as symbolic and affectively moving locations. Many users described their community archives site as a “home-away-from-home,” marked by intergenerational dialog and a profound sense of belonging. For other users, community archives sites were described as “politically generative spaces” which foster dialog and debate about identity, representation, and activism and enable the community to envision its future. And yet, while the very existence of community archives is political, many participants felt that the full political potential of these sites is not yet realized. By listening to the voices of the communities represented and served by community archives, our research both indicates that a shift is warranted in archival metaphors of space and reveals how community archives are personally and politically transformative spaces for the communities they represent and serve.  相似文献   

Critical Curriculum Studies: Education,Consciousness, and the Politics of Knowing     

Michelle Gautreaux 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):85-88

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AN INVESTIGATION OF RELATIONS AMONG ACADEMIC ENABLERS AND READING OUTCOMES     

Lyndsay N. Jenkins  Michelle Kilpatrick Demaray 《Psychology in the schools》2015,52(4):379-389

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.  相似文献   

Abandoning Either/Ors in Analyzing Shifts in Humanitarian Reporting     

David Nolan  Stephanie Brookes  Michelle Imison 《Journalism Practice》2020,14(1):17-33

ABSTRACT

The shifting constitution of journalists as humanitarian actors has profound implications for changing forms of journalism practice, as well as for the normative models through which journalists understand and reflect on that practice. In an effort to develop a more empirically-grounded engagement with change, this article explores the interview testimonies of Australian journalists who cover international and humanitarian issues. It argues that frameworks reliant on stark oppositions (between past and present, optimism and pessimism, or moral agency and material structure) are both empirically and practically problematic, and seeks to move beyond these. Engagement with data from semi-structured interviews offers insight into how journalists’ perceptions of and responses to change are shaped by the historical and shifting institutional relations in which they are implicated.  相似文献   

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes     

Justin D. Lewin  Erin L. Vinson  MacKenzie R. Stetzer  Michelle K. Smith 《CBE life sciences education》2016,15(1)

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.  相似文献   

Piece-by-Piece Review of Digitize-and-Lend Projects through the Lens of Copyright and Fair Use     

Michelle M. Wu 《Legal Reference Services Quarterly》2017,36(2):51-73

Digitize-and-lend library projects can benefit societies in multiple ways, from providing information to people in remote areas or with physical disabilities to facilitating the sharing of library resources with information-poor communities. This article explores the potential of digitize and lend as well as outlines how projects can be undertaken in a manner respectful of the balance of copyright.  相似文献   

Experiencing Jewish Education: Perspectives From Learners and Leaders     

Michelle Lynn-Sachs 《Journal of Jewish Education》2015,81(4):345-347

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Lawrence R. Frey and David L. Palmer,Teaching communication activism: communication education for social justice     

Michelle Rodino-Colocino 《The Communication Review》2016,19(1):79-81

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