Perusing Google eBookstore     

Jane Nichols 《资料收集管理》2013,38(2):131-136

Google launched the Google eBookstore in December 2010. This edition of Techcast provides some initial thoughts on its impact on libraries.  相似文献   

Wanted: A Revolution in Library Continuing Education     

Jane Pinkston 《Public Library Quarterly》2013,32(4):295-311

This article reviews the work of the Library Continuing Education Summit organized by the Tennessee State Library and Archives in 2008 and the subsequent actions to implement the recommendations of that Summit. The summit objectives were to identify library training needs and opportunities, including those that could be shared by multi‐type libraries; to avoid duplication and encourage collaboration; to do better marketing and to create a centralized continuing education calendar for all libraries in the state. The author reviews these objectives and notes substantial specific organizational follow up to implement the recommendations in order to improve library continuing education. In spite of a wavering economy, the Summit has brought major changes in the organization and delivery of CE within Tennessee, including new e‐learning options, attention to the quality of instruction and how to improve operations and service delivery.  相似文献   

The UNC–Chapel Hill RDA Boot Camp: Preparing LIS Students for Emerging Topics in Cataloging and Metadata     

Madeline Veitch  Jane Greenberg  Caroline Keizer  Wanda Gunther 《Cataloging & classification quarterly》2013,51(4):343-364

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Innovations in Providing Access to Research and Knowledge: Directions for Systems Improvement in the Law Library     

Stephanie Davidson  Scott Matheson 《Legal Reference Services Quarterly》2013,32(2-3):137-163

ABSTRACT

In this article, the authors explore the future of legal reference services, continuing the discussion raised in their previous article, at 26 LRSQ 57 (No. 1/2, 2007). Again considering examples of popular and effective services from the non-library (commercial) world, they examine underlying trends and suggest points for improvement in library systems. They concentrate their focus on the academic law library, and on the changing role of the reference librarian.  相似文献   

Fundamentals of Managing Reference Collections     

Jane Natches 《Medical reference services quarterly》2013,32(1):117-118

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Correlates between communication apprehension and listening style preferences     

Stephanie Lee Sargent  James B. Weaver III  Christian Kiewitz 《Communication Research Reports》2013,30(1):74-78

Research suggests that initial impressions are important and set the tone for future interactions; however, little is known about which teacher communication behaviors create positive initial judgments by students. The purpose of this study was to examine the relationships among a set of teacher relational communication behaviors and students' early judgments about the future outcomes of the course. Specifically, students reported perceptions of their instructors' use of power, confirmation, nonverbal immediacy, and communication skills in the beginning of a semester and their predictions about future interactions with that instructor. Results indicated that teachers' use of coercive and legitimate power were negatively related to students' predicted outcome value (POV) judgments, whereas the use of reward, referent, and expert power, along with confirmation and communication skills, were positively correlated with students' POV judgments. Hierarchical regression further revealed unique relational message predictors of these judgments.  相似文献   

Teacher Influence in the Classroom: A Preliminary Investigation of Perceived Instructor Power,Credibility, and Student Satisfaction An earlier version of this paper was presented on a program of the Communication Education interest group at the annual convention of the Central States Communication Association,Milwaukee, WI,April 2002.     

Jason J. Teven  Jane E. Herring 《Communication Research Reports》2013,30(3):235-246

The purpose of this study was to examine the relationships between perceived teacher power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate students (30 males and 37 females) enrolled in Communication classes at a southwestern university. Students’ perceptions of their teachers’ expert, referent and reward power use were found to be positively related to their perceptions of their teachers’ competence, caring, and trustworthiness. Teacher power use contributed to the prediction of a significant amount of variance in teacher credibility. Additionally, student satisfaction was positively and significantly related to both teacher referent power and expert power. Surprisingly, students’ perceptions of coercive power were not significantly and negatively related to student satisfaction. Implications, limitations and suggestions for future research are discussed.  相似文献   

Interdisciplinary Majors Involving Computer Science     

Nancy M. Ide  Jane C. Hill 《Computer Science Education》2013,23(2):139-153

This article discusses the intent and nature of joint majors involving computer science and suggests broad guidelines to motivate and configure the course of study. We argue that a well‐designed joint major is greater than the sum of its parts so long as there exists a significant overlap in subject matter between disciplines which becomes the focus of study. We define the relatedness of the two disciplines involved in a joint major not along traditional lines, but in terms of a primary model for the study of computer science and the broad application of its computer science core curriculum to a variety of other disciplines. We argue that the joint major that includes computer science should entail a substantial theoretic component. This argument bars those combinations that require only programming (or information processing) skills for the joint major. Finally, we suggest, with illustrations, three concrete motivations behind the design of joint majors that include computer science as one of their components.  相似文献   

Setting expectations for good education: how Dutch school inspections drive improvement     

Melanie Ehren  Jane Perryman  Nichola Shackleton 《School Effectiveness & School Improvement》2013,24(2):296-327

With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes “good education” for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education.  相似文献   

Competing Views of Embryos for the Twenty-First Century: Textbooks and Society     

Jane Maienschein  Karen Wellner 《Science & Education》2013,22(2):241-253

It might seem that an embryo is an embryo, and that there would be a fact of the matter. That seems especially true with respect to the way embryos are presented in textbooks, including high school biology textbooks. This paper looks at three co-existing, competing, and often conflicting views of embryos. Then with a close study of twentieth century high school biology textbooks, it explores suggestions about the ways those books have influenced public impressions of embryos.  相似文献