The shackled school internet: zemiological solutions to the problem of over-blocking     

Andrew Hope 《Learning, Media and Technology》2013,38(3):270-283

Despite widespread internet provision in UK schools, there is little evidence to suggest resultant, sustained educational benefit. Drawing upon the notion of over-blocking, this paper explores how narrow notions of digital learning and over-zealous responses to internet risks limit students’ educational experience. It is argued that this undermines digital literacy, raises questions about the future role of schools, exacerbates information poverty and limits the potential for democratic engagement. Adopting a zemiological approach privileging social harm may provide a solution to such problems insofar as it focuses on resolution not blame, existing issues rather than future ones and the facilitation of open, democratic discussion.  相似文献   

Exhibits in Archives and Special Collections Libraries     

Andrew Cook 《档案与原稿》2013,41(1):76-77

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End of the Line?: A Case Study of a Cataloging Department Achieving BIBCO Status     

Paige G. Andrew 《Cataloging & classification quarterly》2013,51(4):311-322

The Cataloging and Metadata Services Department of the Pennsylvania State University Libraries successfully achieved full participation in the Library of Congress’ Monographic Bibliographic Record Cooperative Program of the PCC (BIBCO) in 2010. Reaching this goal means that the catalogers at Penn State are now fully engaged in all of the cooperative cataloging initiatives overseen by the PCC, as well as participating in cooperative quality control efforts for three formats within the OCLC Enhance Program. This article describes the journey toward achieving both BIBCO status and full participation in all cooperative programs and the importance for doing so. It also serves as a means to invite other institutions to take the next steps on their journey toward full participation in cooperative cataloging, or to join us in these important efforts.  相似文献   

Bankruptcy: A Legal Research Course     

C. Andrew Plumb-Larrick 《Legal Reference Services Quarterly》2013,32(3):193-227

Several aspects of the subject matter and practice of bankruptcy law lend themselves to use as the underlying subject matter for a course in advanced legal research. Although the unique institutions and procedure in bankruptcy cases call for specialized instruction, the structure of the substantive field around an integrated, codified statute and the intersections of state and federal jurisdiction provide plentiful jumping-off points to reinforce important general concepts of strategic and thoughtful legal research practice. The first half of this article presents an introduction to the field as a basic substantive grounding necessary to any law librarian pondering a legal research course grounded in bankruptcy law. The article also familiarizes the prospective research instructor with the major sources of law in the field and assesses numerous secondary sources and research tools covering the field with an eye to which print and online sources will be of the best anticipated value to today's legal research students. Model syllabi are proposed for either a larger, three-credit course or for a one-credit minicourse in specialized research that might either stand alone or serve as a supplement to a substantive course or seminar in the field.  相似文献   

How Comparable are the Actions of a School-Based Intermediary Responding to Inquiries and the Information-Seeking Behavior of Young People?     

Andrew K. Shenton 《The Reference Librarian》2013,54(4):276-289

This article examines an issue that is rarely considered—the similarities between the action taken by an intermediary responding to inquiries within the setting of a school library media center and the information behavior of end-users. The work concentrates on five important areas: the exploitation of the individual's own knowledge; the employment of readily accessible information resources; the way in which materials may be used; approaches to other people; and the circumstances surrounding the termination of a search. The article identifies implications for the information professional and suggests ways forward for future research.  相似文献   

Your Input Sought … Streamlining Registration and Cataloging? … Return to Print?     

Andrew Shroyer 《期刊图书馆员》2013,64(3-4):346-352

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Self‐handicapping orientation and tendencies toward verbal aggressiveness     

Theodore A. Avtgis  Andrew S. Rancer  Philip P. Amato 《Communication Research Reports》2013,30(2):226-234

This study explored tendencies toward verbal aggressiveness by individuals who differ in the extent to which they engage in face saving strategies. Two‐hundred ten participants completed the Self‐Handicapping and Verbal Aggressiveness Scales. Results indicated that differences exist between high and moderate, and law self‐handicappers on their tendencies toward verbal aggressiveness. Participants who reported using more self‐handicapping behaviors (highs and moderates) reported higher levels of verbal aggressiveness than low self‐handicappers. The results suggest that verbal aggressiveness may be considered as a self‐handicapping strategy for those higher in self‐handicapping orientation.  相似文献   

IM Online: Instant Messaging Use Among College Students     

Andrew J. Flanagin 《Communication Research Reports》2013,30(3):175-187

Research on computer-mediated communication (CMC) has thus far largely overlooked instant messaging (IM), an extremely popular, and increasingly important, form of CMC. This study examines the most prevalent motivations for using IM within what is currently among the largest demographic groups utilizing this tool, college students. Data from 271 students are used to assess current motivations for IM use, its relative (dis)advantages over other communication channels, and its potential displacement of other technologies. Findings indicate that IM usage parallels factors found in other research, although important differences emerge within cross-media comparisons. In addition, respondents exhibited a high capacity for multi-tasking in IM conversations, and results suggest displacement effects, particularly of email by IM. Overall, results of this study shed considerable light on the use of IM among those users who will become increasingly important over time for understanding IM use in the contemporary media environment.  相似文献   

Investigating shareable feedback tags for programming assignments     

Stephen Cummins  Liz Burd  Andrew Hatch 《Computer Science Education》2013,23(1):81-103

This article presents an investigation into the usage of shareable feedback tags as a way of delivering feedback to three different cohorts of programming students. A series of research questions are examined; these include investigating any perceived benefit from students using feedback tags and exploring how students interact with their feedback. Results indicate that students with both the lower and higher marks in a cohort are more likely to opt to share their feedback and programming work than students with mid-ranged marks. A variety of reasons, both for and against sharing, given by students are discussed. Six categories of student behaviour exhibited during interaction with their feedback have been identified in this article. This article has shown that feedback tags can be used successfully as a form of shareable feedback and that a number of future research possibilities exist that can extend this topic.  相似文献   

Cooperative Learning in Science: Follow‐up from primary to high school     

Allen Thurston  Keith J. Topping  Andrew Tolmie  Donald Christie  Eleni Karagiannidou  Pauline Murray 《International Journal of Science Education》2013,35(4):501-522

This paper reports a two‐year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.  相似文献