Defining,Assessing, and Rethinking Quality Cataloging     

Karen Snow 《Cataloging & classification quarterly》2017,55(7-8):438-455

Definitions of “quality cataloging” may differ from cataloger to cataloger and from institution to institution. If an objective definition of quality is elusive, how can an institution assess the quality of cataloging work? This article discusses definitions of quality cataloging in the literature and different ways it has been evaluated and measured. Academic library catalogers' perceptions of quality cataloging will also be explored, as well as how these perceptions are formed. The article concludes by suggesting ways cataloging departments can approach the creation and evaluation of quality cataloging in an ethical manner.  相似文献   

Assessing a Patron-Driven,Library-Funded Data Purchase Program     

Beth Sheehan  Karen Hogenboom 《The Journal of Academic Librarianship》2017,43(1):49-56

The University Library at the University of Illinois at Urbana-Champaign established the Data Purchase Program in 2010 to provide a source of funding for the purchase of datasets which are requested by students and faculty, and make this data available to the campus at large for future use. In this study, the authors interviewed past applicants who submitted proposals to this program to collect their feedback and perspectives on the strengths of this program and the impact that it had on their research, as well as to determine any aspects of the program's design or implementation that need improvements. Interviews revealed that the ease of application and lack of other options for obtaining data made the program appealing, especially to graduate students, but that study participants wished for a more robust program in terms of marketing the specific data purchased by the library and help with data in general. Also, the purchased data had a wide range of impacts on the participants' research.  相似文献   

Root Cause Analysis: Parsing Complex Challenges in Academic Libraries     

Karen Sobel 《The Journal of Academic Librarianship》2017,43(4):312-318

Root cause analysis (RCA) has been used in government, technology, health care, and other sectors for over 60 years. It assists organizations in identifying the original, most authentic cause or causes of an extremely complex problem. Depending on the nature of the problem, the organization can then make plans to mitigate the problem or avoid similar situations in the future. Scholarly library literature does not provide examples of any libraries using RCA. This article aims to present RCA as a strong and relevant addition to academic libraries' array of problem-solving tools. It outlines three models of RCA so that libraries may choose one that suits their needs. As academic libraries almost invariably exist in complex universes of stakeholders, funding, politics, and other factors, I believe that RCA is a natural fit for approaching their challenges efficiently.  相似文献   

Teaching group interdependence: A campus murder mystery activity     

Elizabeth M. Minei  Karen Shearer Dunn 《Communication Teacher》2017,31(3):172-176

Courses: Introduction to Communication; small group; interpersonal

Objectives: This single activity demonstrates: (1) how interdependence can lead to better group outcomes than individual outcomes can; (2) how diversity of knowledge from multiple contributors helps group functioning; and (3) how students can be introduced to members of the department in a creative way. Successful completion of this activity familiarizes students with both administration, staff, and faculty members, as well as undiscovered resources.  相似文献   

Lessons learned about access to government information after World War II can be applied after September 11     

Karen Hogenboom 《Government Information Quarterly》2008

The cost of unrestricted dissemination of government information to Americans' safety and security has been a topic of heated debate since September 11, 2001. The risks of dissemination seem to have skyrocketed in this age of terrorist attacks. However, the United States faced similar risks after World War II, when the secret of the atom bomb required close protection. Congress can learn from the process that the U.S. government went through to pass the Atomic Energy Act of 1946 [Atomic Energy Act of 1946. Pub. L. No. 79-585, 60 Stat. 755] during a similar time of national stress and fear and work to pass laws regulating the dissemination of information to the public. In the absence of legislative guidance, agencies have been left to restrict information as they think is best, with inconsistent and disastrous results.  相似文献   

Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity     

Firetto  Carla M.  Murphy  P. Karen  Greene  Jeffrey A.  Li  Mengyi  Wei  Liwei  Montalbano  Cristin  Hendrick  Brendan  Croninger  Rachel M. V. 《Instructional Science》2019,47(2):181-214

Instructional Science - Effective interventions are needed to bolster students’ argumentation capacities, an area in which they consistently struggle. Quality Talk (QT) is an approach to...  相似文献   

Visualization as a guide for composing     

Catherine Golden  Mary Ann Foley  Karen Holtz  Russell Lynde 《Reading and writing》1994,6(2):197-214

Visualization techniques involving the analysis of pictorial information (e.g., photographs, paintings, and geometric forms) are used to guide students' understanding of the composing process. For the first exploratory study sets of papers written by students enrolled in an introductory level composition course incorporating these techniques were compared with sets of papers written by students in another section of the same course to determine the effectiveness of visualization for understanding the process of revision. Students in a second study completed a questionnaire designed to assess students' memory for visualization techniques as well as their tendency to apply these techniques to new situations. The results suggest that visualization techniques were effective in guiding the revision process (Study 1). Further, results show that students remembered both specific details about the pictorial information used to guide the composing process (outlining, analyzing, revising) and the underlying principles informing these techniques (Study 2). Visualization techniques are discussed in terms of their potential usefulness in reducing the cognitive demands implicit in the composing process.  相似文献   

双人秋千     

陈俪俪 《海外英语》2003,(2):24-26

“It's finished,”Mac Calloway called to Dana through the screen door.As Mac had built a new deck onto Dana's house overthe weekend,they'd talked on his breaks.Yesterday assummer heat invaded mid-September,she'd taken him aglass of lemonade.But today when she'd gottenhome from school she'd stayed in thehouse.Glancing outside often ,she realized she  相似文献   

Enhancing science performance in students with learning disabilities using cover,copy, and compare: A student shows the way     

Tawnya J. Smith  Karen I. Dittmer  Christopher H. Skinner 《Psychology in the schools》2002,39(4):417-426

A student who participated in a previous study where he was trained to use a self‐managed academic intervention known as cover, copy, and compare (CCC) to enhance his mathematics performance developed the specific intervention used in the current study. Without prompting, this student adapted and employed this procedure to learn bone in the human body. In the current study a multiple baseline across tasks design was used to determine if CCC could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Three students learned how to perform the self‐management procedures during one session that lasted less than 15 minutes. Results showed that immediately after implementing the CCC intervention students' accuracy improved. Following 11 brief sessions, students were able to identify 15 parts of a human heart with an overall accuracy of 80% over 2 consecutive days. Discussion focuses on limitations and implications of this study and school psychologists' and students' contributions to the development and empirical validation of academic interventions. © 2002 Wiley Periodicals, Inc.  相似文献   

Michael Pressley (1951–2006)     

Steve Graham  Karen R. Harris 《Contemporary educational psychology》2006

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