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Maria J. Grant Penny Bonnett Anthea Sutton Audrey Marshall Jeannette Murphy Hannah Spring 《Health information and libraries journal》2016,33(1):1-6
Academic writing can seem a daunting prospect although with the right support and information it can be more achievable than you think. In this first set of editorial comments of 2016, editors from all sections of the Health Information and Libraries Journal outline the origins of the individual section of the journal which they oversee and highlight some of the things you might want to consider when thinking of submitting your writing for publication. 相似文献
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Joel Spring 《教育政策杂志》2013,28(5):45-55
This essay discusses the importance of the relationship between power and knowledge for research into the politics of education. Based on this discussion, the author proposes research questions regarding the poor, effective schools, restructuring, and the influence of business on schools. Of particular concern is the effect of the relationship between power and knowledge on the education of children from poor families, and dominated racial and ethnic groups. In addition, the essay suggests an interrelationship between the political and economic interests of educational researchers and the types of research questions that they ask. 相似文献
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Hannah Spring 《Health information and libraries journal》2018,35(1):78-83
The effective delivery of information literacy training can be a challenging process, and health library and information professionals are constantly innovating in this area. This article presents a case study of the BHSc (Hons) Occupational therapy degree programme at York St John University to demonstrate ways in which deep integration of information skills into the curriculum can be achieved. The article advises that in the delivery of health and social care related information skills, we should look more broadly at where relevant learning can happen. In particular, contexts of the health care environment are suggested as a consideration rather than the narrow scope of the academic, classroom‐based environment. Examples are provided of specific teaching and learning activities used on the programme alongside CPD activity and curriculum design. 相似文献
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Online learning: the brave new world of massive open online courses and the role of the health librarian 
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下载免费PDF全文 Hannah Spring 《Health information and libraries journal》2016,33(1):84-88
In a wired, virtual and information rich society, MOOCs (Massive Open Online Courses) are leading us into a brave new world in which their key role is to support lifelong networked learning. This feature looks at the broad role of MOOCs and considers them within the context of health, and health librarianship. In particular, it provides examples of where health librarians have developed MOOCs and what opportunities there are in the future for health librarians to collaborate in the development and delivery of health MOOCs. H.S. 相似文献
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International collaborations in learning and teaching: perspectives from a visiting professorship 下载免费PDF全文
下载免费PDF全文 Hannah Spring Marita Kunkel Isaac Gilman Nancy Henderson John White 《Health information and libraries journal》2016,33(3):249-254
This article provides a reflection on the outcomes of an international collaboration between health librarians and academics at York St John University and Pacific University Oregon. In particular, it describes how a month‐long visiting professorship from an academic with a clinical librarian background at the Faculty of Health and Life Sciences helped to develop and inform teaching practice in the areas of information literacy and evidence‐based health practice on health programmes at Pacific University. Perspectives are offered from both institutions on the rich exchange of knowledge and practice that took place during the visit and the ongoing impact it has had on teaching practices. H. S. 相似文献
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Alexandra Ursache Kathleen Kiely Gouley Spring Dawson-McClure R. Gabriela Barajas-Gonzalez Esther J. Calzada Keith S. Goldfeld Laurie M. Brotman 《Child development》2020,91(6):e1249-e1266
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies. 相似文献
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Borup Jered Graham Charles R. West Richard E. Archambault Leanna Spring Kristian J. 《Educational technology research and development : ETR & D》2020,68(2):807-832
Educational technology research and development - In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively,... 相似文献