title: Market basket analysis of library circulation data

authors: Cunningham, Sally Jo

subjects: computer science

abstract: “Market Basket Analysis” algorithms have recently seen widespread use in analyzing consumer purchasing patterns-specifically, in detecting products that are frequently purchased together. We apply the Apriori market basket analysis tool to the task of detecting subject classification categories that co-occur in transaction records of book borrowed form a university library. This information can be useful in directing users to additional portions of the collection that may contain documents relevant to their information need, and in determining a library’s physical layout. These results can also provide insight into the degree of “scatter” that the classification scheme induces in a particular collection of documents.

text: Market basket analysis of library circulation data “Market Basket Analysis” algorithms have recently seen widespread use in analyzing consumer purchasing patterns-specifically, in detecting products that are frequently purchased together. We apply the Apriori market basket analysis tool to the task of detecting subject classification categories that co-occur in transaction records of book borrowed form a university library. This information can be useful in directing users to additional portions of the collection that may contain documents relevant to their information need, and in determining a library’s physical layout. These results can also provide insight into the degree of “scatter” that the classification scheme induces in a particular collection of documents.

year: 1999

title: TELA: Laptops for teachers evaluation—Final report years 7 & 8

authors: Cowie, Bronwen

subjects: laptops for teachers evaluation

abstract: In this evaluation, two methods of data collection were used: first, two focus groups of teachers in face-to-face meetings and second, a questionnaire sent to teachers in a range of schools. The focus groups allowed teachers to talk about their experiences and changes in their use of the laptop over the three years. Each year, one focus group was held for Year 7 and 8 teachers in full primary schools and the other held for Year 7 and 8 teachers in intermediate schools. The annual questionnaire asked teachers about various aspects of their laptops’ experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from focus groups held over three years.

text: TELA: Laptops for teachers evaluation—Final report years 7 & 8 In this evaluation, two methods of data collection were used: first, two focus groups of teachers in face-to-face meetings and second, a questionnaire sent to teachers in a range of schools. The focus groups allowed teachers to talk about their experiences and changes in their use of the laptop over the three years. Each year, one focus group was held for Year 7 and 8 teachers in full primary schools and the other held for Year 7 and 8 teachers in intermediate schools. The annual questionnaire asked teachers about various aspects of their laptops’ experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from focus groups held over three years.

year: 2008-06

title: Dis-lodging literature from English: Challenging linguistic hegemonies

authors: Locke, Terry

subjects: literature

abstract: This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

text: Dis-lodging literature from English: Challenging linguistic hegemonies This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

year: 2004-05-01