ethanporcaro/eric-fulltext-meta huggingface dataset:
Discourse and Practice in Information Literacy and Information Seeking: Gaps and Opportunities
Author: Julien, H.
Date: 2010-03-00
Type: Journal Articles
Subjects: Information Seeking,Information Literacy,Theory Practice Relationship,Educational Practices,Discourse Analysis,Meta Analysis,Schematic Studies,Vocabulary,Scholarship,Search Strategies,Educational Research,Social Science Research,Research Opportunities,Research Needs

Introduction: This paper argues for increased research consideration of the conceptual overlap between information seeking and information literacy, and for scholarly attention to theory-based empirical research that has potential value to practitioners. Method: The paper reviews information seeking and information literacy research, and highlights the exceptional research of Louise Limberg and her colleagues, as well as that of Carol Kuhlthau, both of whom have integrated the concepts of information seeking and information literacy into theoretically strong research that has significant practical value. The paper also identifies a disconnect between practitioners' and scholars' conceptions of information literacy. Conclusions: Scholars have a collective responsibility to support practice with theory and research findings that speak to the range of practical challenges experienced in the workplace.
Meta-Synthesis of Research on Information Seeking Behaviour
Author: Urquhart, Christine
Date: 2011-03-00
Type: Journal Articles
Subjects: Evidence,Research Methodology,Information Seeking,Meta Analysis,Womens Studies,User Needs (Information),Users (Information),Behavior Theories,Social Science Research,Habit Formation

Introduction: Meta-synthesis methods may help to make more sense of information behaviour research evidence. Aims and objectives: The objectives are to: 1) identify and examine the theoretical research strategies commonly used in information behaviour research; 2) discuss meta-synthesis methods that might be appropriate to the type of research studies normally encountered in information behaviour research; and 3) propose some approaches. Method: The methods are literature-review based, with reflection and discussion of an existing meta-synthesis of research on women's information behaviour. Analysis: Information behaviour reviews are categorised according to prevailing paradigm and these paradigms mapped to those used in reviews of meta-synthesis in social science. Results: The range of inquiry paradigms used in information behaviour research is varied, with a strong emphasis on psychological (positivistic) approaches and constructivism. There are many approaches to meta-synthesis and the choice depends on the desired outcomes, as the example meta-synthesis illustrates. Conclusions: Meta-synthesis approaches, such as meta-ethnography and critical interpretative synthesis, may be applied to research in information behaviour. (Contains 2 tables.)
Everyday Hassles and Related Information Behaviour among Youth: A Case Study in Taiwan
Author: Lu, Ya-Ling
Date: 2011-03-00
Type: Journal Articles
Subjects: Coping,Information Seeking,Foreign Countries,Grade 5,Grade 6,Elementary School Students,Urban Schools,Qualitative Research,Statistical Analysis,Student Behavior,Stress Variables,Stress Management,Access to Information,Journal Writing,Problem Solving

Introduction: This reported study is a part of a larger project. The research objective considered in the present paper is information behaviour and everyday hassles among youth in Taiwan. Method: The sample consisted of 133 children, including sixty-five girls and sixty eight boys, in fifth- and sixth-grade classrooms in a public elementary school in an urban community in Taiwan. This study employed a semi-structured journal adopted from Sorensen's coping research. The journal contained eight questions. Analysis: The aim of this study was description and conceptualization. Both qualitative and quantitative analyses were used to explain and describe the phenomenon. Daily problems were coded and analysed based on established coping research in psychology. In analysing data regarding children's information behaviour and coping, the method of open coding was used because typologies of children's information behaviour and coping were unavailable. Findings: Children in this study reported fifteen categories of everyday hassles and exhibited four different types of related information behaviour. Conclusion: These findings have implications for children's services. (Contains 3 tables.)
Culturally Responsive Practices for Culturally and Linguistically Diverse Students with Learning Disabilities
Author: Utley, Cheryl A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Special Education Teachers,Culturally Relevant Education,Cultural Differences,English (Second Language),Student Diversity,Teaching Methods,Curriculum,General Education,Special Education,Response to Intervention

This article discusses culturally responsive frameworks, principles, pedagogy, and curriculum for general and special educators who work with culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally responsive teaching has critical features that could benefit CLD students with LD. For example, culturally responsive practices require general and special educators to use culturally sound techniques as they maximize the potential of CLD learners with LD. (Contains 2 figures.)
Using the Comprehensive Support Model to Work with Culturally and Linguistically Diverse Students with Learning Disabilities
Author: Obiakor, Festus E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Special Education Teachers,Intervention,Educational Strategies,Regular and Special Education Relationship,Intelligence Quotient,Cultural Differences,Cultural Pluralism

The whole village must take responsibility for the education of its children and youth. This is particularly critical for children from culturally and linguistically diverse (CLD) backgrounds with learning disabilities (LD). Since the establishment of the LD category, there have been different and conflicting rationalizations for the extremely elevated growth in the identification of these students. Despite these rationalizations, one important point of agreement seems to be very clear; that is, a comprehensive educational approach must be at work to maximize the fullest potential of these students. Put another way, to work with these students in culturally responsive ways, general and special educators must take advantage of the Comprehensive Support Model (CSM). This mutually inclusive model collaboratively involves the student, family, school, community, and government in working with CLD students with LD. This whole village concept is the focus of this article.
A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education
Author: Bakken, Jeffrey P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Multicultural Education,Learning Disabilities,School Administration,Administration,Social Organizations,Educational Change,Special Education Teachers,Leadership,Principals,Administrators,Special Education,Academic Achievement,Cultural Differences,Federal Legislation,Models,Teaching Methods,Educational Improvement,Cultural Pluralism

This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school change. Key factors--social organization, commitment, vision, leadership roles, etc.--impacting school administration effectiveness are discussed. The perspective of schools as (a) professional learning communities, (b) culturally proficient/responsive school administrators, and (c) principals and leaders who work cohesively with general and special educators is advocated. Lastly, the role of culturally proficient/responsive principals and the implementation of IDEIA requirements are discussed.
A Psychometric Investigation of the Multicultural and Special Education Survey: An Exploratory Factor Analysis
Author: Utley, Cheryl A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Needs,Disabilities,Factor Analysis,Community Relations,Psychometrics,Special Education Teachers,Professional Development,Individualized Instruction,Special Education,Multicultural Education,Surveys,Regular and Special Education Relationship

An exploratory factorial analysis of the Multicultural and Special Education Survey (MSES) evaluated the professional development training needs of general and special educators in a midwestern state. Survey items were selected from the culturally and linguistically diverse multicultural, bilingual and special education literature bases (CLD). The MSES was distributed to 403 general and special educators in school districts with an enrollment of (a) less than 10 percent of CLD students and (b) greater than 10 percent of CLD students. The results of the exploratory factor analyses revealed 7 common factors that accounted for 88% of the variability in teacher responses: (a) cultural knowledge, (b) teaching strategies, (c) curriculum and materials, (d) parental communication, (e) monitoring and evaluation, (f) individualized education plan, and (g) community relations. Implications for professional development programs in multicultural and special education are discussed. (Contains 5 tables and 1 figure.)
Evaluating the Culturally Relevant and Responsive Education Professional Development Program at the Elementary School Level in the Los Angeles Unified School District
Author: Patton, Daniel C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Participation,Active Learning,School Districts,Parent School Relationship,Special Education Teachers,Educational Opportunities,Peer Teaching,Professional Development,Elementary School Teachers,Educational Strategies,Academic Achievement,Evaluation,Administrators,Special Education

The overall effectiveness of the culturally relevant and responsive education (CRRE) professional development program in the Los Angeles Unified School District (LAUSD) was evaluated. Recruitment procedures included general and special educators and school administrators as participants. The &quot;CRRE Observation Coding Scheme&quot; and reflective field notes were collected during sessions from data collectors. Using a mixed-methods approach, findings revealed that a total of 399 hours of CRRE content was delivered. The most common themes addressed were designing rigorous instructional environments (53%), active learning (48%), language needs of English Language Learners (45%), and relating to students' life experiences (43%). The least common themes were access to educational opportunity (3%), giving ample assessment time (3%), relations between community and school (3%), intelligence as an effort based phenomenon (6%), parental involvement in school activities (8%), impact of culture on testing (8%), applied learning (9%), and peer teaching (9%). Future implications for implementing CRRE professional development programs for general and special educators and school administrators are discussed. (Contains 11 tables.)
Beyond Eureka Moments: Supporting the Invisible Work of Creativity and Innovation
Author: Anderson, Theresa Dirndorfer
Date: 2011-03-00
Type: Journal Articles
Subjects: Creativity,Information Science,Information Services,Innovation,Library Science,Ethnography,Information Technology,Access to Information,Information Literacy,Educational Technology

Introduction: This paper is about the challenges of working creatively and reflectively in the information-intensive environments characteristic of our digital age. Method: The paper builds upon earlier work about uncertainty in library and information science by incorporating work exploring risk cultures and uncertainty as everyday phenomena. It presents arguments emerging from an ongoing investigation of the background work involved in scholarly research practice. These threads are used to invite discussion about the particular strategic contribution that the ISIC community might make in answer to calls for more creativity and greater support for the human spirit in all that we do. Analysis: Ethnographic material about scholarly research practice is combined with varied research exploring creativity and uncertainty. Results: Analysis of conditions that can stimulate creativity suggests that working through and being in uncertainty provides a site of creativity stimulation that addresses Howkins's query about how and where we wish to do our thinking. Conclusions: As information researchers and practitioners, we can act as stewards within our communities and help shape the information services and infrastructures that support organisations and communities striving to be more creative and to engage with information in inventive ways.
Why Choose This One? Factors in Scientists' Selection of Bioinformatics Tools
Author: Bartlett, Joan C.
Date: 2011-03-00
Type: Journal Articles
Subjects: Scientists,Criteria,Decision Making,Research,Diaries,Content Analysis,Biology,Information Science,Databases,Genetics,Data Analysis,Interviews,Familiarity

Purpose: The objective was to identify and understand the factors involved in scientists' selection of preferred bioinformatics tools, such as databases of gene or protein sequence information (e.g., GenBank) or programs that manipulate and analyse biological data (e.g., BLAST). Methods: Eight scientists maintained research diaries for a two-week period, and were then interviewed following a semi-structured interview schedule. Analysis: The diaries and interview transcripts were analysed using a content analysis approach to reveal the factors that affected the selection of the bioinformatics tools the scientists used. Results: Some of the factors (e.g., ease of use, familiarity), were similar to those identified with respect to text-based, bibliographic resources, while others (e.g., interface, scalability) were specific to the bioinformatics domain. Particularly interesting was the variation in how a single factor was defined. Often what was preferred by one group of users was not preferred by another. Conclusions: The identification of the broad, and sometimes contradictory, range of factors preferred by scientists has several implications. These include the need to design and develop tools to accomodate all users, (e.g., with multiple interface options), and to devise means of recommending or selecting tools on the basis of preferred factors.
New Architectures for Presenting Search Results Based on Web Search Engines Users Experience
Author: Martinez, F. J.
Date: 2011-03-00
Type: Journal Articles
Subjects: Internet,Search Engines,Information Management,Use Studies,Technological Advancement,Information Seeking,Information Utilization,Information Retrieval,Navigation (Information Systems),Search Strategies,Adjustment (to Environment)

Introduction: The Internet is a dynamic environment which is continuously being updated. Search engines have been, currently are and in all probability will continue to be the most popular systems in this information cosmos. Method: In this work, special attention has been paid to the series of changes made to search engines up to this point, which are currently in common usage; we also consider the objectives set for an immediate future in which, undoubtedly, searches will be increasingly attuned to user needs. Analysis and Results: Since they originated, these information recovery systems have seen developments in their search algorithms and interfaces for presentation of results whilst their users' information seeking behaviour has changed substantially, making it possible to distinguish up to three generations (the latest of these is still being developed). Changes in users' habits and routines when interacting with these systems show a road map which is increasingly concerned with improving the searching experience. Conclusions: Therefore, we are dealing not only with technological development, but also with an evolving process with regard to the use of information, in turn leading to a new Internet search paradigm. (Contains 1 table and 9 figures.)
In Search of Facilitating Citizens' Problem Solving: Public Libraries' Collaborative Development of Services with Related Organizations
Author: Ikeya, Nozomi
Date: 2011-03-00
Type: Journal Articles
Subjects: Foreign Countries,Public Libraries,Reference Services,Business,Problem Solving,Community Organizations,Specialization,Stakeholders,Interviews,Information Services

Introduction: The paper attempts to understand value constellations in organising and using the business information service that was recently developed by various stakeholders with libraries who were in pursuit of supporting people's problem solving in Japanese public libraries. Method: In-depth interviews were conducted not only with users and librarians, but also with members from specialised organizations who participated in organising the service. Analysis: Tape-recorded interviews were transcribed and analysed to identify how the new set of services were designed and implemented in collaboration with organizations. Because the analysis was aimed to identify values recognised by those involved in designing, managing and using the services, an ethnomethodological approach was adopted as the approach is appropriate for understanding practical reasoning embedded in activities. Results: Two approaches (i.e. value constellations) in designing the service were identified, one is reference service oriented approach, where the reference service is located at the centre of the business information service and its transformation is carried out; and the other is specialised service, programme-oriented approach, where the service is organized with more reliance on outside specialists. Different emphases on various values were also identified in using the business information service. Conclusions: Close examination of value constellations as part of organizing and using the service seem to be an appropriate way to systematically understand and inform the actual services in relation to the use of such services. (Contains 1 table.)
Understanding Education for Social Justice
Author: Hytten, Kathy
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Educational Philosophy,Educational Change,Educational Practices,Ethnography,Narration,Literature Reviews,Educational Theories,Democratic Values,Definitions,Fundamental Concepts,Educational Research

It has become increasingly common for education scholars to claim a social justice orientation in their work. At the same time, education programs seem to be adding statements about the importance of social justice to their mission, and a growing number of teacher education programs are fundamentally oriented around a vision of social justice. Despite all the talk about social justice, it is often unclear in any practical terms what one means when he/she invokes a vision of social justice or how this influences such issues as program development, curricula, practicum opportunities, educational philosophy, social vision, and activist work. In this article, the authors intend to sort through the social justice literature in education in order to develop a better understanding of what this work is all about and why it is important. Better understanding the types of work done under the banner of social justice may help educators to more productively work together across differences and amid the variety of ways they are committed to social justice. Here the authors share Carlson and Dimitriadis's (2003) desire to develop a more powerful and "strategically unified progressive vision of what education can and should be" that ideally can emerge when educators find ways to work together despite different passions and while keeping alive real tensions. Throughout the article, the authors aim to provide some useful orientation and framework to characterize what has been written about education for social justice and the theories, passions and agendas that inform it. They offer five broad strands or usages of social justice in the education literature. They provide an entry point into the literature that can help educators to better understand and frame some of their goals in working for social justice.
Forging Vertical Linkages in the Public Sphere: School-Church Engagement for Social Justice
Author: Miller, Peter M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Democracy,Church Role,Public Schools,High Stakes Tests,School Community Relationship,Cooperation,State Church Separation

Within the broad discussion of social justice in education, multiple conceptualizations of the term have been posited. Although there is no uniform notion of social justice, most would concur that, "Social justice, broadly defined, refers to a condition whereby all people are afforded fair opportunities to enjoy the benefits of society" (Miller, 2008, p. 821). Scholars and practitioners commonly write about and seek social justice as it relates to issues of race, socioeconomic status, gender, sexual orientation, and ability. In this article, the authors posit that for conditions of social justice to be expanded several fundamental connections must be made in the broader society where schooling is situated. Framed within democracy theory's description of the public sphere, the authors examine the "bringing about of social justice" through two broad propositions. They assert that: (1) The structural linkage of the public sphere maximizes opportunities for social justice; and (2) The structural linkage of the public sphere occurs best through institutional means. To concretize their discussion, the authors comprehensively interrogate the viability of churches as institutional partners for public school-based social justice movements. (Contains 2 figures and 8 notes.)
Guiding White Pre-Service and In-Service Teachers toward Critical Pedagogy: Utilizing Counter-Cultures in Teacher Education
Author: Porfilio, Brad J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teacher Education,Preservice Teachers,Critical Theory,Democracy,Educational Change,Teacher Educators,Whites,Teaching Methods,Activism,Equal Education,At Risk Persons

This essay documents a few key examples of the critical pedagogy and curriculum that the authors employ to challenge pre-service and in-service teachers to consider the concrete and theoretical contexts of taking on a social-activist-teacher persona. Their vision of social justice is rooted firmly in the critical tradition, as it is anchored in excavating unjust social and economic formations that imperil the vast majority of the world's population, while concomitantly empowering the economic elite. Not only do they believe that teacher educators must take the lead in helping their students recognize the social, political, and economic forces creating injustice in schools and in the wider society, but they must help current and future teachers develop emancipatory visions of how to develop instructional designs, collaborate with educators, and engage in activist initiatives which have the potential to eliminate social inequalities and build institutional structures based on democracy, equity, and fairness. Like many teacher educators, the authors have worked in institutions where almost 95% of the teacher education students have self-identified as "White." Because of the difficulties of working with this nearly ubiquitous at-risk group (at risk for acting as oppressors), the authors focus their attention in this essay on the challenges White in-service and preservice teachers pose to practicing critical pedagogy. (Contains 3 notes.)