ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of the Practicum by Students from the Perspective of the Induction Process
Author: Pacios, Ana R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Library Education,College Students,Practicums,Student Attitudes,Student Surveys,Experiential Learning,Internship Programs,Orientation,Satisfaction,Barriers,Program Evaluation,Qualitative Research,Statistical Analysis

This article shows the assessments made by students from the Carlos III University of Madrid of the induction period in the practicum they performed during their courses of study, and their perceptions of and attitudes towards it. The method used was a survey comprising 6 questions about the induction process, which was carried out among 359 students over six academic years from 2003/4 to 2008/9. The study demonstrates that the information centers receiving interns should place more emphasis on the induction process in order to achieve integration and correct the failings that this work has enabled us to detect. The employees from the information centers who act as supervisors of the students will be most aware of their interests and opinions. They will be able to take these into consideration when planning the work placements, particularly to provide a suitable welcome and orientation for the students, treating them in a similar way to new employees through the induction process. The students' observations should also be taken into account by the academics responsible for the internships, in order to establish proposals for action with a view to improving the practicum. This study will help to extend the very limited literature existing on assessment of the practicum programs from the perspective of LIS students.
Intangible Factors Influencing the Successful Completion of Graduate LIS Coursework by Non-Traditional Students: A Case of Two IMLS-Funded Scholarship Projects
Author: Most, Linda R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Information Science Education,Graduation Rate,Graduate Students,Performance Factors,Achievement Need,Scholarships,Online Surveys,Semi Structured Interviews,Academic Persistence,Graduate Surveys,Student Surveys,Student Experience,College Outcomes Assessment,Ancillary School Services,Guidance Programs,Interpersonal Communication,Interpersonal Relationship,Student Attitudes,Program Effectiveness,Program Evaluation

This paper examines two IMLS-funded scholarship programs that targeted non-traditional LIS students, documenting non-academic aspects of the programs that participating students identified as most important to the successful completion of their academic programs and to their establishment as contributing members of the professional library community. Formative analyses conducted during the programs pointed to the importance of ongoing and extensive administrative and emotional support for participants, and this paper provides an analysis of the value of these intangible sources of student support. Using online surveys and semi-structured interviews of selected participants from both scholarship programs, this study found that multiple forms of intangible support, from multiple sources inside and outside the academy, that surpassed institutional norms, were crucial to the academic and early career success of non-traditional LIS students.
What and How We Teach Now: A Survey of Youth Services Faculty
Author: Welch, Cindy C.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Youth Programs,Library Services,Course Content,Delivery Systems,Teaching Methods,Competence,Standards,Influence of Technology,Popular Culture,Needs Assessment,Educational Opportunities,Performance Factors,Barriers,Online Surveys,Educational Practices,Curriculum Development,Educational Trends,Information Science Education,Foreign Countries

Youth services faculty in LIS programs have seen significant changes in the last ten years in the content they teach and the variety of methods by which they deliver instruction. However, youth services education continues to be understudied and this study takes a first look at several gaps in the LIS education literature: youth services faculty voices speaking directly about what and how they teach; information about the interaction between youth services coursework, professional competencies, and standards; and the impact of technology and popular culture on LIS youth services coursework. Results indicate that technology plays a major role in both course content and delivery.
Teaching Public Library Administration through Epistemic Gaming
Author: Becnel, Kim
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Libraries,Library Administration,Library Education,Educational Games,Role Playing,Student Surveys,Likert Scales,Teamwork

This paper describes the design of an innovative educational experience that took place during the summer of 2011 with a cohort of library science students at Appalachian State University. This group of students, working online in their own virtual public libraries, engaged in an extended epistemic game that required the participants to undertake the experience as if they were practicing professionals in charge of a library. The paper describes, through analysis of an end-of-course questionnaire and follow-up interviews conducted one year after the completion of the course, students' perceptions of the ways in which the epistemic gaming format employed in the course affected their learning experience.
Research in Action: Taking Classroom Learning to the Field
Author: Evans, Abigail
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Graduate Students,Student Research,Research Methodology,Teaching Methods,Methods Research,Methods Courses,Field Experience Programs,Research Projects,Course Descriptions,Program Implementation,Program Evaluation,Information Science Education,Educational Practices,Educational Strategies

Over the past two decades, preparation of LIS professionals to conduct credible research has been both scrutinized and encouraged by a variety of scholars. The conclusion of these researchers has been that there is a paucity of courses and that opportunities for students to participate in authentic field research are few. There is a resulting need for improvements to the research methods education of LIS graduate students in general.
Professional Education in Expert Search: A Content Model
Author: Smith, Catherine L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Education,Expertise,Professional Education,Content Analysis,Grounded Theory,Search Strategies,Models,Online Searching,Course Descriptions,Library Instruction,Validity,Literature Reviews,Curriculum,Textbooks,Intellectual Disciplines

This paper presents a descriptive model of the subject matter taught in courses on expert search in ALA-accredited programs, answering the question: What is taught in formal professional education on search expertise? The model emerged from a grounded content analysis of 44 course descriptions and 16 syllabi, and was validated via a review of literature on search instruction. The model provides a framework for further research on the pedagogy of professional search education, and its role in the development of search expertise.
A Preliminary Study on the Curriculum Overlap and Gap between LIS Education and Intelligence Education
Author: Wu, Yejun
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Science,Library Education,Web Sites,Computer Literacy,Information Management,Geographic Information Systems,Data Collection,Data Analysis,Knowledge Level,Competition,Information Security,Curriculum,Computer Security,Safety,Political Issues,Military Science,Foreign Countries,Technology Uses in Education,Information Storage

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.
Re-Imagining Classrooms: Educational Environments in Contemporary Art
Author: Vella, Raphael
Date: 2015-08-15
Type: Journal Articles
Subjects: Educational Environment,Artists,Art Products,School Space,Learning,Literacy,Power Structure,Art Education

Overlaps between contemporary artistic and pedagogical practices have become commonplace in debates and publications in various fields: from curating and museum studies to art education. Often, such overlaps--particularly pedagogical projects initiated by artists--have been studied from curatorial or art historical perspectives. This paper discusses installations produced by a handful of contemporary artists who have explored educational environments not only in terms of their spatial dynamics but also in order to question conventional understandings of knowledge transmission, literacy and power structures in education. Starting off with a practice-based example of an educational environment in art, the paper then analyses other educational environments by three contemporary artists and studies their implications for art educators.
Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories
Author: Cooper, Linda Z.
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Education,Student Attitudes,Internship Programs,Service Learning,Reflection,Comparative Analysis,Conventional Instruction,Learning Theories,Transformative Learning,Experiential Learning,Communities of Practice,Graduate Students,Metacognition

This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience, participating students were asked to reflect on their learning in a service learning experience compared to their learning in traditional classroom learning experiences. Students' reflections are examined for evidence linking their perceptions regarding their learning to multiple theories of learning. Findings indicate that (a) the particular internship examined qualifies as service learning; (b) participating students feel they learn more in a hands-on service learning situation than in a traditional classroom learning situation; (c) participating students feel that classroom learning is an important pre- and/ or co- requisite to service learning; (d) multiple theories of learning are supported via a service learning experience thus offering more paths to learning to a broader, more diverse scope of learners; and (e) a service learning experience may open the way to a transformative learning experience while, at the same time, supporting the community and the LIS profession.
A Narrative Approach to Studying the Diversification of Inquiry Learning across Instructional Settings
Author: Rutten, Nico
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Inquiry,Personal Narratives,Learning Activities,Alignment (Education),Science Instruction,Elementary School Students,Elementary School Teachers,Middle School Students,Middle School Teachers,Secondary School Students,Secondary School Teachers,Biology,Physics,Chemistry,Astronomy

In this study we used a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived of as &quot;talking through&quot; a lesson in which a teacher supports inquiry with technology. By subsequently coding these narratives, we studied the functions that tools can fulfill related to certain learning activities and instructional settings. We created a template by distilling the coded functions of these tools. This template can be used to find alternative pedagogical functions for tools, alternative learning activities to support with a tool, and alternative instructional settings for use of the tool as educational support. Our template can support the alignment of these different aspects of tool-supported, inquiry-based learning by presenting them in a structured way.
Perceptions of Community of Practice Development in Online Graduate Education
Author: Marken, James A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Communities of Practice,Library Education,School Libraries,Student Attitudes,Computer Mediated Communication,Electronic Learning,Graduate Students,Program Effectiveness,Distance Education,Part Time Students,Qualitative Research,Student Participation

Implementing Communities of Practice (CoP) in online learning is well documented (Gray, 2004; Wenger &amp; Snyder, 2000), and is of particular interest to the LIS profession (Yukawa, 2010). Most of the students in school library programs are practicing teachers seeking to add the library science endorsement to their existing license. They are adults with busy lives, full-time jobs, and family and home commitments who welcome the opportunity provided by part-time distance learning options. This study found that students perceived CoP development to be possible in online part-time graduate coursework, although the barriers of time, commitment to CoP development, and technology issues persisted to defray the effectiveness of the CoP.
The Art of Empathy: A Mixed Methods Case Study of a Critical Place-Based Art Education Program
Author: Bertling, Joy G.
Date: 2015-08-15
Type: Journal Articles
Subjects: Empathy,Mixed Methods Research,Place Based Education,Art Education,Ecology,Environmental Education,Conservation (Environment),Curriculum Implementation,Middle School Students,Art Activities,Interviews,Focus Groups,Observation,Student Experience,Student Attitudes,Models,Statistical Analysis,Measures (Individuals),Scores,Pretests Posttests,Journal Writing,Caring,Responsibility,Case Studies,Grounded Theory,Statistical Significance

Bowers (2001) described how our ecological crisis is marked by metaphors of difference and separation. By adopting an ecological paradigm, students have the opportunity to move past harmful distinctions that have characterized relations with the earth. Instead, students can move to a deep recognition of the interconnectedness of living things. Empathy, particularly with the environment, is deeply tied to such a paradigm. To help students develop this paradigm, a critical place-based art curriculum designed and implemented in a middle school classroom. The curriculum was informed by the ecological imagination, a call for education that embraces the arts as a way to conceive of new ecological perspectives and dialogues. Drawing exercises, interviews, surveys, journals reviews, observations, and focus groups were used to investigate student experiences. Data revealed that students' ecological paradigms increased as a result of their participation. Throughout the program, students exhibited empathy with the environment as they cared for nature, developed awareness, and accepted responsibility.
Exploring the Use of ICTs in Learning and Disseminating Livestock Husbandry Knowledge to Urban and Peri-Urban Communities in Tanzania
Author: Angello, Consolata
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Animal Husbandry,Urban Areas,Information Dissemination,Mixed Methods Research,Information Seeking,Handheld Devices,Mass Media,Telecommunications,Internet,Computer Literacy,Barriers,Access to Information,Developing Nations,Surveys,Interviews

This paper discusses the importance of various Information and Communication Technologies (ICTs) in learning and disseminating relevant information on livestock husbandry in Tanzania. The paper is part of a study that investigated the extent of use of ICTs by urban and peri-urban livestock keepers and how access and dissemination of livestock information could be improved through use of ICTs. Mixed method approach was the methodology used in the study whereby quantitative and qualitative data were gathered. The findings of this study revealed that different types of ICTs were used by urban livestock keepers to learn and disseminate livestock information though some ICTs e.g. mobile phones were used more (92.1%) than other ICTs e.g. radio (21.7%) and television (24.6%). Internet was used by very few livestock keepers (2.4%) due computer illiteracy. It was concluded that ICTs are important tools for learning and dissemination livestock husbandry knowledge, but their use is hindered by several factors including unawareness of the radio and television programmes and lack of computer skills. Policy implications of the study include improvement of the telecommunications services and ICT infrastructure by the government through relevant bodies in order to facilitate more access and dissemination of information through mobile phones, radio, television and the Internet.
The Librarian Lion: Constructing Children's Literature through Connections, Capital, and Criticism (1906-1941)
Author: Martens, Marianne
Date: 2013-00-00
Type: Journal Articles
Subjects: Libraries,Librarians,Childrens Literature,Publishing Industry,Archives,Authors,Writing for Publication,Literary Criticism,Case Studies,Public Libraries,Reading Material Selection

While much has been written about the pioneering children's librarian Anne Carroll Moore, little has been written about her role as a &quot;de facto&quot; literary agent. As such, Moore was an innovator not only in children's librarianship, but also in the field of children's publishing. This paper analyzes Moore's letters at the Manuscripts and Archives Division of the New York Public Library and uncovers evidence of her agenting role. Letters written to Moore from authors and illustrators like Greville Macdonald, Walter de la Mare, Leonard Leslie Brooke, Dorothy Lathrop, Florence Crannell Means, and Beatrix Potter demonstrate Moore's involvement--from previewing manuscripts, to placing them with editors, to reviewing finished books, and finally, to selecting works for the library's children. Moore's innovative mentoring work with authors defines her as a leader whose reach stretched from the library to the world of publishing, as she helped shape the burgeoning genre of children's literature.
Evaluation of eLearning Usage in South African Universities: A Critical Review
Author: Bagarukayo, Emily
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Higher Education,Universities,Literature Reviews,Use Studies,Best Practices,Policy Formation,Technological Advancement,Computer Software,Integrated Learning Systems,Information Technology,Program Implementation,Social Networks,Class Size,Teacher Motivation,Web 2.0 Technologies

Although eLearning is the use of technology for teaching, learning and assessment, there is no common approach to it across South African Higher Education Institutions. There is therefore a concern that the full potential of eLearning approach is not utilised. This paper examines the nature and the extent of eLearning activities in South African (SA) universities. The research method employed in this paper was informed by a literature review; sources from the last decade include journals, conferences, books and websites. The findings show that the level of eLearning usage and adoption varies in different universities due to several challenges such as those of technology and institutions. We give an overview of studies conducted in eLearning in SA universities, highlighting challenges and best practices. We recommend management involvement of faculties in policy decisions and investment in technological innovations to address these challenges issues.
Interactive-GIS-Tutor (IGIST) Integration: Creating a Digital Space Gateway within a Textbook-Bound South African Geography Class
Author: Fleischmann, E. M-L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Geography Instruction,Geographic Information Systems,Teaching Methods,Foreign Countries,Intelligent Tutoring Systems,Case Studies,Computer Software,Curriculum,Secondary School Students,Educational Resources,Multimedia Instruction,Questionnaires,Student Attitudes,Qualitative Research,Statistical Analysis,Semi Structured Interviews,Observation,Focus Groups

Currently there is a global drive among political and educational institutions to implement geographic information system (GIS) practice in secondary schools. However, Geography teachers worldwide, including in South Africa, face significant practical challenges in this regard. Lack of curriculum aligned GIS resources, funds and teacher GIS pedagogical knowledge have been documented as key GIS practice integration challenges. Evidently, GIS development and GIS curriculum incorporation have outpaced GIS educational research. This article documents the development and tentative assessment of a GIS plug-and-play tutor application in South Africa. The Interactive GIS Tutor (IGIST) aims to create a gateway towards GIS practice, so that learning can move from textbook-oriented learning to exploring the globe through GIS software, procedures and applications. Results found within this case study indicate that IGIST is a feasible option, and fosters a positive GIS attitude among learners and teachers. Future IGIST recommendations include multiple languages and more exploratory activities.
Administration's Perception about the Feasibility of Elearning Practices at the University of Guyana
Author: Livingstone, Kerwin A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Attitudes,Electronic Learning,College Instruction,Mixed Methods Research,Online Surveys,Technology Uses in Education,Information Technology,Higher Education,Instructional Leadership,Case Studies

Since the genesis of technology, some decades ago, the use of information and communication technologies in educational practices has been steadily increasing. In educational institutions, some form of elearning has been adopted. All over the world, in both developed and developing countries, many universities have embraced this alternative and exciting form of education delivery to enhance the pedagogical practices of their institutions, in order to cater for student learning diversity, and to bridge the geographical gap, making education accessible to all. Since elearning seems to be the catalyst to promote revolutionary instructional practices, the University of Guyana, still largely adopting a traditional approach to learning and teaching, finds itself in a peculiar situation. Taking into consideration the afore-mentioned, this study is based on the perception of the University of Guyana's administrative body about the feasibility of elearning practices at that institution. Using a mixed methods approach, the University's administrators were sampled purposively, by means of an online survey. The data were analysed empirically and the results show that while there is room for development, regarding educational practices, the University's administration generally believes that elearning practices are feasible and should be embraced, once key issues for their adoption are addressed. Recommendation is made for university-wide incorporation of elearning practices.