ethanporcaro/eric-fulltext-meta huggingface dataset:
Methods Evolved by Observation
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Montessori Method,Montessori Schools,Early Childhood Education,Child Development,Moral Development,Young Children,Imagination

Montessori's idea of the child's nature and the teacher's perceptiveness begins with amazing simplicity, and when she speaks of &quot;methods evolved,&quot; she is unveiling a methodological system for observation. She begins with the early childhood explosion into writing, which is a familiar child phenomenon that Montessori has written about often. She says to look at the child and a quiet mountain that spews out &quot;fire, smoke and unknown substances&quot; from the interior will be seen. The explosion into writing is compared to a volcano with its dramatic description evoking a mystique of what is inside the child, coming from a place no one can find except through observation. The freedom of activity in the prepared environment is enriching to the child's knowledge and engages the development of character as it supports the moral education of the child. [Reprinted from &quot;Education for a New World&quot; (1946). Montessori-Pierson Publishing Company (2014): 53-58.]
Attention
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Attention,Montessori Method,Observation,Child Development,Learner Engagement,Young Children,Learning Motivation,Learning Processes

&quot;The Advanced Montessori Method, Volume 1&quot; was published in 1918 in English and is considered a seminal work along with &quot;The Montessori Method.&quot; In the foreword to this book, Mario Montessori writes: &quot;...the refulgent figure of the child, Dr. Montessori pointed out, who had found his own path to mental health, who spontaneously and joyfully had taken to learning at an early age, has caught the general attention anew.&quot; He refers to the immense power of auto-education and the dawning of a new science to bring a fuller understanding of all the traits of early childhood through observation including environment, attention, will, intelligence, and imagination. Attention refers to the stimulus that captures the child's focus or can be the attention propelled by an &quot;internal impulse&quot; or &quot;spiritual hunger.&quot; It drives the child to repeat an exercise with attention fixed so intently from object to object that the initial learning brings a new kind of intense engagement. [Reprinted from &quot;The Advanced Montessori Method, Volume 1&quot; (1918). Kalakshetra Press (1965): 123-130. Reprinted with permission from Montessori-Pierson Publishing Company.]
When Worlds Collide: Recent Developments in Children&apos;s Literature
Author: Reese, Debbie
Date: 2017-00-00
Type: Journal Articles
Subjects: Childrens Literature,Minority Groups,Racial Factors,Cultural Differences,Social Media,Books,Adolescent Literature,Librarians,Periodicals,Book Reviews,Social Change

Debbie Reese, a former elementary school teacher and assistant professor in American Indian Studies, publishes the blog American Indians in Children's Literature. Tribally enrolled at Nambe Pueblo, her book chapters and articles are taught in university classrooms in English, education, and library science across the U.S. and Canada. She is frequently invited to deliver keynote lectures and workshops at major universities and for tribal associations and organizations. In this article she presents a discussion of an unprecedented happening in children's and young adult literature, which she describes as worlds colliding. Within the space of a year, three different publishers recalled books that were criticized on social media. Within that same period, second printings of several other books were revised, and two children's literature review journals took action to address the way they write reviews. Additionally, writers and editors for several journals, as well as bloggers at those journals' online sites, wrote about issues specific to diversity. Native people and people of color are using social media and content-area blogs to review books that misrepresent them. Reese describes this as not only a collision of media, but also a collision of the point of view and critical lens that Native people and people of color bring to analyses of children's and young adult literature. Reese argues that as the racial and cultural demographics of the United States change, the content of books will change too, and Native children and children of color deserve the mirrors that white children have had for literally hundreds of years. This article provides a glimpse of significant developments that demonstrates how social media is being used to create new understandings among writers, editors, reviewers, teachers, professors, librarians, and parents.
Lecture 19: May 17, 1921
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Young Children,Montessori Method,Observation,Student Role,Child Development,Teacher Role,Early Childhood Education,Student Characteristics

Montessori discusses the importance of the calm inner life (the soul) of the very young child. She stresses the importance of the soul's self-management, the child knowing what he needs to do, and of course, being allowed to do what he needs to do. The child can repeat the exercise or move ahead according to minimal clear and precise guidance from the teacher. [Copyright Montessori-Pierson Publishing Company (1921). The Maria Montessori Archives made this article available.]
Lecture 4: April 11, 1927
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Child Development,Animals,Observation,Teacher Role,Student Role,Early Childhood Education

Using examples from the animal world, Montessori speaks of the natural laws of life and the phases of childhood that are different than that of the adult. The child develops independently of the adult. Montessori says, &quot;The child is the period when man is created,&quot; and &quot;The child is a worker.&quot; Through work, the child can arrive at his own formation (finality). In addition to preparing the environment, the adult must understand that the child must be active beyond what the adult perceives as maximum effort. Growing beyond the expected only happens when the teacher respects the child's independent activity and allows the child to discover his own &quot;mission.&quot; This lecture was delivered at the 13th International Training Course, London. The same lecture was given by Maria Montessori earlier that same year at a national Montessori teacher training course in Milan. [Copyright
Montessori-Pierson Publishing Company (1927). The Maria Montessori Archives made this article available.]
Libraries as Facilitators of Coding for All
Author: Martin, Crystle
Date: 2017-00-00
Type: Journal Articles
Subjects: Librarians,Role,Coding,Computer Science,At Risk Students,Racial Differences,Ethnography,Programming,High School Students,Public Libraries,Workshops,Observation,Interviews,Student Role,Facilitators (Individuals),Racial Bias,Gender Bias,Equal Education

Learning to code has been an increasingly frequent topic of conversation both in academic circles and popular media. Learning to code recently received renewed attention with the announcement of the White House's Computer Science for All initiative (Smith 2016). This initiative intends &quot;to empower all American students from kindergarten through high school to learn computer science and be equipped with the computational thinking skills they need to be creators in the digital economy, not just consumers, and to be active citizens in our technology-driven world&quot; (Smith 2016). For youth from certain demographic and socioeconomic backgrounds exposure to computer science is already a reality. However, many youth are still left out because of lack of access to school or after-school computer science-focused programs. This article describes how libraries are in a position to tackle this gap and create meaningful opportunities for youth to be exposed to and excel at computer science. The author demonstrates how librarians with no prior coding experience can facilitate coding workshops.
Lecture 3: Some Suggestions and Remarks upon Observing Children
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Evaluation Methods,Self Actualization,Children,Research Methodology,Teacher Role

These next two lectures succinctly discuss the necessary preparation and methods for observation. Using the naturalist Fabre as an example of scientific training of the faculties for sharp observation, Montessori compares the observer to a researcher and gives many suggestions for conducting thorough yet unobtrusive observation. Self-awareness of the observer is essential for controlling distractions and maintaining the natural urge to assist (disturb), so that the natural behaviors of the child can be seen. Through practice, patience, and mastering one's own will, an observer will become &quot;serene but strong, a person who knows how to dominate by her observation everything that occurs.&quot; Through a properly prepared environment and precise use of materials, concentrated attention and repeated movements that are driven by the inner impulses of the child will be produced and observed. Exact use of materials, including the &quot;Pink Tower&quot; and &quot;Cylinder Block,&quot; is discussed in relation to producing inner organization and voluntary movements, which are important in the observation of precision. Lecture 11 discusses how the careful preparation of the observer, control of conditions, and precise use of materials will allow the child to &quot;be free to manifest the phenomena which we wish to observe.&quot; [Reprinted paper presented at the &quot;Observation: The Key to Unlocking the Child's Potential,&quot; North American Montessori Teachers' Association (NAMTA) Conference, Part 3 (Denver, CO, November 5-8, 2015).]
Lecture 11: Some More Suggestions and Remarks
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Early Childhood Education,Observation,Classroom Observation Techniques,Child Development,Manipulative Materials,Repetition,Psychomotor Skills

This lecture discusses how the careful preparation of the observer, control of conditions, and precise use of materials will allow the child to &quot;be free to manifest the phenomena which we wish to observe.&quot; This lecture was delivered at the International Training Course, London, 1921. [Reprinted from &quot;AMI Communications&quot; (2008).]
Observation and Development: From Dr. Montessori's 1946 London Training Course
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Young Children,Observation,Cognitive Processes,Infants,Child Development,Cognitive Psychology,Early Childhood Education

This article exhorts the observer to take notice of the unconscious and conscious levels of the young child's absorbent mind (infant stare). Montessori notes the social awareness of young children and suggests that their amazing awareness of people, not merely their activities, is integral to observation. [Reprinted with permission from &quot;AMI Communications 2&quot; (1978): 2-5.]
Beyond the Hyperbole: Information Literacy Reconsidered
Author: Julien, Heidi
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Misconceptions,Educational Benefits,Computer Literacy,Definitions,Media Literacy,Information Seeking,Library Instruction,Social Environment

Information literacy, as a concept, has suffered from terminological confusion and has been burdened with untenable expectations. In addition, insufficient attention has been given to the place of information with the context of information behavior or information practices generally. Significant challenges remain to developing information literacy, but its value remains relevant.
Accommodating Faculty Requests and Staying True to Your Pedagogical Ideals in the One-Shot Information Literacy Session
Author: Scott, Rachel Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Librarians,Databases,Higher Education,Metacognition,Academic Libraries,Library Instruction,Electronic Publishing,College Faculty,Music Education,Graduate Study,Teaching Methods

Librarians are frequently asked to teach several databases in a one-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The &quot;ACRL Framework for Information Literacy for Higher Education&quot; highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which the author leveraged both of these concepts to reconcile her pedagogical ideals with an attempt to honor a faculty member's request. By demonstrating question-posing and making her own metacognitive processes transparent to students, the author found that she could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.
Don't Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters
Author: Turnbow, Dominique
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Workshops,Librarians,Models,Educational Objectives,Program Development,Student Behavior,Educational Environment,Audiences,Library Instruction,Program Effectiveness,Program Evaluation,Higher Education,Transfer of Training

Instruction librarians want clear data showing the effectiveness of our workshops as a way of demonstrating our value in education. This article uses instructional design approaches to show how to make specific changes when writing and measuring our learning outcomes to capture what we are doing in our sessions. Unlike instructors with classes that develop over several months, we are faced with unique challenges when conducting one-shot instruction sessions. By focusing our attention on student satisfaction and learning, we see ways to improve those sessions for everyone involved. In this essay, we provide examples and discuss how to write effective learning outcomes to answer specific questions about learner satisfaction and what the participants learned. In addition, we suggest ways to reform the evaluation and assessment questions that we use to reinforce our lessons. These methods can be used in both online and face-to-face environments.
Changing Our Aim: Infiltrating Faculty with Information Literacy
Author: Cowan, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Librarians,Information Literacy,Budgets,Retrenchment,College Faculty,Holistic Approach,Teacher Student Relationship,Teaching Methods,Academic Libraries,Librarian Teacher Cooperation,Faculty Development,Foreign Countries

Librarians are stretched thin these days--budget cuts and decreasing numbers are forcing us to look at new ways of doing things. While the embedded information literacy model has gained popularity in the past number of years, it may be time for a new model of information literacy. We must arm teaching faculty with the tools they need to teach information literacy to their students. Ideas and examples of how academic librarians can weave information literacy into the teaching culture on campus, and provide instruction to faculty members on how to teach research and information skills to their classes, are explored. By meeting faculty members in their usual &quot;learning spheres&quot; we can show them a more holistic perspective on information literacy and give them examples of how libraries can help them in their own teaching and research, thus encouraging them to transfer some of that knowledge to their students.
Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL &quot;Framework&quot; in Conversation with &quot;Naming What We Know: Threshold Concepts of Writing&quot;
Author: Johnson, Brittney
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Reading Instruction,Reading Skills,Information Literacy,Scholarship,Writing Research,Inquiry,Influences,Information Seeking

In 2015, threshold concepts formed the foundation of two disciplinary documents: The &quot;ACRL Framework for Information Literacy&quot; (2015) and &quot;Naming What We Know: Threshold Concepts of Writing Studies&quot; (2015). While there is no consensus in the fields about the value of threshold concepts in teaching, reading the six Frames in the ACRL document alongside the threshold concepts of writing studies illuminates overlapping elements that may empower faculty in both fields to advocate collectively against skills-focused writing and research instruction through cross-disciplinary integrations. To facilitate cross-disciplinary conversations around the documents, the authors propose an order for reading the Frames, identify the associated writing concepts, and explain how the shared concepts reveal an internal complexity which may have implications for teaching the ACRL &quot;Framework.&quot;
Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect
Author: Mahmood, Khalid
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Self Evaluation (Individuals),Accuracy,Literature Reviews,Meta Analysis,Self Concept,Knowledge Level,Competence,Self Efficacy,Theory Practice Relationship

This systematic review has analyzed 53 English language studies that assessed and compared peoples' self-reported and demonstrated information literacy (IL) skills. The objective was to collect empirical evidence on the existence of Dunning-Kruger Effect in the area of information literacy. The findings clearly show that this theory works in this area. It is concluded that there is no calibration in peoples' perceived and actual IL skills; in most cases low-performers overestimate their skills in self-assessments. The findings have theoretical and practical implications for librarians and IL educators.
Integrate and Assess: Information Literacy as Quality Enhancement of Undergraduate Curriculum
Author: Smith, Philip A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Undergraduate Students,Liberal Arts,Small Colleges,Integrated Curriculum,Educational Quality,Standardized Tests,Student Attitudes,Intellectual Disciplines,Case Studies,Standards,Benchmarking,Statistical Analysis,College Faculty,Focus Groups,Scoring Rubrics,College Freshmen,College Seniors,Learner Engagement,National Surveys

This article is an account of how one small liberal arts university undertook a large scale curriculum integration and assessment project under the auspices of a Quality Enhancement Plan (QEP). After a review of relevant literature, the integration and assessment process is outlined, and the assessment data is analyzed and discussed. The integration used a tiered approach, attempting to engage students with significant IL experiences first at the lower general education level, then subsequently at the upper level in their disciplinary context. Assessment tools include widely used standardized tests and surveys as well as locally developed rubrics and surveys. While the plan satisfied the reaccreditation requirements, this is a case study and not a template; many factors would make it difficult to generalize the assessment results. More useful to IL advocates and other institutions may be the overall approach of this QEP, which aimed to be thorough enough to align with regional and national standards yet flexible enough to meet local needs.
Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map
Author: Franzen, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Evidence Based Practice,Undergraduate Students,Health Sciences,Curriculum Development,Concept Mapping,Librarian Teacher Cooperation,Assignments,Library Research,Student Research,Library Instruction,Allied Health Occupations Education,Academic Libraries,Standards

The ACRL's &quot;Framework for Information Literacy for Higher Education&quot; offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded &quot;Information Literacy Competency Standards for Higher Education&quot; correlate with the preferred research and decision-making model of the health sciences: evidence-based practice. Through a partnership, librarians and faculty can use all three to develop a curriculum map composed of a series of research assignments and library instruction delivered over the course of a two-year undergraduate allied health program. The presented curriculum map shows that the &quot;Standards&quot; can be retained and utilized as a bridge between the new &quot;Framework&quot; and evidence-based practice to strengthen the impact of information literacy teaching in the health sciences.
Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course
Author: Nichols Hess, Amanda Kathryn
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Online Courses,Learner Engagement,Electronic Learning,Models,Instructional Design,Best Practices,Library Instruction,Academic Libraries,Undergraduate Study

In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, four-credit information literacy course. In this redesign process, the Association of American Colleges and Universities' high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest that the ADDIE model can be used to achieve several different ends in information literacy instruction. First, it can provide a structure around which librarians can develop a variety of instructional interactions. Second, it can help librarians consider student engagement, learning, and assessment more intentionally. And third, it can help to marry information literacy-specific standards and other learning guidelines, such as high-impact practices and e-learning best practices. From the authors' experience, other academic librarians may find applications for instructional design constructs into their own teaching practices, both in online and face-to-face learning environments.