ethanporcaro/eric-fulltext-meta huggingface dataset:
Embracing Challenges in Times of Change: A Survey of the Readiness of Academic Librarians in New Jersey for Transition to the ACRL Framework
Author: Charles, Leslin H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Libraries,Librarians,Library Development,Organizational Change,Information Literacy,Standards,Barriers,Educational Opportunities,Change Strategies,Partnerships in Education,Library Research,Librarian Attitudes,Readiness,Database Management Systems,Curriculum Development,Models,User Needs (Information),Usability,Capacity Building,Surveys

Many academic librarians in the state of New Jersey (NJ) have successfully integrated information literacy (IL) into the curriculum using the ACRL IL Competency Standards for Higher Education (&quot;Standards&quot;). These &quot;Standards&quot; formed the underpinnings of IL curriculum mapping and assessment plans, and have been adopted by administrators in higher education institutions across the state. The advent of the ACRL Framework for Information Literacy for Higher Education (&quot;Framework&quot;) prompted the author to survey IL coordinators to investigate how their institutions are embracing the opportunities presented by the challenge of looking at IL through this new lens. This paper presents a snapshot of NJ librarians' readiness to adopt the &quot;Framework&quot;: challenges, opportunities, new approaches to IL integration, and gaining buy-in from relevant campus partners. This study is timely because the &quot;Standards&quot; were rescinded two months following the administration of the survey.
A Kairos of the Critical: Teaching Critically in a Time of Compliance
Author: Drabinski, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Information Literacy,Compliance (Legal),Heuristics,Decision Making,Accountability,Librarians,Time,Rhetoric,Higher Education

The promise of critical pedagogy lies in its capacity to change lives as librarians try new ways of thinking and teaching that challenge systems of power that privilege some and not others. In the last ten years, critical pedagogy has moved from the margins to the center, most clearly in its influence on the new &quot;Framework for Information Literacy in Higher Education.&quot; Frames like Information has Value and Authority is Constructed have long been tenets of critical voices in the field, voices that can now be heard emanating from the center of our professional lives. And yet, critical approaches to teaching and learning face acute challenges from a higher education environment that increasingly values teaching and learning by the numbers, tying everything from accreditation to book budgets to quantifiable outcomes. Surfacing these tensions can inform the actions librarians take in the classroom.
Revisiting Metacognition and Metaliteracy in the ACRL Framework
Author: Fulkerson, Diane M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Multiple Literacies,Academic Standards,Fundamental Concepts,Teaching Methods,Educational Principles,Program Development,Feedback (Response),Program Attitudes,Academic Libraries,Relevance (Education)

In the early drafts of the &quot;Information Literacy Framework for Higher Education,&quot; metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students' roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the &quot;Framework&quot; and thus diminished the document's usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the &quot;Framework.&quot; Certainly, metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched &quot;ACRL Framework for Information Literacy Sandbox.&quot;
Examining Epistemological Beliefs of Teacher Candidates According to Various Variables
Author: Aslan, Cengiz
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Epistemology,Beliefs,Student Attitudes,Gender Differences,Academic Achievement,Statistical Analysis,Correlation,Intellectual Disciplines,Foreign Countries,Questionnaires,Factor Analysis

Purpose: Epistemological beliefs of teachers are important factors on their perceptions of subject area and their classroom practices. This research aims to define epistemological beliefs of teacher candidates and investigates whether or not epistemological beliefs change according to teacher candidates' gender, fields of study, year of study, and academic success. Research Methods: This is a descriptive study that tries to find a relationship between teacher candidates' epistemological beliefs and their academic success, gender, department, and year of study. Schommer's Epistemological Beliefs Questionnaire (EBQ) was applied to 564 teacher candidates from a public university. The Independent Sample t-test was applied to determine the relationship between epistemological beliefs with gender and grade level. In order to define if teacher candidates' epistemological beliefs change depending on the registered program, a One-Way ANOVA for Independent Sample was used. Pearson correlation coefficients were calculated to determine the relation between epistemological beliefs and success. Findings: The results showed differences between female and male teacher candidates in all three factors of the epistemological beliefs questionnaire. Significant correlation was found between two factors of epistemological beliefs (belief that learning depends on effort and belief that learning depends on talent) and academic success at 0.01 levels. Implications for Research and Practice: The descriptive analysis of the present study showed that teacher candidates' epistemological beliefs change according to gender, field of study, and year of study, and is correlated with academic success. There is a need for experimental studies on how the epistemological beliefs of teachers reflect in classroom practices.
Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives
Author: Jarosz, Ellen E.
Date: 2017-00-00
Type: Journal Articles
Subjects: State Universities,Undergraduate Students,Teacher Developed Materials,Assignments,Primary Sources,Electronic Publishing,Pilot Projects,Tutorial Programs,Literacy Education,Archives,Critical Reading,Student Research,Research Skills,Electronic Learning,Library Instruction,Information Literacy,College Libraries,Pretests Posttests,Information Seeking

At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future.
Reorienting an Information Literacy Program toward Social Justice: Mapping the Core Values of Librarianship to the ACRL Framework
Author: Gregory, Lua
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Social Justice,Library Science,Standards,Higher Education,Student Empowerment,Democracy,Social Responsibility,Values,Library Associations

Since the publication of the Association of College and Research Libraries' (ACRL) &quot;Framework for Information Literacy for Higher Education,&quot; librarians have grappled with the purposes, impact, and meaning of this teaching document for their daily instructional practice, for curriculum development, and for institutional and programmatic assessment goals. A strength of the &quot;Framework&quot; is its emphasis on context, an emphasis aligned with the goals of critical pedagogy and one that acknowledges investment in specific community needs. This article reflects on an attempt to contextualize the &quot;Framework&quot; for an information literacy program concerned with social justice and student agency by connecting it with the American Library Association's (ALA) Core Values of Librarianship. Specifically, the authors mapped the Core Values of Librarianship, such as democracy, diversity, the public good, and social responsibility, to the ACRL Framework as a means to put into instructional practice our values as librarians.
Evaluation of the Level of Students with Visual Impairments in Turkey in Terms of the Concepts of Mobility Prerequisites (Body Plane/Traffic)
Author: Altunay Arslantekin, Banu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Student Needs,Special Schools,Inclusion,Visually Impaired Mobility,Spatial Ability,Daily Living Skills,Travel Training,Test Construction,Statistical Analysis,Concept Formation,Surveys

Purpose: Visually impaired people are weak in terms of their learning words and concepts by hearing them and their experience of the world with their bodies. In addition to developing a standardized assessment tool in the Development of Orientation and Mobility Skill Assessment Tool (OMSAT/YOBDA) for Visually Impaired Students Project, supported by TUBITAK, the purpose of this study was to determine to what extent visually impaired students throughout the country had the prerequisite concepts (body plane/traffic) they needed in order to use their orientation and mobility skills. Research Methods: The study is a descriptive-level survey study which aims to present the existing situation. A total of 402 visually impaired students from 16 schools for the visually impaired (n = 320) and among the inclusion students in the immediate surroundings (n = 82) studying during the 2015-2016 academic year participated in our research. The implementers personally worked with the visually impaired students and made markings for the OMSAT. The data were entered in the system. Findings: At the end of the study, it was concluded that the levels of mastery of the traffic concepts required for orientation and mobility were very low among students studying at schools for the visually impaired as well as in mainstream contexts, and that their performance levels regarding concepts related to body planes were relatively higher. Implications for Research and Practice: It is assumed that the research results will form a basis for preparing IEPs, improving teaching programs, and conducting other field research on this subject.
Teachers Using Designerly Thinking in K-12 Online Course Design
Author: Gyabak, Khendum
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Elementary Secondary Education,Case Studies,Secondary School Teachers,High Schools,Barriers,Technology Uses in Education,Educational Strategies,Communities of Practice,Decision Making,Feedback (Response),Coordinators,Qualitative Research,Focus Groups,Semi Structured Interviews

Teachers are typically abstracted from the design process and not referred to as instructional designers. However, they are constantly designing instruction or adapting instructional materials on a daily basis. Teachers provide a unique perspective as instructional designers: instructional design, content experts, and instruction delivery. Thus, describing their design process is important to help support teachers as they design online courses. This case study examined and described the design process of eleven high school teachers as they designed, developed, and implemented their first online courses. Findings from this study present the online course design processes of these high school teachers and highlight the resources perceived as valuable when embarking on their first online courses. Among the key findings are that teachers face constraints, use a variety of technological tools, and use a variety of pedagogical strategies. Belonging to a community of practice helps online teachers, who report valuing the support of an Online Learning Coordinator. Although given similar guides and resources, they make independent design decisions and rely on feedback from a variety of sources. Recommendations are made for K-12 online learning coordinators, school administrators, and for first-time online teachers/designers related to the processes involved in designing online courses.
Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses
Author: Bernstein, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Writing Instruction,Writing Improvement,Critical Thinking,Skill Development,Large Group Instruction,Curriculum Design,Research Skills,Partnerships in Education,Learning Activities,Writing Assignments,Scoring Rubrics,Writing Evaluation,Student Evaluation,Teamwork,Teacher Collaboration

Helping students achieve advanced critical thinking and writing skills in large undergraduate classes is a challenge faced by many university faculty members. We addressed this challenge in a three-year project using team course design, built around a cognitive apprenticeship model, to enhance undergraduates' writing, critical thinking, and research skills in courses ranging in size from 70 to over 400 students. Faculty members partnered with specialists from the university library, writing center, and teaching center, and with graduate student fellows who received supplemental training in those units. Together they designed progressive learning activities and written assignments based on meaningful, situated critical thinking scenarios. Instruction teams also developed rubrics for tracking students' progress on each step, and they used this information to inform the next wave of course enhancements and generate continual and iterative improvement. Assessments developed by the instruction teams showed that students in the team-designed courses improved in their critical thinking and writing skills from the beginning to the end of the semester. Furthermore, an evaluation of student work from the team-designed courses using the AAC&amp;U Value rubrics showed that these students displayed more advanced critical thinking and writing skills than students in roughly comparable but conventionally designed courses. Our results demonstrate that team design involving specialists and graduate students can be a feasible and worthwhile strategy for engaging faculty members in developing advanced instructional and assessment designs that enhance high-end learning in a large university setting.
Facilitating Student Engagement: Social Responsibility and Freshmen Learning Communities
Author: Kingston, Lindsey N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Responsibility,Communities of Practice,College Freshmen,Learner Engagement,Social Justice,Global Approach,Program Effectiveness,Civil Rights,Activism,Longitudinal Studies,Student Surveys,Pretests Posttests

Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of &quot;global citizenship&quot; among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is limited research on the effectiveness of combining these approaches. In response to this literature gap, this article first provides an overview of key concepts--social responsibility, human rights education, and learning communities--and outlines how these terms are currently understood within higher education. Second, the methods and initial findings of a longitudinal study within Webster University's Social Engagement Learning Community focus on gauging and assessing human rights knowledge and social engagement. Initial findings suggest that most freshmen respondents lack basic human rights knowledge and an activist orientation, yet their empathy and perspective-taking abilities provide foundations for building awareness of human rights issues and social responsibility. Lastly, recommendations are outlined for addressing learning goals related to identity awareness, helping students step outside of their &quot;comfort zones,&quot; and promoting awareness and solutions.
Documenting and Sharing the Work of Successful On-Site Mentors
Author: Freidhoff, Joseph R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Elementary Secondary Education,Online Courses,Public Schools,State Legislation,High School Students,Semi Structured Interviews,Teacher Role,Teacher Competencies,Faculty Development,Program Effectiveness,Case Studies,Secondary School Teachers,Interpersonal Relationship

Emerging research suggests that on-site mentors can play an important role in supporting K-12 online learners, yet in practice there is wide variability in what mentoring looks like from program to program. Recently, states like Michigan have expanded online course access programs, accelerating the need for better on-ground support models for online learners. Unfortunately, many K-12 personnel have received little training on what different mentoring models could look like or should look like. In the absence of such professional development, many have simply learned by doing. This descriptive study provides insight into established and successful mentoring programs by way of mentor interviews that highlight a range of mentoring program practices, providing points of comparison for mentors, instructors, administrators, parents, and students in regard to alternative support structures and/or strategies for online learners.
Clashing Values: A Longitudinal, Exploratory Study of Student Beliefs about General Education, Vocationalism, and Transfer of Learning
Author: Driscoll, Dana Lynn
Date: 2014-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Undergraduate Students,Student Attitudes,Beliefs,Career Awareness,Vocational Education,Transfer of Training,Educational Attitudes,Attitude Change,Career Education,Education Work Relationship,Epistemology,Semi Structured Interviews

One challenge with general education is the often- clashing goal of vocationalism, or educating for the purpose a specific careers or professions. Through a series of longitudinal interviews spanning a group of 14 students' second and fourth semesters at a public, regional research university, the author examines the intersection of beliefs and values about general education, transfer of learning, and vocationalism, and how these beliefs and values change over time. Findings reveal that for many students, vocationalism creates a single-minded focus on students' career preparation and major coursework and invites disregard for the value of general education courses that do not appear to immediately relate to students' future careers. This devaluing is particularly clear in students' first year; as students enter their sophomore years, they grow to value learning in general. The article concludes with suggestions for university-level and course-specific curricular change to better address vocationalism, value, and the need to transfer learning within general education courses.
Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach
Author: Drinkwater, Michael J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Processes,Large Group Instruction,College Freshmen,Physics,Outcomes of Education,Units of Study,Integrated Activities,Interaction,Science Instruction,Teaching Methods,Learning Activities,Tests,Mixed Methods Research,Pretests Posttests,Observation,Focus Groups,Learner Engagement,Introductory Courses

Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach -- who has time to individualize responses, address questions from over 200 students and encourage active participation in class? An approach adopted by a teaching team in large first-year classes at a research-intensive university appears to provide a means to do so. We describe the implementation of active learning strategies in a large first-year undergraduate physics unit of study, replacing traditional, content-heavy lectures with an integrated approach to question-driven learning. A key feature of our approach is that it facilitates intensive in-class discussions by requiring students to engage in preparatory reading and answer short written quizzes before every class. The lecturer uses software to rapidly analyze the student responses and identify the main issues faced by the students before the start of each class. We report the success of the integration of student preparation with this analysis and feedback framework, and the impact on the in-class discussions. We also address some of the difficulties commonly experienced by staff preparing for active learning classes.
Symptoms of ADHD Are Related to Education and Work Experience among Incarcerated Adults
Author: Asbjørnsen, Arve Egil
Date: 2015-06-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Work Experience,Symptoms (Individual Disorders),Institutionalized Persons,Adults,Foreign Countries,Antisocial Behavior,Adult Education,Special Needs Students,Special Education,Questionnaires,Behavior Problems,Screening Tests,Surveys,Diagnostic Tests,Behavior Rating Scales,Clinical Diagnosis

Several reports document increased prevalence of attention deficit and hyperactivity (ADHD) and similar symptoms in incarcerated members of the community. Such conditions have been associated with employment, educational outcomes, and development of anti-social behaviour in the general population. Little is known about how these symptoms are related to education and work experience in incarcerated adults. A study among Norwegian prison inmates reveals that 60 % report signs of ADHD. In the present study a sample of 600 inmates incarcerated in Norway completed a questionnaire including the WURS-k (Wender Utah Rating Scale, short form) and questions to survey completed education level and work experience. A clear relationship was found between the WURS-k score and earlier job experience, with increased probability of ADHD associated with work experience from low socio-economic status jobs. The scale scores were also found to share variance with reported education history, as higher education reduces the probability of ADHD. Thus, the WURS-k could be a useful screening instrument in education assessment of incarcerated populations.