ethanporcaro/eric-fulltext-meta huggingface dataset:
Vital Signs: Health Literacy and Library and Information Science Pedagogy in the United States
Author: Garwood, Deborah A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Library Science,Information Science Education,Health,Literacy,Teaching Methods,Information Literacy,Decision Making,Health Services,Medicine,Benchmarking,Guidelines,Competence,Course Evaluation,Users (Information),Information Sources,Program Evaluation,Information Dissemination,Databases,Librarians,Higher Education

Health literacy supports individuals', families', and communities' health-care decisions. As mediators between health information seekers and medical literature, librarians are essential purveyors of health literacy. Users' trust in libraries as sources of reliable and current health information presupposes the appropriate training of librarians; however, LIS programs lack benchmarks for educating generalist students in health information. On-the-job training remains the latter's sole recourse. This research employs content analysis to explore the current state of health literacy training in LIS programs. First, we define and contextualize health literacy. Next, we posit a health literacy framework comprising five attributes based on the American Library Association's (ALA's) core competencies and relevant scholarship. Third, we examine 118 health-related courses offered by 53 LIS programs in the United States and Puerto Rico. Only 38 courses in 25 LIS programs incorporate one or more of the five attributes. Ultimately, we recommend that LIS programs train generalist students in health literacy as part of the core curriculum, thereby preparing them to develop and support users' health literacy.
Assessing Experiential Learning to Promote Students&apos; Diversity Engagement
Author: Adkins, Denice
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Diversity,Learner Engagement,Scoring Rubrics,Assignments,Curriculum Evaluation,Library Education,Information Science Education,Inclusion,College Students

This article describes a faculty response to two challenges of online education: diversity engagement and professional socialization. Reviewing the literature, we develop a rubric to help assess the potential of new assignments for meeting these challenges. Using that rubric, we assess several assignments and projects that students evaluated positively, to better articulate the efficacy of the assignment in meeting our diversity education goals and future barriers to access. We conclude by discussing the strengths and weaknesses of our model for assessing diversity awareness and professional socialization in the LIS curriculum.
A Farmer&apos;s Fear: Ehrlichiosis, a Tick-Borne Disease
Author: Gopalan, Chaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Microbiology,Diseases,Case Method (Teaching Technique),Agricultural Occupations,Physiology,Allied Health Occupations Education,Pathology,College Instruction

Ehrlichiosis (&quot;Ehrlichia chaffeensis&quot;), a bacterial infection transmitted by ticks, and its complications are examined here in a case-based learning approach. This case scenario describes a person who was bitten by a tick while farming and the complications they experienced. Students are presented with a patient case scenario that entails a detailed assessment of the patient's physical status, medical history, vital signs, laboratory values, and treatment methods so as to provide a complete picture of the pathophysiology of ehrlichiosis. This case scenario can be used to teach physiology or pathophysiology of infection and inflammation topics in clinical courses such as nursing, physician assistant, pharmacy, and other allied health programs.
Does a Student&apos;s Academic Major Influence Their Perceptions of a Human Anatomy and Physiology Course and Ultimately Their Success in the Course?
Author: Keller, Karen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Majors (Students),Student Attitudes,Anatomy,Physiology,Academic Achievement,Cognitive Style,Study Habits,Difficulty Level,Career Choice

Students from a variety of majors take human anatomy and physiology courses--usually because they are required for their program of study. Many students find anatomy and physiology classes academically challenging and institutions across the country report high failure and withdrawal rates for these courses. Although research has shown that several factors may contribute to poor student performance, this study focused on the relationship between a student's major and their perceptions about the course to investigate whether these data were reflective of student success rates. Survey data was collected from students in the first semester of a two-semester, systems-based human anatomy and physiology course sequence. While the results did not show a statistical difference in successful completion of the anatomy and physiology course related to academic major, interesting preferences regarding learning styles, study habits, and perceived difficulty of the course were found.
Cultural Heritage Informatics: Building an Interdisciplinary Master&apos;s Concentration
Author: Botticelli, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Background,Information Science Education,Graduate Study,Masters Programs,Interdisciplinary Approach,Curriculum Development,Educational Innovation,Library Schools,Information Systems,Library Materials,Theory Practice Relationship

The rising demand for digital information resources and services in the LAM sector has sparked many innovations by educators in recent years, as we seek to prepare students for careers in an environment that has continued to witness rapid and hard-to-predict changes. Granting agencies such as IMLS have played an important role in driving innovation to meet the needs of new professionals, in part by funding curriculum development projects within LIS schools, but also by facilitating dialogues between educators and practitioners. This work traces a 10-year process whereby one LIS school has designed and tested new courses as well as a new Master's concentration geared to the needs of LAM professionals who will be expected to work intensively with digital technologies, workflows, and collections. Through a succession of projects, some with grant funding, the school has been able to engage practitioners on an ongoing basis, enabling it to build a substantial and regularly updated body of case-study data on LAM practices, which has informed course development efforts and which has enabled the school to meet its key objectives of delivering authentic learning experiences for students and to maintain an up-to-date curriculum in an evolving area of study within the LAM disciplines. It is hoped that both the experience and the results to date will help justify continued support for innovations in LAM education.
Diversity of LIS School Students: Trends over the Past 30 Years
Author: Yoon, JungWon
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Library Education,Library Science,Information Science Education,Educational Trends,Hispanic American Students,College Graduates,Minority Group Students,Ethnic Diversity,Asian American Students,African American Students,American Indian Students,Hawaiians,Pacific Americans,White Students,Geographic Location

Using the Association for Library and Information Science Education (ALISE) 2018 statistical reports, this study reports the current diversity status of LIS students. The findings are as follows: (1) overall LIS graduates' diversity has improved from 6.79% to 17.47% over the past 30 years, and particularly, the increase in the number of Hispanic graduates is noticeable; (2) however, LIS graduates' diversity does not follow the trends of the US population diversity: whereas 37% of the US population is minority, 17.43% of LIS graduates are minority students; (3) the ratio of LIS minority graduates (17.43%) is lower than the ratio of LIS minority students (20.70%); (4) larger disparities among LIS students are noticed in the most ethnically diverse states; and (5) the rate of minority students among the top ten LIS schools is lower than those of overall LIS schools, except the Asian group.
DuMont, 35 Years Later: HBCUs, LIS Education, and Institutional Discrimination
Author: Ndumu, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Black Colleges,Library Education,Information Science Education,Racial Discrimination,African Americans,Racial Attitudes,Racial Bias,Accreditation (Institutions),Social Justice,Educational History

This article revisits Rosemary DuMont's 1986 articles on Black librarianship and racial attitudes in LIS. The first part addresses missing or limited coverage on the library schools at five historically Black colleges and universities: Alabama A&amp;M University, Clark Atlanta University, University of the District of Columbia, Hampton University, and North Carolina Central University. The second part provides examples of biases in accreditation as it relates to HBCU-based LIS programs. The article closes with a discussion on the erasure of HBCUs in LIS education, despite their important contributions to racial and ethnic representation and inclusion in the library professions.
Study Length, Change Process Separability, Parameter Estimation, and Model Evaluation in Hybrid Autoregressive-Latent Growth Structural Equation Models for Longitudinal Data
Author: Clark, D. Angus
Date: 2021-09-00
Type: Journal Articles
Subjects: Structural Equation Models,Longitudinal Studies,Risk,Accuracy,Goodness of Fit,Monte Carlo Methods,Simulation,Robustness (Statistics),Change,Developmental Stages

Hybrid autoregressive-latent growth structural equation models for longitudinal data represent a synthesis of the autoregressive and latent growth modeling frameworks. Although these models are conceptually powerful, in practice they may struggle to separate autoregressive and growth-related processes during estimation. This confounding of change processes may, in turn, increase the risk of the models producing deceptively compelling results (i.e., models that fit excellently by conventional standards despite highly biased parameter estimates). Including additional time points provides models with more raw information about change, which could help improve process separability and the accuracy of parameter estimates to a degree. This study thus used Monte Carlo simulation methods to examine associations between change process separability, the number of time points in a model, and the consequences of misspecification, across three prominent hybrid autoregressive-latent growth models: the Latent Change Score model (LCS), the Autoregressive Latent Trajectory Model (ALT), and the Latent Growth Model with Structured Residuals (LGM-SR). Results showed that including more time points increased process separability and robustness to misspecification in the LCS and ALT, but typically not at a rate that would be practically feasible for most developmental researchers. Alternatively, regardless of how many time points were in the model process separability was high in the LGM-SR, as was robustness to misspecification. Overall, results suggest that the LGM-SR is the most effective of the three hybrid autoregressive-latent growth models considered here.
An Exploratory Analysis of the Representations of Functions in the University Entrance Exam in Spain and Iran
Author: Borji, Vahid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Mathematics Instruction,Test Preparation,Test Items,Mathematical Concepts,Algebra,Calculus,College Bound Students

The University Entrance Exam (UEE) has an important impact on how math instructors teach mathematics to prepare students for this exam as well as how their students learn mathematics. Since the UEE is like a bridge between high school and university, its importance becomes twofold. However, research regarding this issue is very limited in mathematics education. The purpose of this research is to conduct an exploratory analysis of mathematics questions from the UEE in Spain and Iran from the point of view of representations of functions (i.e., algebraic, graphical, numerical and explanations with words). For this, the mathematics questions related to derivatives and integrals, which are two of the most important concepts in mathematics, from the last five years of the UEE in these two countries were considered to analyze them from the point of view of different representations. The results showed that most of the derivative and integral questions in the UEE in both countries were related to the algebraic representation. However, a very small percentage of the derivative and integral questions were related to the graphical and numerical representations and the relationships between the representations. At the end, suggestions to the curriculum planners and designers of mathematics questions of the UEEs are given.
Cross-Country Predictive Validities of Non-Cognitive Variables for Mathematics Achievement: Evidence Based on TIMSS 2015
Author: Lee, Jihyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Mathematics Tests,Mathematics Achievement,Predictive Validity,Cross Cultural Studies,Elementary School Students,Secondary School Students,Self Esteem,Student Interests,Grade 8,Grade 4,Correlation,Bullying,Self Concept,Student School Relationship,Learning Processes,Teaching Methods,Student Attitudes

This study presents empirical findings demonstrating predictive validities of noncognitive variables for mathematics achievement among primary and secondary school students from cross-country perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predictor of mathematics achievement in all TIMSS participant countries (100%). Interest, on the other hand, was a moderately strong predictor in most countries for eighth-graders (77%) but only in about a dozen countries for fourth-graders (20%), showing a stronger interest-achievement link for the secondary school students, from the cross-national perspective. The sense of belonging measure demonstrated a lack of its relevance to primary school students' achievement. Further, bullying showed predictive relevance for student achievement only in three countries (South Africa, Jordan, and Egypt). The study concludes that while confidence was a universally relevant predictor of student achievement across all countries/regions, predictive utilities of interest, sense of belonging, and bullying appeared to be heavily dependent on a grade-level and country/regional context.
Digital Educational Footprint as a Way to Evaluate the Results of Students&apos; Learning and Cognitive Activity in the Process of Teaching Mathematics
Author: Galimova, Elvira G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Mathematics Instruction,Teaching Methods,Student Motivation,Learning Processes,Integrated Learning Systems,Information Technology,Computer Software,Decision Making,Student Evaluation,Skill Development,Undergraduate Students,Universities,Foreign Countries,Course Content,Technology Uses in Education

Overcoming the effects of the global economic crisis and focusing on innovative development demanded the modernization of the education system, a key factor in improving various areas of human activity. Digital technologies nowadays are a comprehensive platform for the development of all sectors of the economy, including the field of education. The use of digital technologies in higher education has a didactic potential in organizing the educational and cognitive process, providing new qualitative opportunities through the implementation of the principles of virtualization, mobility, adaptability, instant feedback. Digital education dictates new requirements for subjects of the educational process, for the content of the information and educational space, for the regulation of the interaction of all participants in the educational process, for methods and parameters for evaluating the educational and cognitive activity of students. Thus, the purpose of the article is to study the specificity of evaluating the results of students' educational and cognitive activity in a digital educational environment. The leading method here is the design of students' digital educational footprint, which combines motivational, cognitive and reflective components. As a result of the study, the authors have determined the structural and informative characteristics of the digital educational footprint as a way to assess the results of students' learning and cognitive activity in the process of teaching mathematics; revealed the didactic potential of digital technologies in organizing the process of teaching mathematics; developed a methodological system that allows to evaluate students' digital educational footprint in teaching mathematics in a digital educational environment. Practical use of the research results contributes to the improvement of teaching mathematics in higher educational establishments.
Going against the Current of Hegemonic &quot;White-IST&quot; Discourse: A Doctoral Program Journey from Critical Student + Guide Perspectives
Author: Gray, LaVerne
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Whites,Minority Group Students,Library Science,Information Science Education,Ethnography,Story Telling,Personal Narratives,Doctoral Students,Doctoral Programs,Barriers,Advantaged,Program Implementation,Criticism,Educational Experience,Social Bias,Racial Bias,College Faculty,Educational Environment,Teacher Student Relationship,Disadvantaged,Research Universities,Culturally Relevant Education,Mentors,Academic Advising,Administrator Attitudes

This article presents a critique of systemic library and information science (LIS) education and its hegemonic &quot;White-IST&quot; (White + elitist) discourse prevalent across the conceptualization and implementation of doctoral programs in the United States. The text illuminates the structural aspects of the doctoral experience embedded in (yet beyond) a shared narrative, to present implications for doctoral education for LIS students of color. The article extends an autoethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the LIS doctoral journey while critiquing programmatic issues in the process.
Shifts: How Changes in the US Black Population Impact Racial Inclusion and Representation in LIS Education
Author: Ndumu, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Blacks,African American Students,Student Recruitment,Information Science Education,Library Science,Disproportionate Representation,Employment Opportunities,Educational Attainment,Immigration,Career Choice,Inclusion,Social Change,Social Justice,Diversity,Higher Education,Middle Class,Black Colleges,Librarians,African American History,African Americans

This demographic study contributes to scholarship on the recruitment of Blacks into the US LIS workforce by situating Black librarianship within broader population trends. The research combines historical LIS reports, Africana studies scholarship, and federal data to describe how long-term transitions in the overall US Black population influence LIS. Issues pertaining to middle-class job prospects, higher education attainment, and immigration are investigated. A review of varied evidence suggests that librarianship as a career option remains largely out of sight or out of reach for many Blacks. The article provides recommendations for LIS leaders to achieve synergized recruitment and inclusion efforts.
Using a Scaffolding Approach to Integrate the Information Cycle into a Library Instruction Course: A Review and Small Case Study
Author: Stadler, Derek
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Scaffolding (Teaching Technique),Library Instruction,Teaching Methods,Academic Libraries,Information Sources,Information Literacy,Two Year College Students,Credibility

Librarians at a community college in New York City identified that, unassisted, undergraduate students often find it difficult to categorize the various information formats they are locating and citing, such as a newspaper article, a book, a scholarly article, a blog or wiki entry, or a reference source. Due to their untrained approach defining formats and judging information, broader perceptions go unidentified, specific cues go unnoticed, and the value of information is not acquired. This review and small case study assessed how academic libraries implement the information cycle in library instruction and investigated techniques to determine the credibility of information sources. The information cycle is a sequence of learning based upon publication type. The small case study highlights how the authors developed a scaffolding approach to integrate the information cycle into a credit-bearing library instruction course. By receiving feedback and guidance from their instructor and classmates and analyzing the media progression of a newsworthy event, students develop an understanding of information and modify their heuristic approach toward identifying, evaluating, and using information.
Against the Clock: Speed Training in Library and Information Science Education
Author: Bowker, Lynne
Date: 2021-00-00
Type: Journal Articles
Subjects: Library Science,Information Science Education,Library Education,Time Management,Student Attitudes,Program Effectiveness,Training,Foreign Countries,Graduate Students,Masters Programs

We may not always like the speed of today's world, but we still need to prepare students for working in a fast-paced environment. In the library and information science (LIS) professions today, deadlines are becoming ever shorter, yet research into the effects of time pressure in LIS is scarce. This pilot project aims to develop and test a speed-training program to improve LIS students' ability to work under time pressure. An experiment is conducted where students in the control group receive no speed training while students in the experimental group complete speed-training exercises. Students provide feedback through surveys and a focus group. The results suggest that speed training can help students learn to work more quickly and that students feel positively about speed training. Therefore, it may be worth including explicit speed-training exercises in LIS programs.
Descriptors Derived from Feedback on Teaching Mathematics in School
Author: Ibragimov, Gasanguseyn I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Mathematics Instruction,Generalization,Homework,Independent Study,Teaching Methods,Mathematics Achievement,Instructional Effectiveness,Information Technology,Summative Evaluation,Secondary School Students,Foreign Countries,Computer Software,Computer Mediated Communication,Student Attitudes

The purpose of this article was to identify the mechanism of bilateral feedback on Mathematics homework and to determine its impact on the success of schoolchildren learning. The following were used as the main research methods: the study and generalization of pedagogical experience which helped to consider possible ways of providing feedback on homework in Mathematics; the analysis of student artefacts with subsequent statistical processing. The latter made it possible to study the dynamics of students' knowledge of Mathematics and to judge the effectiveness of feedback on homework. The article reveals possible ways to provide feedback on homework in Mathematics deploying digital technologies; a scheme for meaningful feedback and ensuring its bilateral nature has been developed; the influence of the feedback in question on learning success was calculated. The implications of the study involve the fact that the developed didactic conditions ensure a bilateral nature of feedback during self-directed learning of Mathematics using digital technologies. This, in turn, contributes to the efficiency of the educational process and the provision of visible learning.