ethanporcaro/eric-fulltext-meta huggingface dataset:
Corpus-Focused Analysis of Spelling Errors in Saudi Learners&apos; English Translations
Author: Alenazi, Yasir
Date: 2021-12-00
Type: Journal Articles
Subjects: Computational Linguistics,Translation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Majors (Students),Language Role,Classification,Writing (Composition),Error Analysis (Language),Spelling,Error Patterns,Punctuation,Teaching Methods,Undergraduate Students,Semitic Languages,Native Language

The English language plays a significant role in Saudi Arabia at the local and international levels. Spelling errors, as one of the challenging elements in writing confronted by Saudi learners of English, have a negative effect on the quality of their written translation products (Ababneh, 2019). Therefore, more analytical studies are needed to scrutinize spelling errors through multiple categories to reveal the reasons behind these errors in a specific cultural context. The primary objective of this study is to examine the types of spelling errors in the translations of English majors at a Saudi University, using a comprehensive classification system of spelling errors developed particularly for this study. A corpus of 105 translation texts were collected, and the identified errors were sorted into eleven categories. The frequency of each type of error was calculated and, consequently, the most common errors were determined statistically using frequency analysis. The results revealed that capitalization and omission errors were the most common types of spelling errors among the students. Furthermore, interlingual and intralingual factors were the main reason behind the occurrence of spelling errors. Based on the findings, the study makes a number of recommendations for English language instructors to develop suitable pedagogical solutions to the issue of spelling errors in their students' translations.
Techno-CLIL in an ESOL Context: Vocabulary Learning and Student Perceptions of the Lifesaver App in a Further Education College
Author: Bohannon, Fionuala
Date: 2021-12-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Information Technology,Adult Education,Continuing Education,Authentic Learning,Instructional Materials,Handheld Devices,Computer Software,Computer Assisted Instruction,Foreign Countries,Vocabulary Development,Outcomes of Education,Language Skills,Technological Literacy

While the use of digital technologies is increasingly prominent in higher education, research suggests that adult English for Speakers of Other Languages (ESOL) learners within the English Further Education (FE) sector have fewer opportunities to access them as part of their language learning. This paper explores whether the use of authentic digital materials in a Content and Language Integrated Learning (CLIL) approach helped promote positive learning outcomes for ESOL students at a FE college in the Northwest of England. Using a tablet-based app that teaches students authentic life-saving vocabulary and skills, a mixed methods research design involving a questionnaire, pre- and post-tests and focus groups was used with a group of 32 adult ESOL learners aged 18-61. The main findings from the study were that authentic digital materials were found to contribute to the ESOL learners' motivation and learning outcomes in their study of English. In conclusion several pedagogical implications are identified for ESOL teachers who aim to harness authentic digital materials, as well as for policymakers in terms of the need to provide more opportunities for adult ESOL learners to acquire digital literacy skills in the English FE sector.
The Potential and Prospect for a MOOC-Based Flipped Classroom Model in Turkish Higher Education in Relation to Professional Teacher Development
Author: Yasar, Muhammed Özgür
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Online Courses,Higher Education,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Instructional Effectiveness,Educational Technology,Technology Uses in Education,Academic Achievement,Student Attitudes

The flipped classroom (FC) model and Massive Open Online Courses (MOOCs) have in recent years attracted great interest for teaching in higher education institutions. They have also been the subject of considerable attention in the literature. However, a critical review of the existing literature reveals the need for different approaches and initiatives regarding FC and MOOCs. Therefore, the present study aimed to find out the effect of a MOOC-based FC model on pre-service English language teachers' academic achievement. It also attempted to explore the perceptions of pre-service English language teachers based on their MOOC and FC experiences. The results showed that there was no significant statistical difference between the experimental group and the control group in terms of their academic performance. However, the study lays out a model with conceptual and methodological tools and provides educators with a conceptual framework built around new combinations of classroom teaching and self-paced/online studies. Therefore, as a complement to traditional face-to-face instruction, the MOOC-based FC model could be considered useful for the training of future teachers.
&apos;Informed&apos;, &apos;Active&apos; and &apos;Engaged&apos;? Understanding and Enacting Information Literacy from a UK Citizenship Perspective
Author: Cloudesley, Simon Paul
Date: 2021-12-00
Type: Journal Articles
Subjects: Information Literacy,Foreign Countries,Citizenship,Critical Literacy,Democracy,Citizen Participation,Information Needs,Information Seeking,Identification (Psychology),Adults

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be 'informed', 'active' and 'engaged' within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed 'political literacy'. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed &quot;personal citizenship information landscapes,&quot; oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of 'informed', 'active' and 'engaged' citizens, as well as related concepts of information 'wealth' and 'poverty'. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with 'acceptable' norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.
Kindergarteners Building a Library of Their Own: Using Apps to Make Digital Stories and Work towards Lifelong Learning in Information Literacy
Author: Moore, Hilde Terese Drivenes
Date: 2021-12-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Information Literacy,Story Telling,Prereading Experience,Emergent Literacy,Student Participation,Observational Learning,Handheld Devices,Telecommunications,Electronic Publishing,Books,Electronic Libraries,Computer Software,Foreign Countries

This study investigates how children can develop information literacy (IL) skills even before they learn how to read and write. In the project we used a combination of participatory observation and action research-inspired trialling of digital tools. Kindergarteners were given iPads and access to the app Book Creator to create their own digital stories. The electronic books were gathered and made available to the other children in the class, making a custom local digital library for the kindergarten. This article suggests a new way of considering IL as an emergent literacy, or even perhaps &quot;emergent information literacy.&quot;
(Mis)Information, Information Literacy, and Democracy: Paths for Pedagogy to Foster Informed Citizenship
Author: Lupien, Pascal
Date: 2021-12-00
Type: Journal Articles
Subjects: Misconceptions,Information Literacy,Democracy,Citizenship Education,Foreign Countries,Social Media,Political Attitudes,Critical Literacy

The current political climate is characterized by an alarming pattern of global democratic regression driven by authoritarian populist leaders who deploy vast misinformation campaigns. These offensives are successful when the majority of the population lack skills that would allow them to think critically about information in the political sphere, to identify misinformation, and therefore to fully exercise democratic citizenship. Political science has theorized the link between information and power and information professionals understand the cognitive decision-making process involved in processing information, but these two literatures rarely intersect. This paper interrogates the links between information literacy (IL) and the rise of authoritarian populism in order to advance the development of a new transtheoretical model that links political science (which studies power), information science, and critical pedagogy to suggest new paths for teaching and research. We call for a collaborative research and teaching agenda, grounded in a holistic understanding of information as power, that will contribute to achieving a more informed citizenship and promoting a more inclusive democracy.
A Qualitative Investigation of the Digital Literacy Practices of Doctoral Students
Author: Bell, Diane Louise
Date: 2021-12-00
Type: Journal Articles
Subjects: Doctoral Students,Technological Literacy,Foreign Countries,Information Literacy,Media Literacy,Individual Differences,Skill Development,Student Behavior

Academic libraries are currently part of a landscape where there is a rapid growth of digital technologies and electronic resources and they have responded to this by developing their research services. Some of the most specialised and complex research in higher education is conducted by doctoral students and the effective use of digital tools and skills is often crucial to their research workflow and success.The need for digital literacy has been further emphasised during the global pandemic of 2020-21 which has required the maximisation of online working and digital skills to ensure the continuation of education, services and research productivity. This paper presents the findings of a qualitative research study in a UK university exploring factors influencing differences in the digital literacy skills of doctoral students. The literature included has been updated as digital skills and technologies are a constantly changing area of research. Due the complex nature of doctoral research, it was difficult to draw definite conclusions about the many factors which influence the digital literacy practices of research students. Students interviewed in the study discussed their approaches to and understanding of information, digital and media literacy (Jisc, 2016) but the influence of demographic factors such as age, discipline and gender could not easily be evaluated. All students in the study appeared to be under time pressure and required a high level of organisation and this was assisted by digital skills and proficiency and access to robust hardware and software. They believed they were largely self-taught and some required appropriate training at the point of need to increase their research productivity. This paper will explore how evidence-based practice and engagement may be used to understand the digital practices of doctoral students and to inform the development of research services within academic libraries.
&apos;Babe… You&apos;re a Bit of a Know It All&apos;: Student Love and Breakup Letters to a Library Research Skills Tutorial
Author: Dennie, Danielle
Date: 2021-12-00
Type: Journal Articles
Subjects: Letters (Correspondence),Library Instruction,Information Literacy,Academic Libraries,Online Courses,Self Efficacy,Student Attitudes,College Students,Evaluation Methods,Foreign Countries

This study employed a novel user experience method, the love/breakup letter, to evaluate the usefulness of an online information literacy (IL) tutorial for students writing assignments with research requirements. Thematic coding of the letters showed that this method elicited revealing responses from students about their confidence in doing library research, preferred learning styles, and intentions to use such a tool again. In contrast with highly-favourable prelaunch user testing results, the majority of students wrote breakup letters to the tutorial and several bypassed it altogether despite their explicit assignment instructions. The findings have implications for librarians exploring new research methods and investigating practical applications of online IL teaching tools designed for self-directed learning.
Capturing the Big Picture: Academic Library Instruction across an Institution
Author: Gill, Navroop
Date: 2021-12-00
Type: Journal Articles
Subjects: Academic Libraries,Library Instruction,Information Literacy,Foreign Countries,Librarians,Librarian Attitudes,Librarian Teacher Cooperation

This project report describes an internal scan of library staff involved in instruction in a large academic library system. 64 semi-structured interviews were conducted and qualitatively analysed in order to produce a summary of instruction across the library system, and both the challenges faced and supports desired by these instructors. The most often mentioned challenges included the wide variety of students and class characteristics encountered, limitations around time, and navigating faculty expectations. The supports described with greatest frequency were professional development opportunities to support instruction practice, a greater sense of community among those doing instruction, and increased awareness of instruction practices both across the library system and in the institution at large. These finding allowed the authors to form recommendations for the library system to help advance instruction in support of teaching and research in the institution.
Cartooning the Cambridge University Libraries
Author: Trowell, Clare Louise
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Visual Learning,Information Literacy,Information Dissemination,Visual Aids,Users (Information),Outreach Programs,College Students,College Faculty,Learner Engagement,Library Instruction,Academic Libraries,Communication (Thought Transfer)

Comics and cartoons are valued in twenty-first century popular culture and are increasingly used as 'Applied Comics' to help communicate key messages and information in society. However, there is less evidence of cartoons and comics being used to communicate with and engage library users in learning, information literacy (IL) and research support. This paper explores case studies of how several different projects have utilised comics as a medium to deliver key messages about library services to support teaching and research at Cambridge University Libraries. The paper examines the use of comics and cartoons in a library context framed in a theory of comics and visual learning. The reception and output of the comics and cartoons with different audiences at Cambridge University Libraries is explored and the paper proposes that further research could be done to examine the potential of comics in communication and IL.
Step up to Masters: Supporting the Academic Skills Transition for Taught Postgraduate Students
Author: Liu, Jiani
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Transitional Programs,Graduate Students,Graduate Study,Information Literacy,College Readiness,Student Diversity,Barriers,Student Attitudes,Student Characteristics,Academic Libraries,Library Skills

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team's own research findings on PGT students' academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic.
The Implementation and Embedding of Digital Skills and Digital Literacy into the Curriculum Considering the COVID-19 Pandemic and the New SQE: A Case Study from Inception to Implementation and Continual Development of the Digital Academy
Author: Carl, Matthew
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Foreign Countries,Student Centered Learning,Cooperative Learning,Independent Study,Self Evaluation (Individuals),Student Participation,Legal Education (Professions),Library Services,Library Skills

This paper focuses on the introduction of a new model of digital teaching and resource provision for the University of Law (ULaw) Library Service, during the COVID-19 pandemic. It details the processes and steps we took to achieve the three core aims of: a new mode of online skills delivery, the creation of self-directed, independent learners in the various student cohorts at the university and the creation of a flexible self-assessment platform to provide an incremental learning journey for both students and staff. This paper also highlights some of the challenges and difficulties we faced, arising from a project of this size and nature.
Kazakh and Russian Kinship Terminology: A Comparative Linguistic and Cultural Analysis of Lacunae
Author: Vakhitova, Tanzilya
Date: 2022-00-00
Type: Journal Articles
Subjects: Russian,Turkic Languages,Contrastive Linguistics,Intercultural Communication,Language Usage,Family Relationship,Cultural Differences,Cultural Awareness,Interlanguage,Semantics,Correlation,Age Differences,Classification,English,Naming

A cross-cultural investigation of lacunae contributes to successful intercultural communication, helping in achieving mutual understanding between cultures and solving communication problems between different nations. This study is aimed at identifying and classifying lexical lacunae in the kinship terminologies of the Russian and Kazakh languages. The comparative study reveals semantic, cultural, psychological, evaluative, and aesthetic factors. The material of the study comprises the terms of kinship, selected by the method of continuous sampling from lexicographic sources of the Kazakh and Russian languages, with a total volume of 300 units. Interlanguage lacunae were described from the perspective of comparative structural-semantic analysis. The analysis of kinship terms in the Russian and Kazakh languages showed that there are more similarities than previously thought. Significant differences in Russian and Kazakh kinship terminology were manifested in connection with the allocation of the seme &quot;gender correlation&quot;, i.e., the name depends on the gender of the person concerning whom it was used, as well as the seme &quot;age concerning the speaking person&quot;. Analysis of Kazakh kinship terms that act as lacunae in the Russian language and their classification in terms of semantics, structure, etymology and cultural components was not considered an object of research until now.
The Relationship between the Morphological Phenomena of the Current Sakakan Dialect and the Modern Standard Arabic
Author: Al-Rubaat, Atalah Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Semitic Languages,Morphology (Languages),Dialects,Standard Spoken Usage,Morphemes,Age Differences,Gender Differences,Foreign Countries,Tribes,Language Research,Educational Attainment,Contrastive Linguistics,English,Participant Characteristics,Ethnography

The Modern Standard Arabic (MSA) and many of its dialects have been investigated, described, and analyzed morphologically by intensive previous research. However, the dialect of Sakakan tribes in the north region of the Arab peninsula has not received any adequate attention in this regard. Therefore, this research aims at describing, analyzing and documenting some current morphological phenomena in the Sakakan dialect (SD) that is spoken in Al-Jouf region, KSA. This research also aims at finding out the relationship between four morphological phenomena of SD namely: the masculine regular plural, the dual, the feminine plural, and the irregular plural and their corresponding examples in MSA or any other neighboring Semitic languages. In order to achieve these objectives, the related literature was reviewed before implementing a semi-structured interview and an observation scale. The research employed a nonprobability sampling procedure (convenience sampling) to select (30) Sakakan participants from various ethnographic and demographic backgrounds (age, gender, and education level variables). By using a mixed-analytical method based on quantitative and qualitative approaches, the investigated SD morphological phenomena when described and documented showed a strong relationship with MSA. One implication of this research is the need for further investigation and identification of the morphology of current Arabic dialects.