ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis
Author: Scripps-Hoekstra, Lindy
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Science,Technological Literacy,Technology Education,Accreditation (Institutions),Academic Standards,Competency Based Education,Minimum Competencies,Degree Requirements,Content Analysis,College Programs,Web Sites,Required Courses,Evaluation Methods,Remedial Programs,Correlation,Educational Change,Educational Practices,Educational Trends,Skill Analysis,Online Courses,Academic Support Services,Information Science Education,Course Content

This study set out to provide an understanding of how LIS programs ensure that students are prepared for the demands of graduate study in the twenty-first century, how these expectations may have evolved since Kules's and McDaniel's previous 2008 study, and how various types of programs compare in their approaches. Content analysis was used to examine all 58 ALA-accredited LIS program websites regarding published requirements, required skills, methods of evaluation, and the types of remedial support provided. Overall, this research revealed very little similarity between programs and little change since 2008. The majority of program websites had some type of competency in place with very few requiring formal skill assessment. Most competency requirements focused on knowledge of word processing and presentation software, with little focus on Web 2.0 technology. Programs with a requirement in place generally promoted library or IT workshops as a means of assistance. Additionally, program websites with similar profiles (e.g., i-Schools, online programs) also varied in approaches.
Information Vaccine: Using Graphic Novels as an HIV/AIDS Prevention Resource for Young Adults
Author: Albright, Kendra S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Teaching Methods,Prevention,Health Promotion,Institutionalized Persons,Correctional Institutions,Correctional Education,Juvenile Justice,Cartoons,Novels,Clubs,Intervention,Public Libraries,Program Effectiveness,Knowledge Level,Bibliotherapy,Behavior Modification,Access to Information,High School Students,Books,Surveys,Focus Groups,Attitude Measures,Qualitative Research,Attitude Change

HIV/AIDS infections are growing at an alarming rate for young adults. In 2009, youth, ages 13-29, accounted for 39% of all new HIV infections in the U.S. (Division of HIV/ AIDS Prevention, Centers for Disease Control (CDC), 2011). South Carolina ranks eighth in the nation for new HIV cases, while the capital city of Columbia ranks seventh (Carolina Teen Health, 2012). Education and prevention efforts are needed to raise young adults' awareness of HIV/AIDS issues in order to reduce this troubling trend. To address this need, the researchers and a graphic illustrator worked with incarcerated students age 15-19 in the South Carolina Department of Juvenile Justice School District, to develop an age-appropriate, culturally-diverse graphic novel on HIV/AIDS, entitled &quot;AIDS in the End Zone.&quot; Phase I of the project was to create the novel. Once Phase I was completed, Phase II of the project began. During this phase, graphic novel book club interventions were held with young adults in public libraries in Columbia, South Carolina to measure knowledge gains and impact from reading the graphic novel. The purpose of this phase was to examine the role that graphic novels can play as a resource for increasing HIV/AIDS awareness among young adults. Phase II was funded by the 2013 ALISE Research Grant. The findings of the study are reported here. This study is the first of its kind to provide scientifically-based research that examines whether or not graphic novels can be an effective HIV/AIDS prevention tool for young adults. Implications for LIS education are discussed.
Digital Advocacy Stories: A Pedagogical Tool for Communicating and Strengthening Library Values
Author: Moreillon, Judi
Date: 2014-00-00
Type: Journal Articles
Subjects: Advocacy,Values Education,Graduate Students,Investigations,Story Telling,Electronic Publishing,Web 2.0 Technologies,Content Analysis,Social Networks,Competency Based Education,Online Courses,Value Judgment,Media Selection,Information Dissemination,Feedback (Response),Discourse Analysis,Vignettes,Assignments,Reflection,Information Science Education,Teaching Methods,Library Services,Case Studies

&quot;Digital Advocacy Stories: A Pedagogical Tool for Communicating and Strengthening Library Values&quot; is a case study conducted in LS5633: The Art of Storytelling. The purpose of this study was to investigate graduate student candidates' development of library values through the use of digital tools to create and disseminate advocacy stories. While discussing, creating, sharing, revising, and reflecting on digital advocacy stories, candidates gave voice to values based on ALA and other competences. They also increased their expertise in communicating those values to library stakeholders via electronic and Web 2.0 tools. The researchers conducted a content analysis of several assignment data sources, including candidates' online discussions, advocacy stories, and digital reflection scripts. The findings suggest this pedagogical process strengthened candidates' library-related values as well as shored up their ability to advocate for those values and use social networking and digital tools to do so.
Learning Portals: Analyzing Threshold Concept Theory for LIS Education
Author: Tucker, Virginia M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Education,Theories,Fundamental Concepts,Higher Education,Learning Experience,Online Searching,Educational Research,College Instruction

This paper explores the theoretical framework of threshold concepts and its potential for LIS education. Threshold concepts are key ideas, often troublesome and counterintuitive, that are critical to profound understanding of a domain. Once understood, they allow mastery of significant aspects of the domain, opening up new, previously inaccessible ways of thinking. The paper is developed in three parts. First, threshold concept theory is introduced and studies of its use in higher education are described, including emergent work related to LIS. Second, results of a recent study on learning experiences integral to learning to search are presented along with their implications for search expertise and search education, forming a case illustration of what threshold concept theory may contribute to this and other areas of LIS education. Third, the potential of threshold concept theory for LIS education is discussed. The paper concludes that threshold concept theory has much to offer LIS education, particularly for researching critical concepts and competencies, and considerations for a research agenda are put forth.
Developing a Curriculum in Intellectual Freedom: What Our Students Need to Know
Author: Seroff, Jole
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,Curriculum Development,Educational Needs,School Libraries,Library Services,Perspective Taking,Access to Information,Information Policy,Internet,Censorship,Intellectual Property,Copyrights,Privacy,Values

In this article, the author states that school librarians can contribute to an atmosphere that supports intellectual freedom by drawing attention to the subtle messages about community values--messages that are communicated by virtue of what is included or excluded from curricular and co-curricular offerings. The author address issues with internet filtering in schools; use of honor codes that are central to a school's identity; censorship; and intellectual property and fair use. Intellectual freedom is not a value held in a vacuum but, instead, in a particular time and place. Reflecting on instructional programs through the lens of intellectual freedom has reinforced some key tenets, as addressed in this article.
Rethinking the &quot;Restricted&quot; Shelf
Author: Doyle, Miranda
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,Censorship,Library Materials,Library Services,School Libraries,Best Practices

It's the whispering and giggling that tips off the school librarian, and the growing circle of students gathering around a book or computer screen. The students have discovered something, and it's probably not just a funny cat video or a particularly fascinating diagram of a medieval castle. Maybe it's a book about: puberty, an art book with a few nude paintings, a family with two moms, or a novel with four-letter words. It might be a title about drugs, violence, gangs, or graffiti, or a sensitive topic--dealing with death, mental illness, or abuse. These subject matters can cause consternation to school librarians as they consider these diverse publications and where they belong in the school library. This author contends that maybe it is time to look at the &quot;Top Ten Most Frequently Challenged Books&quot; (released by the American Library Association's Office for Intellectual Freedom) that addresses the controversies of diverse content.
To Protect and Serve
Author: Panter, Suzanna L.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Administration,Library Services,Privacy,Student Rights,Student Records,Ethics,Citizenship Responsibility,Confidential Records,Confidentiality,Police School Relationship,Law Enforcement,Resistance (Psychology),Elementary Secondary Education,Educational Legislation,Parent Rights

School librarians act as servants of the school community and protectors of students' rights, and it is the ethical duty of school librarians to champion student privacy and resist threats to it. This article addresses the legality of this process based upon the 2007 article &quot;How Does the Family Rights and Privacy Act [FERPA] Affect You&quot; by Thomas V. Toglia, which explained that under the law, student records can be disclosed to third parties only with authorization from a parent if the student is under the age of eighteen (2007, 61). Although library records are not explicitly discussed in the act, they are not listed in the exemptions. Therefore, it is common practice to include library records in the definition of student records (Adams 2005). What should school librarians do when local law enforcement wants to take a peek? This article covers such an issue as presented by the author in her role as district library supervisor and the steps that were taken to protect student rights.
Strategies and Perceptions of Students' Field Note-Taking Skills: Insights from a Geothermal Field Lesson
Author: Dohaney, Jacqueline
Date: 2015-08-00
Type: Journal Articles
Subjects: Science Education,Geology,Field Studies,Notetaking,Mixed Methods Research,Introductory Courses,Learning Strategies,Observation,Content Analysis,Interviews,Gender Differences,Cognitive Processes,Difficulty Level,Undergraduate Students,Foreign Countries,Coding,Measures (Individuals),Teaching Styles,Student Educational Objectives,Teaching Methods

Field note-taking skills are fundamental in the geosciences but are rarely explicitly taught. In a mixed-method study of an introductory geothermal field lesson, we characterize the content and perceptions of students' note-taking skills to derive the strategies that students use in the field. We collected several data sets: observations of the field lesson, hard-copy notebooks (n = 42), and interview data (n = 16). Our analysis of the notebooks revealed note-taking strategies on two dimensions, consistent with earlier findings in the literature: students' ability to write in their own words (uniqueness; U), and the amount of necessary information recorded (completeness; C). We propose several factors that influenced the students' notes: lecturer differences, previous field experience, and gender. Two different lecturers (1 and 2) taught the lesson on two different days. The note-taking task covered similar content but was not scripted, resulting in lecturer differences. Lecturer 1 included rich peripheral information, and the other reiterated the need ''to think for yourself'' and ''focus on observations'' (resulting in higher U scores for lecturer 2's students). We also found that students with ''high'' previous field experience had higher U scores. Interview data corroborated this finding, indicating that field experience helped students to ''know what to look for.'' Lastly, female students generally achieved higher C scores than male students. Females used more words (verbosity), and this likely led to higher values achieved. To improve note-taking skills, we suggest breaking down complex field lessons into simple, manageable parts to manage students' cognitive load.
Engaging Undergraduates in the New York City S-SAFE Internship Program: An Impetus to Raise Geoscience Awareness
Author: Blake, Reginald A.
Date: 2015-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Internship Programs,Earth Science,Research Projects,Disproportionate Representation,Urban Areas,Learning Activities,Seminars,Program Evaluation,Student Surveys

To engender and raise awareness to the geosciences, a geoscience research project and a corresponding geoscience internship program were designed around plume dispersion dynamics within and above the New York City subway system. Federal, regional, and local agencies partnered with undergraduate students from minority-serving institutions to conduct the largest plume dispersion study ever done in a complex, dense, urban-coastal metropolis. The students were engaged in an array of geoscience activities within the confines of geoscience learning communities. Assessment results indicate that the geoscience exposure and experience helped to stimulate and proliferate geoscience awareness and knowledge among the undergraduates.
Elementary Teachers' Use of Formative Assessment to Support Students' Learning about Interactions between the Hydrosphere and Geosphere
Author: Forbes, Cory T.
Date: 2015-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Formative Evaluation,Earth Science,Mixed Methods Research,Faculty Development,Grade 3,Grade 4,Grade 5,Pedagogical Content Knowledge,Instructional Materials,Elementary School Science,Elementary School Students,Science Instruction,Correlation,Case Studies,Semi Structured Interviews,Observation

Students' thinking should serve as the foundation of effective science curriculum and instruction. To promote science learning, particularly in the geosciences, teachers must attend to students' existing ideas about natural phenomena through the use of ''high-leverage'' instructional practices such as formative assessment. Elementary teachers need support to learn to implement formative assessment practices effectively. However, few studies have explored relationships between elementary teachers' content knowledge and formative assessment practices, analysis of students' thinking, and instructional decision making. To begin to address this gap in the literature, we conducted a convergent parallel mixed methods study to examine how elementary teachers employ formative assessment practices to scaffold elementary students' learning about interactions between water and the geosphere, which is a core, unifying concept in the Earth sciences. This research is embedded within a multiyear professional development program designed to support elementary teachers (grades 3-5) to learn to employ formative assessment in their classrooms. Study findings show teachers' own knowledge of geoscience disciplinary content is unrelated to their formative assessment practices. They also highlight the importance of the elementary science curriculum materials teachers use in framing disciplinary concepts in ways that influence how teachers evaluate student artifacts and engage in follow-up instruction based.
Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender
Author: Stokes, Philip J.
Date: 2015-08-00
Type: Journal Articles
Subjects: Earth Science,Majors (Students),College Students,Student Recruitment,Racial Differences,Ethnicity,Gender Differences,Barriers,Interviews,Critical Incidents Method,School Holding Power,Hispanic American Students,White Students,Student Experience,Sociocultural Patterns,Disproportionate Representation,Student Diversity,Decision Making,Prior Learning,Family Influence,Individual Characteristics,STEM Education,Scientific Attitudes,Recreational Activities,Field Trips,Peer Influence,Socialization

Geoscience faces dual recruiting challenges: a pending workforce shortage and a lack of diversity. Already suffering from low visibility, geoscience does not resemble the makeup of the general population in terms of either race/ethnicity or gender and is among the least diverse of all science, technology, engineering, and math fields in the U.S. Many studies discuss recruiting and diversity issues in science and math, but only a small number consider--and address quantitatively--barriers in geoscience. We interviewed 31 current and former geoscience majors (18 women, 13 men; 8 Hispanics, 21 whites) at a large university in the southwestern U.S. to collect 926 ''critical incidents,'' or experiences that affected choice of major. These critical incidents were classified, sorted, and analyzed by race/ethnicity and gender. We found that positive experiences in introductory courses, supportive family members, personal characteristics that meshed with geoscience, and outstanding field experiences were the most commonly reported factors influencing the choice of a geoscience major. Though our sample was not large, we interpret these factors as crucial tools for improving recruitment and retention. Hispanic students reported more familial factors, and more negative familial factors, than white students. Hispanic students also reported fewer informal outdoor experiences and fewer incidents involving personal factors. Men reported more critical incidents related to career and economic factors than women. Women reported more negative experiences than men in required nongeoscience courses. These findings suggest that sociocultural factors behind underrepresentation in other fields may similarly impede diversity in geoscience. Although geoscience majors share many common experiences, knowledge of subtle barriers that may exist for only Hispanic students and women in geoscience can inform recruiting, teaching, and advisement strategies.
Arctic Climate Connections Curriculum: A Model for Bringing Authentic Data into the Classroom
Author: Gold, Anne U.
Date: 2015-08-00
Type: Journal Articles
Subjects: High School Students,Science Education,Curriculum Development,Academic Standards,Learner Engagement,Scientific Principles,Critical Thinking,Climate,Active Learning,Scientists,Science Teachers,Geographic Information Systems,Computer Software,Foreign Countries,Scaffolding (Teaching Technique),Models,Workshops

Science education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom educators work together to scaffold the use of authentic, unprocessed scientific data for high school students. We outline a three-module curriculum structure that facilitates these goals. This curriculum engages students in the collection, description, visualization, and interpretation of data; develops understanding of the nature of science; includes prompts to develop higher-order thinking skills; builds knowledge of regional relevance of climate change in students; uses active learning techniques; and can be easily integrated with the Next Generation Science Standards. The curriculum was reviewed and tested in the classroom. To shed further light on the curriculum development process, we gathered reflection data from the scientists, curriculum developers, and educators. Scientists appreciated the collaborative process in which they contributed their expertise without requiring a large time commitment or strong expertise in science education. The curriculum developers viewed the modular structure as helpful in breaking complicated scientific concepts into teachable steps. Classroom educators appreciated the detailed description and step-by-step instructions to navigate data analysis tools like Excel or Google Earth. Initial classroom implementation of the curriculum by 11 teachers with over 1,100 students showed high levels of interest in the topic and engagement. Further work is needed to assess efficacy of the curriculum through classroom observations and measures of student learning.
Student-Designed Mapping Project as Part of a Geology Field Camp
Author: Kelley, Daniel F.
Date: 2015-08-00
Type: Journal Articles
Subjects: Geology,Majors (Students),College Students,Map Skills,Cartography,Field Experience Programs,Fire Protection,Student Projects,Fire Science Education,Outdoor Education,Natural Disasters,Learner Controlled Instruction,Outcomes of Education,Design,Student Surveys,Likert Scales,Geographic Information Systems,Educational Benefits,Transfer of Training,Qualitative Research,Statistical Analysis

During the summer of 2012, the Louisiana State University (LSU) field camp program was affected by close proximity to the large Waldo Canyon Fire in Colorado Springs, CO, as well as by a fire incident on the field camp property. A mapping exercise was created that incorporated spatial data acquired on the LSU property to investigate research questions that were developed by the students. The ownership of the design, implementation, and reporting of the project from start to finish generated strong personal interest from the students and led to enhanced academic performance. Four of the six student groups that conducted this exercise chose to investigate questions related to wildfire on the property. The influence of the events of the summer was strong in shaping their interest and project design. Furthermore, the connection to the wildfire events and the camp property itself strengthened the interest level of the students and the sense of ownership of the projects. While the specific events of that summer field camp program are not possible to re-create, we show here that the strategy of allowing students to control as much of the project design as possible is a good strategy for enhancing student interest and thus strengthening the achievement of learning objectives. This can be achieved while still providing students with the academic content as appropriate for the curriculum of a given course.