ethanporcaro/eric-fulltext-meta huggingface dataset:
Network Analysis of a Virtual Community of Learning of Economics Educators
Author: Fontainha, Elsa
Date: 2015-00-00
Type: Journal Articles
Subjects: Network Analysis,Communities of Practice,Economics Education,Group Dynamics,Content Analysis,Computer Mediated Communication,Correlation,Comparative Analysis,Leadership,Knowledge Management,Computer Simulation,Statistical Analysis,Cooperative Learning

Introduction: This paper aims at understanding virtual communities of learning in terms of dynamics, types of knowledge shared by participants, and network characteristics such as size, relationships, density, and centrality of participants. It looks at the relationships between these aspects and the evolution of communities of learning. It focuses specifically on a virtual community of learning concerned with Economics education (CoL01). Method: The methods employed include descriptive statistics, content and network analysis. Analysis: We examined in detail the case of a virtual community of Economics educators using the digital archive of exchanged messages during 15 years, and focusing on: community of learning characteristics and dynamics, its density, the centrality of participants and type of knowledge shared. We compared it with three other virtual communities in the same disciplinary domain. Results: The community of learning under analysis revealed a cyclical behaviour in its development. However, the behaviour of participants (i.e. ratio of answers per topic of discussion) remains stable. Leadership is not the responsibility of a single individual. Instead it is shared by a nucleus of persons inside the community of learning. Knowledge sharing is student and teaching-oriented. Conclusions: Contrary to the literature that emphasises the importance of the role of a moderator for community interaction, leadership in debate in the studied community is not centralised in a single person or a very small group. Instead, there is a strong nucleus of members in the community of learning which is more active during the whole period under analysis and may play a brokering role that is key to maintaining the dynamics of participation. Large digital public archives proved to be useful for a deep analysis of the characteristics and dynamics of communities of learning. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic20.]
Uncertainty in Reference and Information Service
Author: VanScoy, Amy
Date: 2015-03-00
Type: Journal Articles
Subjects: Library Services,Library Research,Information Seeking,Reference Services,Information Science Education,Research Libraries,Librarians,Academic Libraries,Phenomenology,Ambiguity (Context)

Introduction: Uncertainty is understood as an important component of the information seeking process, but it has not been explored as a component of reference and information service. Method: Interpretative phenomenological analysis was used to examine the practitioner perspective of reference and information service for eight academic research librarians in the United States. Analysis: Data were analyzed thematically according to interpretative phenomenological analysis procedures. Results: Variety and uncertainty emerged as one of the themes of experience for these practitioners. Based on the results of this study, a conceptual model is proposed for uncertainty in reference and information service. Conclusion: The conceptual model of uncertainty in reference and information service can be used for further study of the phenomenon and to contribute to a comparative sociology of uncertainty across professions. In addition, it can be used to support practitioners and to better prepare students for the uncertainties of practice. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isicsp9.]
The Information Professions: Knowledge, Memory, Heritage
Author: Bates, Marcia
Date: 2015-03-00
Type: Journal Articles
Subjects: Information Science,Libraries,Librarians,Intellectual Disciplines,Documentation,Archives,Information Storage

Introduction: Along with leading to growth in the numbers of people doing information work, the increasing role of information in our contemporary society has led to an explosion of new information professions as well. The labels for these fields can be confusing and overlapping, and what does and does not constitute an information profession has become unclear. Method: We have available a body of theory and analysis that can form the basis of a review of this new professional landscape, and enable us to clarify and rationalize the array of emerging information professions. Analysis: Work by the author and others on the philosophical nature, and core elements, of the information professions is drawn upon and applied to the current professional scene. The nature of information itself and of information-related activities are defined and closely analysed to produce models of the disciplines and the work elements within the disciplines of information. Results. The analysis makes possible the incorporation of popular new information disciplines into an overarching framework that includes pre-existing fields as well. Conclusions: The analysis provides a perspective that clarifies the relationships among the information disciplines as well as their relationship to other professional activities in society.
Why Principal Investigators Funded by the U.S. National Institutes of Health Publish in the Public Library of Science Journals
Author: Pontika, Nancy
Date: 2015-03-00
Type: Journal Articles
Subjects: Periodicals,Public Libraries,Access to Information,Standards,Semi Structured Interviews,Authors,Journal Articles,Scientific Research,Qualitative Research,Peer Evaluation,Decision Making,Researchers,Users (Information),Internet,Citations (References),Copyrights,Databases,Knowledge Level,Familiarity,Federal Aid

Introduction: The National Institutes of Health public access policy requires the principal investigators of any Institutes-funded research to submit their manuscript to PubMed Central, and the open access publisher Public Library of Science submits all articles to PubMed Central, irrespective of funder. Whether the investigators, who made the decision to publish in one of the seven Public Library of Science journals were motivated by the National Institutes' public access policy or by the journals' quality standards is unknown. Method: Forty-two Institutes-funded investigators who had published in one of the seven journals between 2005 and 2009 were interviewed, using a semi-structured, open-ended interview schedule. Analysis: Qualitative analysis was conducted, dividing the participants into those who published in the journals before the mandatory policy (pre-mandate) and those who published after the policy (post-mandate). Results: The Institutes-funded investigators submitted to the Public Library of Science journals because they favour the high impact factor, fast publication speed, fair peer-review system and the articles/ immediate open access availability. Conclusions. The requirements of the National Institutes' public access policy do not influence the investigators' decision to submit to one of the Public Library of Science journals and do not increase their familiarity with open access publishing options.
Sociodemographic Characteristics Associated with the Everyday Health Information Literacy of Young Men
Author: Hirvonen, Noora
Date: 2015-03-00
Type: Journal Articles
Subjects: Information Literacy,Health,Males,Questionnaires,Surveys,Statistical Analysis,Regression (Statistics),Foreign Countries,Vocational Education,Compulsory Education,Parents,Occupations,Mothers,Fathers,Probability,Family Influence,Age Differences,Family Environment,Young Adults,Access to Information,Employment Level,Educational Attainment

Introduction: Everyday health information literacy refers to the competencies needed to find relevant information, evaluate its reliability, and use it to make decisions concerning health in everyday life. More evidence is needed of the determinants of health information literacy to better understand how it is acquired and through which mechanisms it influences health. This study seeks to examine the associations between socio-demographic variables and everyday health information literacy among young men. Method: The empirical data were collected using a questionnaire survey (n = 630) conducted at the Finnish Defence Forces call-ups in September 2012. Analysis. Statistical analyses included cross-tabulation with Pearson's chi squared test and multivariate logistic regression analysis. Results: Among young Finnish men, compulsory or vocational education, father's manual labour occupation, and mother's associate professional occupation decreased the odds of having high everyday health information literacy. Conclusions: The study makes a novel contribution to the existing literature by providing information on the everyday health information literacy of young, generally healthy individuals in relation to their socio-demographic background. Future studies are needed to investigate the practices through which everyday health information literacy is acquired in different social contexts during the course of people's lives. Moreover, the associations between perceived everyday health information literacy and directly tested abilities as well as health behaviour and physical health could be investigated. The health information literacy screening tool can be further developed and used as a basis of tailoring and targeting health communication. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic25.]
Influence of User Ratings, Expert Ratings and Purposes of Information Use on the Credibility Judgments of College Students
Author: Lim, Sook
Date: 2015-03-00
Type: Journal Articles
Subjects: User Satisfaction (Information),Expertise,Books,Credibility,Statistical Analysis,Experiments,Hypothesis Testing,Undergraduate Students,Females,Student Attitudes,Correlation,Reading Research,Surveys

Introduction: This study examined whether user ratings, expert ratings and the purpose of the use of a book on a user-generated site influenced the credibility of the book. It also examined whether the effects of user ratings and expert ratings on credibility judgments of the book varied according to the purpose of information use. In addition, this study examined whether the co-existence of user ratings and expert ratings influenced people's credibility judgments of user ratings, and vice versa, on a user-generated content site. Method: Data were collected using both an experiment and a survey. The experiment took the form of a 2x2x2 factorial design, involving user ratings of a book (high or low ratings), expert ratings (high or low ratings) and purposes (academic or casual reading). A total of 233 college students participated in the study. Analysis: Analysis of variance (ANOVA) was used to test the research hypotheses and answer the research questions of the study. Correlation analyses were performed for the exploratory findings. Results: Expert ratings influenced the credibility of the book while user ratings did not. The effects of user ratings and expert ratings did not vary according to the purpose of information use regarding the credibility of the book. However, when expert ratings were high, the respondents perceived higher user ratings as more credible than lower ones. On the other hand, when expert ratings were low, the respondents perceived lower user ratings as more credible than higher ones. Conclusions: Expert opinions are important in the credibility judgments of the book and the credibility of user ratings on a user-generated site. The results provide practical implications for user-generated content designers and librarians.
Use of Credibility Heuristics in a Social Question-Answering Service
Author: Matthews, Paul
Date: 2015-03-00
Type: Journal Articles
Subjects: Credibility,Heuristics,College Students,Computer Science Education,Philosophy,Technology Education,Student Attitudes,Cues,Reputation,Social Attitudes,Questioning Techniques,Knowledge Level,Epistemology,Correlation

Introduction: This study looked at the effect of community peripheral cues (specifically voting score and answerer's reputation) on the user's credibility rating of answers. Method: Students in technology and philosophy were asked to assess the credibility of answers to questions posted on a social question-answering platform. Through the use of a test interface, the availability of cues as to community rating and the reputation of the answer providers were manipulated. Analysis: The main analysis concerned the correlations between the students' credibility rating and the community votes the answers had received. Results: Findings showed that across subjects and knowledge levels, the availability of cues increased the level of agreement between the test subjects and the community aggregate vote. Agreement with answerer reputation was weaker but still significant. Furthermore, at low knowledge levels cue visibility increased confidence regarding credibility judgements. Conclusions: The findings are discussed within a framework of social epistemology, which provides a theoretical foundation for the assessment of knowledge systems. Some suggestions are provided for future work aimed at correcting overreliance on heuristics in credibility decisions. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic27.]
Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching
Author: Rosman, Tom
Date: 2015-03-00
Type: Journal Articles
Subjects: Intelligence,Academic Ability,Self Concept,Information Literacy,Correlation,Statistical Analysis,Psychology,College Freshmen,Foreign Countries,Standardized Tests,Intelligence Tests,Work Ethic,Multiple Regression Analysis,Student Attitudes,Information Seeking

Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information literacy: a positive relationship between intelligence and information literacy is only expected for students with a high academic self-concept. It is expected that this moderator effect is mediated by students' effort: Whenever students recognise their actual deficits or strengths, they will invest more effort than if they are over- or under-confident. Method: Data were gathered in a quantitative field study with 137 psychology freshmen from the University of Trier, Germany. Measures included a standardised information literacy test, Raven's Advanced Progressive Matrices test for fluid intelligence as well as standardised measures for students' academic self-concept and work avoidance tendencies. Analysis: Data was analysed through multiple regression analysis and tests for mediated moderation. Results. With regard to the hypothesised interaction effect, it was confirmed that a positive relation between intelligence and information literacy solely exists for students with a high academic self-concept. A high academic self-concept may even be detrimental for information literacy when paired with a low intelligence. These effects were partially mediated by students' tendency for work avoidance. Conclusions: Our findings corroborate that adequate self-perceptions of academic abilities are a basic requirement for information-seeking skills. Hence, we emphasise a need for ability-tailored information literacy training paired with performance feedback to foster realistic self-perceptions. [This paper was published in: &quot;Proceedings of ISIC: The Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic34.]
A Comparative Study of Selection, Training and Advisory Practices for Doctoral Education
Author: Tonbul, Yilmaz
Date: 2014-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Content Analysis,Foreign Countries,Doctoral Dissertations,Elective Courses,Individual Characteristics,Sampling,Supervisors,Role,Student Attitudes,Graduate Students,College Faculty,Cross Cultural Studies,Comparative Education,Academic Achievement,Student Recruitment,Selection Criteria,Admission Criteria,Networks,Student Needs,Student Motivation,Creativity,Interdisciplinary Approach,Semi Structured Interviews

Problem Statement: The &quot;right selection&quot; of doctoral candidates is of great importance for the effectiveness of doctoral programs. There are programs in which one can directly begin with the dissertation, as well as programs that require the completion of credits through mandatory and elective courses. It is widely accepted that academic thesis supervisors play an important role at every stage in PhD programs. Purpose of Study: The purpose of this study is to compare the selection and training of PhD students of the education faculties of the University of Bremen and Ege University, as well as the role of the supervisor by investigating the views of PhD students, graduates and thesis supervisors. Methods: In this study, integrated multi-case design was used. The study group was determined with a criterion sampling method. The data was collected by interviews and analyzed by a content analysis technique. Findings and Results: The competencies required of doctoral candidates vary under themes such as &quot;awareness of the process&quot;, &quot;academic qualifications and personal characteristics&quot;, &quot;professional experience&quot;, and &quot;the originality of the doctoral dissertation&quot;. In Germany, there is failure to make PhD programs sufficiently attractive to attract students, while in Turkey, the selection of students through central exams that do not measure suitability for doctoral qualifications are criticized. It was deemed more appropriate to train PhD candidates by practicing in colloquiums and academic environments addressing networks and needs rather than by programs in which candidates begin their dissertation after completing a certain number of credits. Being &quot;directive, preparative and motivational&quot; stood out as the preferred roles of an academic thesis supervisor. Conclusions and Recommendations: Systems that can attract &quot;suitable&quot; individuals who complete their studies successfully, can develop creative ideas, and are interdisciplinary in nature may be developed. Institutions may manage activities like informing and preparing students for PhD programs beginning from the undergraduate stage and continuing through the doctoral dissertation stage.
The Development and Validation of the Teacher Violence Scale
Author: Piskin, Metin
Date: 2014-00-00
Type: Journal Articles
Subjects: Violence,Measures (Individuals),Validity,Aggression,Bullying,Teacher Student Relationship,Teacher Behavior,High School Students,Item Analysis,Reliability,Predictive Validity,Sexual Abuse,Scores,Psychometrics,Antisocial Behavior,Factor Structure,Foreign Countries,Factor Analysis

Problem Statement: One of the initial tasks of the school staff is to create a safe environment, which is free of negative behaviors and role models. However, there has been a concern for the violence in the schools. Most of studies in the literature has focused on aggression, violence, and bullying among students. But, teacher violence against students hasn't been studied sufficiently. In order to investigate this type of violence, a self-report instrument is needed. Purpose of the Study: This study aimed to develop and validate the Teacher Violence Scale (TVS), which measures different forms of violent behaviors displayed by teachers against students. Method: The psychometric properties of the TVS were explored on two separate participant groups. The first one was consisted of 583 (61.0% girls and 39.0% boys) high school students. The second one was composed of 878 (36.7% girls and 63.3% boys) high school students. The initial phases of scale development started with defining the target construct, generating items, and receiving expert reviews. The pilot form was administered to the first participant group and the final form was validated on the second participant group. In addition, some evidence for convergent, discriminant and divergent validity of the TVS were explored. Lastly, the internal consistency for the entire scale and the sub-dimensions of the TVS and the item analysis of the TVS were investigated. Findings and Results: The exploratory factor analysis (EFA) indicated that the TVS is a 36-item scale with 5 factors namely physical violence (11 items), sexual violence (6 items), accusing/humiliating (8 items), taunting (5 items), and oppressing (6 items). This 5-factor structure explained approximately 64 percent of the total variance. The confirmatory factor analysis (CFA) showed that the 5-factor model was validated [?[superscript 2](584) = 1330.27, ?[superscript 2]/df = 2.28, RMSEA = 0.04, SRMR = 0.06, NNFI = 0.99, CFI = 0.99]. The TVS had a strong evidence for convergent, discriminant and divergent validity. In addition, it had good internal consistency for the scores of entire scale and sub-dimensions. Conclusion and Recommendations: This study presented some psychometric evidence for the TVS. The results of EFA and CFA indicated that the TVS is a 36-item scale with 5 sub-dimensions. It is expected that the TVS will fill a gap and will be a useful instrument to measure teachers' violence towards students. Further studies should provide additional evidence for predictive and cross validity and test-retest reliability of the TVS.