Mediating Roles of News Curation and News Elaboration in the Relationship between Social Media Use for News and Political Knowledge     

Chang Sup Park  Barbara K. Kaye 《广播与电子媒介杂志》2013,57(3):455-473

Social media have opened up new possibilities for news engagement, and one of the important possibilities is news curation, which is defined as the reconstructing, reformulating, repurposing, reframing and sharing of news through social media. Focusing on this news curation concept, this study extends the Cognitive Mediation Model and the Communication Mediation Model (O-S-R-O-R) to the social media context. Drawing on a national survey of 1,135 South Korean adults, the present study finds that news elaboration and news curation are positively related to political knowledge and mediate the association between social media use for news and political knowledge.  相似文献   

2010 AECT International Convention Anaheim,California     

Barbara Lockee 《TechTrends》2010,54(2):5-6

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Web 2.0 Technologies and Back Channel Communication in an Online Learning Community     

Lorna R. Kearns  Barbara A. Frey 《TechTrends》2010,54(4):41-51

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We conducted a survey to answer two research questions: 1) What Web 2.0 technologies do students use to communicate with one another outside of the formal structure of their online courses? and 2) What do they talk about in such communication? The results showed that, while students used a variety of technologies to communicate with one another, those enrolled at a distance made greater use of technology to communicate with one another. Moreover, clear preferences emerged according to age. Younger students preferred mobile technologies while older students experimented with a wider range of web-based technologies. We interpret these results and offer recommendations for practice based on our interpretation.  相似文献   

Is tobacco use a problem among deaf college students?     

Berman BA  Bernaards C  Eckhardt EA  Kleiger HB  Maucere L  Streja L  Wong G  Barkin S  Bastani R 《American annals of the deaf》2006,151(4):441-451

College students' tobacco use poses a significant public health problem. Effective intervention requires understanding of this behavior among race/ethnic, cultural, and linguistic collegiate subgroups, including deaf and hard of hearing collegians. Findings from a first-ever tobacco-related survey among this understudied population are reported. The authors used written questionnaires and the Interactive Video Questionnaire, a multimedia computer technology developed for use with the deaf and hard of hearing, to interview 241 volunteers on seven California college campuses. They found lower self-reported current smoking prevalence (14.5%) relative to collegians in the general population, but considerable ever smoking (65.1%) and multiple types of tobacco use (37.3%). The authors report on factors associated with tobacco use and on students' exposure to cigarette marketing, gaps experienced in receipt of antitobacco messages and services, and students' antitobacco intervention recommendations. Limitations of the research are described, including possible underreporting of participants' tobacco use.  相似文献   

Infants' developing appreciation of similarities between model objects and their real-world referents     

Younger BA  Johnson KE 《Child development》2006,77(6):1680-1697

Previous research suggests that model competence does not emerge until relatively late in infancy (20-26 months). Development was systematically analyzed within 3 key areas--count noun learning, dual representation, and categorization-hypothesized to support the emergence of model competence in the second year. In an object-handling preferential looking task, 21- to 26-month-olds matched model objects to referents only when count noun knowledge was high. When dual representation demands were reduced through the use of pictures in place of model objects, 20-month-olds with low count noun vocabularies succeeded in relating symbols to referents. Finally, change in infants' construal of a model object as a member of a category was documented between 14 and 20 months of age.  相似文献   

Evaluation of the KA24 (Knowledge Access 24) service for health- and social-care staff in London and the south-east of England. Part 1: quantitative     

Cumbers B  Urquhart C  Durbin J 《Health information and libraries journal》2006,23(2):133-139

AIMS AND OBJECTIVES: This two-part paper aims to identify the main transferable lessons learned from both the quantitative and qualitative evaluations of the Knowledge Access 24 (KA24) service of online databases and selected full-text journals for health and social care staff in London and the south-east of England. The quantitative evaluation analysed usage rates and user registration with the objective of measuring uptake by previously disadvantaged staff, and to inform the subsequent qualitative survey. METHODS: User and usage data were analysed by type of NHS Trust, by type of user, and by what was being used. The evaluation assessed development in user registration and usage of both databases and journals over a 2-year period. Data were aggregated and analysed both monthly and quarterly. RESULTS: Usage levels increased, but uptake in both the mental health and primary care sectors was comparatively slow. Nurses and allied professionals used the service more than doctors. The increase in usage of full-text journals over the usage of databases was marked. CONCLUSIONS: Previously disadvantaged staff used electronic resources. A qualitative survey was needed to identify the main enablers and barriers to uptake.  相似文献   

Listening to our clinical colleagues: how are they finding their evidence to support Trust clinical governance?     

Publicover M  Giles G  Bolton B  Shemilt C  Urquhart C 《Health information and libraries journal》2006,23(Z1):57-61

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RDA and China: The Internationalization of Cataloging     

Barbara B. Tillett 《中国图书馆学报》2012,38(6):21-21

RDA以AACR2为基础,建立在《书目记录的功能需求》(FRBR)和《规范数据的功能需求》(FRAD)概念模型以及《国际编目原则声明》(ICP)之上。RDA的主要目标是成为专为数字环境设计的,用于资源描述与研究的新标准。能对所有内容和媒介进行编目、生成的记录可在数据环境中使用、应用于国际化的编目环境也是其重要目标。推动RDA不断发展的机构包括负责人委员会、出版商小组管理基金会和联合执导委员会(JSC)。JSC的主要工作是制定和维护RDA的内容,也负责RDA元素集合各种值词汇表的开发与维护,以及培训、合作与宣传等。RDA正处于不断的完善和发展阶段,对RDA的完善将是持续性的。期待中国参与到未来RDA规则的发展过程中,使RDA具有更广泛的国际性。  相似文献   

A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement   总被引：1，自引：0，他引：1  

Barbara McClanahan  Kristen Williams  Ed Kennedy  Susan Tate 《TechTrends》2012,56(3):20-28

As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts.  相似文献   

Improving self-regulation, learning strategy use, and achievement with metacognitive feedback     

Hyeon Woo Lee  Kyu Yon Lim  Barbara L. Grabowski 《Educational technology research and development : ETR & D》2010,58(6):629-648

Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as generative learning strategies.  相似文献