OPACs,Users, and Readers’ Advisory: Exploring the Implications of User-Generated Content for Readers’ Advisory in Canadian Public Libraries     

Jen Pecoskie  Laurel Tarulli 《Cataloging & classification quarterly》2014,52(4):431-453

This article examines the contribution of social discovery platforms and user-generated content (UGC) on readers’ advisory (RA) services in Canadian public libraries. Grounded Theory was used to conduct a content analysis of library-assigned subject headings and UGC of 22 adult fiction titles in 43 Canadian public libraries that use BiblioCommons, SirsiDynix, and Encore social discovery platforms. Findings indicate that UGC complements the MARC bibliographic record as it provides insight into the subject of a work, its protagonists, and the effect the book has on readers. User-generated reviews provide a rich data set that clearly connects to known RA access points.  相似文献   

Pre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university     

Jenßen  Lars  Möller  Regina  Eilerts  Katja  Roesken-Winter  Bettina 《Educational Studies in Mathematics》2022,110(3):435-455

Educational Studies in Mathematics - Emotions play an essential role in pre-service teachers’ competence development, particularly in mathematics. However, the emotion of shame in mathematics...  相似文献   

Development of a ubiquitous learning platform based on a real‐time help‐seeking mechanism     

Gwo‐Jen Hwang  Chih‐Hsiang Wu  Judy C. R. Tseng  Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):992-1002

The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.  相似文献   

#poetryisnotdead: understanding Instagram poetry within a transliteracies framework     

Kate Kovalik  Jen Scott Curwood 《Literacy》2019,53(4):185-195

Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever‐evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student‐centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration.  相似文献   

Examining the Creative Arts Doctorate in Australia: Implications for supervisors     

Jen Webb  Donna Lee Brien 《Educational Philosophy and Theory》2015,47(12):1319-1329

Abstract

One of the significant roles performed by the higher degree research (HDR) supervisor is to assist students to prepare their dissertations for examination. At a time when there is increasing interest in how the academy manages the transition of creative arts HDR candidates from apprentice to peer, there is also concern about the processes, practices, and policies associated with this largely under-researched area of research training. In a recent national Office of Learning and Teaching funded project, we investigated the policy expectations, expert and peer beliefs and expectations, and examiners’ practice around HDR examination, and canvassed the creative arts academic community for their recommendations on best practice in the examination of creative arts doctorates. An unexpected finding was the role of the HDR supervisor in relation to these key areas, and the impact of supervisors upon the examination of students’ theses. This article presents our findings with special reference to the role, understandings, and aspirations of HDR supervisors in the context, and process, of preparing their students for creative arts HDR examination.  相似文献   

Attachment: Theoretical development and critique     

Ruth Slater 《Educational Psychology in Practice》2007,23(3):205-219

Zeanah argues that ethological attachment theory, as outlined by John Bowlby, has provided one of the most important frameworks for understanding crucial risk and protective factors in social and emotional development. However, although attachment theory and the notion of attachment disorders have influenced such initiatives, many psychologists, particularly educational psychologists, remain sceptical about the relevance of attachment theories. Research and major contributions towards the theoretical development of attachment theory are outlined, and the potential contribution of attachment theory to educational psychology is explored.  相似文献   

Reticent poetics,queer politics     

Liu Jen‐peng  Ding Naifei 《Inter-Asia Cultural Studies》2013,14(1):30-55

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Richard T. Carson: Contingent valuation: a comprehensive bibliography and history     

Jen Snowball 《Journal of Cultural Economics》2012,36(2):175-177

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E-books or print books, “big deals” or local selections—What gets more use?     

Robert Slater   《Library Collections, Acquisitions, and Technical Services》2009,33(1):31-41

This paper tracks the use of several hundred books at Oakland University that were made available both in print and electronically. This study attempts to determine if there are discernable differences in usage based on format. It also examines usage to determine if collections of books that were locally selected exhibit different usage than those purchased through a consortium. The author concludes that locally selected collections receive greater usage than consortially selected collections. Furthermore, the author finds that usage of a particular title in one format does not correlate to usage of that title in the other, but that there is a relationship between the formats when you compare aggregate circulations/accesses of books based within NetLibrary subject areas.  相似文献   

Electrodynamics of ponderable bodies     

J.C. Slater 《Journal of The Franklin Institute》1938,225(3):277-287

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