Building Trustworthy Digital Repositories: Theory and Implementation. Bantin,Philip C. (Ed.). Lanham,MD: Rowman & Littlefield, 2016, 371 pp., $65.00 (paperback), ISBN 978-1442263789.     

Lori A. Lindberg 《Journal Of Archival Organization》2017,14(1-2)

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Using What You've Got: The Possession and Use of Official Information in Urban School Choice     

Lori Delale-O'Connor 《Equity & Excellence in Education》2017,50(2):170-181

In this study, the author makes the connection between school and district provided information and families' use of this information. Prior studies have found that over half of families eligible for school choice have information to make their decision. However, little is known about if and how families actually use formally provided information. Drawing from observation and in-depth interviews to construct families' information use approaches, the study revealed that approaches families take in engaging information range along a spectrum from what can be characterized as shallow to deep engagement. Their engagement ultimately influences the number, type, and quality of schools to which families apply. As choice proliferates in urban districts and continues to put the least resourced families at increasing disadvantage, the implications of this study can support policymakers and educators in providing more robust information sources and practices to increase potential families' deep engagement.  相似文献   

Redefining roles and responsibilities: Implementing a triage reference model at a single service point     

Michael LaMagna  Sarah Hartman-Caverly  Lori Marchetti 《Journal Of Access Services》2016,13(2):53-65

ABSTRACT

As academic institutions continue to renovate and remodel existing libraries to include colocated services, it is important to understand how this new environment requires the redefining of traditional library roles and responsibilities. This case study examines how Delaware County Community College redefined reference and research service by transitioning to a triage reference model. This includes how information desk staff and student workers at a single service point determine when to refer users to librarians and how this model has evolved based on specific situations and experiences.  相似文献   

The Impact of Information Technology on Public Libraries     

Lori Bowen Ayre 《Public Library Quarterly》2016,35(4):355-361

In the real world of library service, librarians have to keep up with change by answering specific questions. They need training because technology, the character of populations, and local economics all are changing. Recognizing that technology is a catalyst of change, the author shows how librarians can and do work to help libraries harness the power of technology to navigate the changing reading and information needs of their communities. This article examines useful behaviors as librarians approach their work tasks, relying on new technology to help meet customers’ reading and information needs.  相似文献   

Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment   总被引：1，自引：0，他引：1  

Lori E. Skibbe  Laura M. Justice  Tricia A. Zucker  Anita S. McGinty 《Early education and development》2008,19(1):68-88

Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers.  相似文献   

Knowledge and Attitudes of Produce and Seafood Processors and Food Safety Educators Regarding Nonthermal Processes     

Lori F. Pivarnik  Nicole L. Richard  Robert K. Gable  Randy W. Worobo 《Journal of Food Science Education》2016,15(4):120-128

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Negotiation,embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners     

Yuliya Ardasheva  Lori Norton-Meier 《Studies in Science Education》2013,49(2):201-249

In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the Science Writing Heuristic approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes – negotiation, embeddedness and non-threatening learning environments – to inform ELL science education emerged from the review.  相似文献   

Speed-bumps on the on-ramp to the information highway: Going online at average U     

Lori E. Amy 《The Internet and Higher Education》1998,1(4):291-303

Many universities are still struggling to put a technology infrastructure in place. This article is particularly concerned with the means by which English teachers in institutions with technology infrastructures in their infancy can help students develop literacy skills for a digital culture. While our universities are building technology infrastructures, we can and should forge cross-departmental collaborations which allow us to incorporate low-end technology uses during the interim phase of technology development. Our interim technology initiatives should in turn become part of a long-term technology planning that builds upon a collaborative exchange between faculty and administration.  相似文献   

Open Data: What It Is and Why You Should Care     

Lori Bowen Ayre  Jim Craner 《Public Library Quarterly》2017,36(2):173-184

Open data is information that is provided by public entities to be accessed and reused. Publishing open data is an excellent way to improve an organization’s transparency and provide insight into the value of the organization. Libraries are uniquely positioned to assist their patrons in the use of open data by making them aware of it and helping them access and use it. This article provides a short history of open data and explores ways that library trailblazers are already using open data as well as contributing open data for others to use. Getting started with open data involves identifying key open data resources such as data.gov, identifying library information that would be beneficial to publish, and creating programs that provide digital literacy training and create opportunities for patrons to engage with open data in new and creative ways.  相似文献   

Unbecoming Americans: Writing Race and Nation from the Shadows of Citizenship, 1945‐1960 Joseph Keith. New Brunswick,NJ: Rutgers University Press, 2013.     

Lori Duin Kelly 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):407-408

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