Putting the pieces together: endometriosis blogs,cognitive authority,and collaborative information behavior     

Diane M Neal  Pamela J McKenzie 《Journal of the Medical Library Association》2011,99(2):127-134

Objective:

A discourse analysis was conducted of peer-written blogs about the chronic illness endometriosis to understand how bloggers present information sources and make cases for and against the authority of those sources.

Methods:

Eleven blogs that were authored by endometriosis patients and focused exclusively or primarily on the authors'' experiences with endometriosis were selected. After selecting segments in which the bloggers invoked forms of knowledge and sources of evidence, the text was discursively analyzed to reveal how bloggers establish and dispute the authority of the sources they invoke.

Results:

When discussing and refuting authority, the bloggers invoked many sources of evidence, including experiential, peer-provided, biomedical, and intuitive ones. Additionally, they made and disputed claims of cognitive authority via two interpretive repertoires: a concern about the role and interests of the pharmaceutical industry and an understanding of endometriosis as extremely idiosyncratic. Affective authority of information sources was also identified, which presented as social context, situational similarity, or aesthetic or spiritual factors.

Conclusions:

Endometriosis patients may find informational value in blogs, especially for affective support and epistemic experience. Traditional notions of authority might need to be revised for the online environment. Guidelines for evaluating the authority of consumer health information, informed by established readers'' advisory practices, are suggested.

Highlights

• Endometriosis patients who blog about the illness may determine authority of information sources through both cognitive and affective methods.

Implications

• Because patients with chronic illnesses might have different authority criteria than medical librarians do, it could be useful to carefully incorporate electronic patient discussion forums, medical blogs written by laypeople, and other nontraditionally authoritative resources into consumer health information selection policies. Standard biomedical resources are certainly important to recommend to consumers, but they do not convey the complete picture of a chronic illness and its related experience.
• Patients with chronic illnesses and caregivers can benefit from sources such as blogs and online discussion lists that provide social and emotional support as well as accounts of “lived experience.”
• An understanding of the patient''s potential epistemological community can make the librarian''s recommendations more appropriate for the individual user.

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The Role of Rural Communities in the Postsecondary Preparation of Low-Income Students     

Nathan F. Alleman  L. Neal Holly 《Journal of Education for Students Placed at Risk》2014,19(3-4):148-168

In the past decade, rural education has been critiqued for contributing to brain drain and social stratification that saps the human, social, and economic resources of rural communities. This article, based on an investigation of six small rural school districts in the same state, offers an alternative view of the role of community groups and individuals in the academic preparation and postsecondary aspirations of local low-income students. From the accounts of 79 school and community residents, we developed a typology that categorizes local stakeholders by their involvement in three common functions: program support, program directing, and program initiation/administration. These proeducational activities, in combination, support the necessary tasks of qualification, graduation, application, and aspiration. Results not only increase understanding about the ways rural communities support educational preparation, but also clarify the links between particular community behaviors and the completion of essential college-preparation tasks.  相似文献   

Analyzing the Roles,Activities, and Skills of Learning Technologists: A Case Study From City University London     

Olivia Fox  Neal Sumner 《The American journal of distance education》2014,28(2):92-102

This article reports on a case study carried out at City University London into the role of learning technologists. The article examines how the role developed by providing points of comparison with a report on the career development of learning technology staff in UK universities in 2001. This case study identified that learning technologists undertook diverse roles and acquired the skills to work in different communities (professional, academic, and research). It also found that although the core role and activities of learning technologists were similar to findings in 2001, the changing context in which they operated added complexity to the role and impacted the skills and experience required.  相似文献   

UNDERSTANDING TEST‐TYPE ASSIGNMENT: WHY DO SPECIAL EDUCATORS MAKE UNEXPECTED TEST‐TYPE ASSIGNMENTS?     

Hyun‐Jeong Cho  Neal Kingston 《Psychology in the schools》2014,51(8):866-878

We interviewed special educators (a) whose students with disabilities (SWDs) were proficient on the 2008 general education assessment but were assigned to the 2009 alternate assessment based on modified achievement standards (AA‐MAS), and (b) whose students with mild disabilities took the 2008 alternate assessment based on alternate achievement standards (AA‐AAS) and then the 2009 AA‐MAS. We explored teachers’ rationales for test‐type assignment, student characteristics, and quality of instruction to determine the test‐type decisions’ appropriateness. All teachers based their decisions on combinations of factors in the guidelines plus subjective and noninstructional factors. Findings raised concerns about the subjectivity of the assessment assignment system and the inappropriate grade‐level instruction for SWDs. Future research, implications of these findings, and limitations are discussed.  相似文献   

Persona Design: Representativeness and Empathy through Cultural Integration     

Neal Dreamson  Joohwan Rhee  Jungseok Han  Minjoo Lee  Yunjoo Ro 《The International Journal of Art & Design Education》2023,42(2):246-260

Persona design aims to increase students’ ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise personas by reflecting representativeness and empathy in a systematic way. We justify cultural dimensions and engagement aspects and suggest a classified table for representative and empathetic persona design. In a design course, we analyse personas created by students in two different groups with the table (Group 1, n = 16) and without the table (Group 2, n = 17) through comparative thematic analysis to evaluate the qualities of representativeness and empathy. As a result, the cognitive aspect of engagement is predominated in Group 2, whereas the cognitive, emotional, behavioural, and social aspects of engagement are evenly distributed in Group 1. 11 cultural dimensions are identified in Group 2, whereas 20 cultural dimensions are identified in Group 1. In Group 2, a particular dimension is predominant (44.4% of individualism), whereas, in Group 1, the rate of the most used dimension is 12.2% (femininity and collectivism). The study results indicate that the method allows students to diversify and deepen their understanding of user needs and thereby conceptualising personas in in-depth and analytical ways. From instructional perspectives, it can be used by educators to help students systematically conceptualise user needs in design activities.  相似文献   

How to stop the university from self-destructing     

Jerry L. Martin  Anne D. Neal 《Academic Questions》1997,10(4):46-50

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An embedded professional paired placement model: “I know I am not an expert,but I am at a point now where I could step into the classroom and be responsible for the learning”     

Catherine Lang  Deborah Neal  Maria Karvouni  Debbie Chandler 《Asia-Pacific Journal of Teacher Education》2015,43(4):338-354

We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations.  相似文献   

Brides Inc.: American Weddings and the Business of Tradition by Vicki Howard     

Arthur G. Neal 《Journal of American culture (Malden, Mass. : 2003)》2007,30(2):238-239

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Dis-Accreditation     

Anne D. Neal 《Academic Questions》2008,21(4):431-445

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Frames of Evil: The Holocaust as Horror in American Film by Caroline Joan (Kay), S. Picart,and David A. Frank     

Arthur G. Neal 《Journal of American culture (Malden, Mass. : 2003)》2007,30(2):243-244

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