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Rachel Ivy Clarke 《Library & information science research》2018,40(3-4):255-261
“How we done it good” publications—a genre concerning project-based approaches that describe how (and sometimes why) something was done—are often rebuked in the library research community for lacking traditional scientific validity, reliability, and generalizability. While scientific methodologies may be a common approach to research and inquiry, they are not the only methodological paradigms. This research posits that the how we done it good paradigm in librarianship reflects a valid and legitimate approach to research. By drawing on the concept of research through design, this study shows how these how we done it good projects reflect design methodologies which draw rigor from process, invention, relevance, and extensibility rather than replicability, generalizability, and predictability. Although these projects implicitly reflect research through design, the methodology is not yet explicitly harnessed in librarianship. More support for these types of projects can be achieved by making the legitimate design framework more explicit and increasing support from publication venues. 相似文献
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Flávia Gomes-Franco e Silva Juliana Colussi Paula Melani Rocha 《Journal of Radio & Audio Media》2018,25(1):77-91
This study was conducted in an environment of widespread use of social media and mobile applications in the mass media. The general goal of the study was to analyze the use of WhatsApp in cybermedia, specifically in radio. A case study was proposed to examine the use of WhatsApp on the program Las mañanas de RNE, broadcast by Spanish National Radio. It was found that the public was very accepting of the program’s initiative to solicit WhatsApp voice messages, beginning in November 2015. The case study used audio files of a direct broadcast that included specific times for audience participation. The use of WhatsApp was accepted by the audience, in addition to the use of the conventional telephone, as a tool well-suited to listener participation in radio programming. Finally, the study highlights the importance of interactive, participatory spaces in broadcasts through the creation of synergies with new forms of online participation. 相似文献
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Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
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Betsy Appleton Justin Clarke Laurie Kaplan Dani Roach Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203
This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections. 相似文献
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John Clarke 《Research in Science Education》1988,18(1):83-94
Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing
the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their
own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate,
some teachers can do this better than others.
A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue.
The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of
weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material
to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various
models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning. 相似文献