The information needs of doctors‐in‐training: case study from the Cairns Library,University of Oxford     

Maureen Forrest  Margaret Robb 《Health information and libraries journal》2000,17(3):129-135

The objective of this study was to find out more about the information needs of doctors‐in‐training and to identify their preferred sources of information. The methodology included interviews with consultants and administrators, a focus group discussion with library staff and a postal questionnaire sent to 347 doctors‐in‐training (there was a 43% return). The shortcomings of a questionnaire primarily composed of closed questions were addressed by the inclusion of one‐to‐one interviews which offered the opportunity for more in‐depth commentary on specific issues highlighted in the questionnaire. Results indicated the frequency with which various types of information sources were consulted and how this related to the ‘ease of access’ of each information source. There was also the opportunity to comment on future information needs. It was clear from the interviews as well as comments made on the questionnaire that the two most important requirements for doctors‐in‐training were ‘more time to find and obtain information’ and ‘better access to information sources when and where they are needed’. The results, although not surprising, included specific suggestions that have been used for the strategic planning of the library service to deliver the best possible support to users within the current framework of evidence‐based medicine.  相似文献   

Media as social partners: the social nature of young children's learning from screen media     

Richert RA  Robb MB  Smith EI 《Child development》2011,82(1):82-95

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media.  相似文献   

Empowering Digital Interactions with Real World Conversation     

Michael Tscholl  Robb Lindgren 《TechTrends》2014,58(1):56-63

The potential of augmented reality technologies (AR) for learning in a social and informal setting has been recognized, but little is yet known about the kinds of learning interactions it promotes and supports. In this paper, we describe initial findings from a study where an interactive, immersive, full-body simulation was deployed in a science center. Children complete a series of simulation tasks by making themselves mobile, and using their bodies to enact their understanding of a scientific system. Parents and siblings are able to support these activities by engaging the child in conversations about their actions and subsequent outcomes. Our analysis shows that parents primarily support the child’s learning by prompting her to reflect and plan, countering a child’s tendency to engage with the simulation in an unsystematic way. The analysis suggests that, unlike traditional learning technologies, these kinds of immersive, visible, and physical technology platforms are able to support productive forms of social interaction, creating a space for reflection and engagement with critical concepts that benefits processes for learning.  相似文献   

Cross-national comparisons of developmental dyslexia in Italy and the United States     

S D Lindgren  E De Renzi  L C Richman 《Child development》1985,56(6):1404-1417

This study was designed to examine whether the phonetic regularity of a language can significantly influence the prevalence and pattern of developmental dyslexia. Demographically matched samples of fifth-grade children in Italy (N = 448) and the United States (N = 1,278) were evaluated to identify children with specific reading disabilities. Reading disabled children with average intelligence were compared to normal controls on a series of neuropsychological tests to evaluate specific cognitive deficits associated with reading disorders in each country. The findings suggested that (a) dyslexia is more prevalent in the United States than in Italy, (b) reading disabilities are strongly associated with disorders of verbal processing in both countries, although some American dyslexics also show visual-motor deficits, and (c) there is a greater dissociation between reading comprehension and decoding in Italian than in English.  相似文献   

Close encounters of the digital kind: A research agenda for the digitalization of public services     

Ida Lindgren  Christian Østergaard Madsen  Sara Hofmann  Ulf Melin 《Government Information Quarterly》2019,36(3):427-436

This paper contributes to e-government research by presenting a review and discussion on how digitalization of public services has affected the interaction between citizens and government. We argue for a conceptualization and critical reflection on the nature of the underlying interaction between citizens and public officials - the public encounter - that digital public services are developed to support. We apply a qualitative and hermeneutic approach and illustrate that digital public services change public encounters concerning when, where, and how interactions occur, what each actor does, and the skills required of them. By relating these changes to emerging digital technologies (e.g. data mining, machine learning, sensor technology, and service automation), we illustrate that while these new technologies carry the potential to further digitalize service provision and fulfill the democratic goals of digital government, authorities can apply the same technology to restrict, control, and surveil citizens. Based on a critical discussion on what digitalization might entail for society, we identify problem areas arising from this development and propose a research agenda for understanding this phenomenon further. We raise questions and ethical concerns regarding accountability and reskilling of citizens and public officials as public service provision becomes citizen self-service.  相似文献   

An Embodied Cyberlearning Platform for Gestural Interaction with Cross‐Cutting Science Concepts     

Robb Lindgren  Jason Morphew  Jina Kang  Michael Junokas 《Mind, Brain, and Education》2019,13(1):53-61

Research from brain science and the learning sciences support the notion that human cognition is grounded in our sensorimotor engagement with the physical world and that processes of learning can be shaped by our movements and actions. Increasing recognition that effective educational interventions can be seeded with embodied actions is paralleled by recent and rapid advances in sensing and motion capture technologies. These advances allow for a new wave of cyberlearning environments that permit learners to use their bodies to create and manipulate digital representations of core ideas in a variety of learning domains. Drawing on the research literature on embodied cognition and design principles for creating effective embodied educational simulations, we present the design of a cyberlearning platform called ELASTIC³S. We describe the design rationale and preliminary data from a small empirical study of the ELASTIC³S platform that address the potential for enhancing science, technology, engineering, and mathematics (STEM) learning and engagement through embodied interaction.  相似文献   

The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan     

Nicklas Lindgren 《Environmental Education Research》2020,26(5):684-700

Abstract

Addressing the consumption of animals as an educative and environmentally crucial question, this paper empirically examines the meaning of meat and animal consumption for learners in school settings. This study is based on focus groups with Swedish upper secondary students and is centred around their responses to a vegan month at their school as an initiative to emphasise the environmental consequences caused by human consumption of animal products. In order to make sense of the students´ responses in light of the disruption of animal products in the school restaurant, the school initiative is analysed as a dislocatory intervention. The analysis shows that ‘eating environmentally’ in education caused conflictual responses closely connected to political and gendered aspects of animal consumption. In conclusion, the author argues that a neutral or un-political position is not possible when animal consumption is on the educational table, and moreover, that there is a need to take political–conflictual responses seriously within education.  相似文献   

Universities need leadership,academics need management: discursive tensions and voids in the deregulation of Swedish higher education legislation     

Marianne Ekman  Monica Lindgren  Johann Packendorff 《Higher Education》2018,75(2):299-321

In this article, we discuss how ‘managerialist’ and ‘leaderist’ discourses (O’Reilly and Reed Public Administration 88:960–978, 2010; Organization Studies 32:1079–1101, 2011) are drawn upon in the context of the deregulation of Swedish higher education. As of 2011, there has been new legislation that frames Swedish universities as ‘autonomous’ and transfers most of the regulative responsibilities from the government level to university vice-chancellors. The aim of this article is to inquire into how tensions within and between managerialist and leaderist discourse are handled in the promotion of New Public Management reforms and the consequences thereof in terms of how leadership in the higher education sector is constructed. We analyse how these discourses are employed in the core documents leading up to the 2010 Riksdag decision to enact most of the proposed deregulations, and the subsequent evaluation undertaken by the social democratic government that took over in 2014. Based in this analysis, we suggest that the texts indeed draw upon notions of leadership and leaders as necessary for Swedish universities to survive and thrive in the future, but that the envisaged practise of this ‘strong leadership’ can either be characterised as a discursive void or described in terms of de-personalised, instrumental managerial surveillance and control.  相似文献   

Educating for the New Sweden?   总被引：1，自引：0，他引：1  

Sverker Lindblad  Lisbeth Lundahl  Joakim Lindgren  Gunilla Zackari 《Scandinavian Journal of Educational Research》2013,57(3):283-303

Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels ( n = 12) and teachers and headteachers ( n = 42), surveys of students in Grade 9 in comprehensive schools ( n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring.  相似文献   

Navigating between an emic and an etic approach in ethnographic research. Crucial aspects and strategies when communicating critical results to participants     

Åsa Bergman  Monica Lindgren 《Ethnography and Education》2018,13(4):477-489

There is a fundamental tension in ethnographic research between trying to understand participants from within their own perspective and viewing them with greater distance. With this in mind, the aim of this article is to describe how a reflexive communication model was developed during the study of El Sistema Gothenburg, and to discuss aspects and strategies that are crucial when navigating between an emic and an etic approach. It is argued that by reflexive communication, researchers can make their results useful for participants and that reflecting upon the relationship is even more important when communicating critique. With the help of this model, communication of critical results was facilitated by the establishment of an integrative approach that combined the insiders’ and outsiders’ perspectives and was based on the formation of a strong relationship between the researchers and the participants, as well as by the participants’ own cultivation of theoretical understanding.  相似文献