Historypin and Pinterest for Digital Collections: Measuring the Impact of Image-Based Social Tools on Discovery and Access     

Mark Baggett  Rabia Gibbs 《图书馆管理杂志》2013,53(1):11-22

ABSTRACT

For the past several years, the adoption of social media platforms has increased significantly as academic libraries have emphasized the importance of finding new ways to promote collections and services. Recently, many libraries have embraced Historypin and Pinterest because of their specific focus on images. This article examines the impact of these platforms on digital libraries and explains how each affects the discovery and access of digital collections.  相似文献   

Gender differences in South African men and women's access to and evaluation of informal sources of sexual and reproductive health (SRH) information     

Erin Stern  Diane Cooper  Andrew Gibbs 《Sex education》2013,13(1):48-63

While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness.  相似文献   

Alkali fusions: I. The fusion of sodium p-Cymene sulfonate with sodium hydroxide for the production of carvacrol     

H.D. Gibbs  Max Phillips 《Journal of The Franklin Institute》1920,189(4):521-522

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Purification of benzoic acid by fractional condensation     

Max Phillips  H.D. Gibbs 《Journal of The Franklin Institute》1920,189(5):668-669

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The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns     

Tansy Jessop  Yassein El Hakim  Graham Gibbs 《Assessment & Evaluation in Higher Education》2014,39(1):73-88

Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and a clear sense of goals and standards, and between both these scales and students’ overall satisfaction. Focus group data helped to explain students’ learning responses but also identified ambivalent responses to the use of formative-only assessment, particularly when it was optional. Frequently, students were unclear about goals and standards, and found feedback unhelpful when assessment demands differed across modules, and when marking standards and approaches varied widely, making it difficult for feedback to feed forwards. The methodology underpinning the Transforming the Experience of Students through Assessment study described here has been used in more than 20 universities worldwide and is helping teachers to redesign assessment regimes, so that teachers’ efforts support learning better.  相似文献   

Editorial Preparing university teachers     

Graham Gibbs  David Baume 《International Journal for Academic Development》2013,18(2):4-7

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Islam on campus: contested identities and the cultures of higher education in Britain     

Gibbs  Paul 《Higher Education》2022,83(3):631-634

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Unboxing mathematics: creating a culture of modeling as critic     

Gibbs  Antonnette M.  Park  Joo Young 《Educational Studies in Mathematics》2022,110(1):167-192

Educational Studies in Mathematics - From the socio-critical perspective of mathematical modeling, reflexive discussions about the nature, criteria, and consequences of mathematical models are not...  相似文献   

Characterising programme‐level assessment environments that support learning     

Graham Gibbs  Harriet Dunbar‐Goddet 《Assessment & Evaluation in Higher Education》2009,34(4):481-489

This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student‐learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative‐only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme‐level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice.  相似文献   

Literature review on the use of action research in higher education     

Paul Gibbs  Patricia Cartney  Kate Wilkinson  John Parkinson  Sheila Cunningham  Carl James-Reynolds 《Educational Action Research》2017,25(1):3-22

This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.  相似文献