Clinical Medical Librarian Licensure: Pros versus Cons     

John Bramble  Shawn Steidinger  Claire Hamasu  Melissa Austin 《Medical reference services quarterly》2018,37(3):306-311

In hospitals and clinics, anyone who “touches” a patient has a license authorizing them to do so—from the phlebotomist to the cardiologist, from the genetic counselor to the social worker, and so on, except for the clinical medical librarian. This column discusses the intent versus the realities of occupational licensure for clinical medical librarians and provides recommendations for next steps.  相似文献   

OER evaluation as a means of teaching information literacy in individual and small group settings     

Sarah Evelyn  John Kromer 《The Reference Librarian》2018,59(1):1-9

ABSTRACT

Open education resources represent a great opportunity to reduce textbook costs, but many of them have not been evaluated for quality. Librarians and former students in an introduction to engineering course collected and evaluated open education resources to supplement the course textbook in future semesters. Both searching for and evaluating these resources created opportunities for the librarians to evaluate information literacy skills of these students and to provide instruction to improve these skills.  相似文献   

Surveying Northeastern Pennsylvania: Contextualizing the Flower-Walker Collection at the Tioga Point Museum     

John J. Swab  Todd Babcock 《Journal of Map & Geography Libraries》2018,14(1):9-20

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The IR Has Two Faces: Positioning Institutional Repositories for Success     

John Novak  Annette Day 《New Review of Academic Librarianship》2018,24(2):157-174

This article describes the ongoing efforts at University of Nevada, Las Vegas (UNLV) Libraries to evolve the role of the institutional repository (IR) and to effectively position it within the context of the Libraries’ collections, research support, and scholarly communication services. A major component of this process is re-examining the fundamental aims of the IR and aligning it to the Libraries and the campus strategic goals. The authors situate UNLV Libraries’ experience within the context of the current literature to provide background and reasoning for our decision to pursue two, at times conflicting, aims for the IR: one for scholarly communication and another for research administration.  相似文献   

Citizen-Centered Journalism and Contested Boundaries     

Magda Konieczna  John A. Hatcher  Jennifer E. Moore 《Journalism Practice》2018,12(1):4-18

This article explores the existence of a “citizen-centered journalism” that sees citizens as crucial participants in the construction of news and as co-creators of their own worlds. Through qualitative case studies of three news organizations, the article examines the motivation for using a citizen-centered approach, the news routines that are required to do so, the categories of content produced, and the perceived impact of this approach. The results suggest these news organizations are working in partnership with communities and striving to give a voice to historically marginalized communities. The journalists, however, see citizen participation as complementary to professional journalistic routines that favor verifiable information, rather than assigning inherent value to it for its own sake.  相似文献   

Managing Digital Cultural Objects: Analysis,Discovery and Retrieval,     

John Rodzvilla 《Journal of Web Librarianship》2018,12(1)

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Innovation,experience and artists’ age-valuation profiles: evidence from eighteenth-century rococo and neoclassical painters     

John W. Galbraith  Douglas J. Hodgson 《Journal of Cultural Economics》2015,39(3):259-275

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Duel at Dawn: Heroes,Martyrs, and the Rise of Modern Mathematics,Amir Alexander,Harvard University Press (2010), 320 pp., Hardback £21.95, ISBN 9780674046610     

John Heard 《Endeavour》2011,35(2-3):40-41

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Science Instruction for Students with Learning Disabilities: A Meta‐Analysis     

William J. Therrien  Jonte C. Taylor  John L. Hosp  Erica R. Kaldenberg  Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203

Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts.  相似文献   

Elitism and Meritocracy in UK Universities: the UK Needs Investment in its Labour Force     

John Simister 《Higher Education Quarterly》2011,65(2):113-144

This article summarises previous academic research into university education, distinguishing between arguments for and against improving access. Several views are summarised, including structural‐functionalism, which claims that powerful social groups maintain their status and income, and human capital theory, which focuses on employee productivity. Almost all viewpoints discussed in this article support meritocracy. UK universities differ in their openness to people from disadvantaged backgrounds. Many universities, referred to here as ‘inclusive’, deserve credit for encouraging disadvantaged people to become students; in contrast, ‘exclusive’ universities tend to have fewer disadvantaged students than expected. There are barriers facing disadvantaged students, including unequal access to universities, which can at least partly be explained by private schools for rich pupils and financial burdens at university causing some students to take paid work (reducing time available for study). The UK spends less per student on universities than the world average and less than half as much as some European countries. The UK Government could increase university funding, concentrating on universities that are most inclusive and that tend to have the largest problems in affording sufficient staff and teaching facilities. This investment would give long‐term benefits to the UK economy.  相似文献