What Qualifications and Skills are Important for Digital Librarian Positions in Academic Libraries? A Job Advertisement Analysis   总被引：1，自引：0，他引：1  

Youngok Choi  Edie Rasmussen   《The Journal of Academic Librarianship》2009,35(5):457-467

As academic library functions and activities continue to evolve, libraries have broadened the traditional library model, which focuses on management of physical resources and activities, to include a digital library model, transforming resources and services into digital formats to support teaching, learning, and research. This transition has affected professionals' roles and activities due to new required skills. This study examines qualifications and skills required of professional positions involved in digital resources, services, and technologies as changing aspects in academic libraries. Data was collected from job advertisements for digital library positions posted in College and Research Libraries News during the nine years from 1999 to 2007. The study verifies shifts in staffing needs and required qualifications with digital focus on collections, services, and technology applications in academic libraries. The results confirm that a digital librarian is an emerging position in academic libraries. LIS educational implications and further investigations to validate the results are suggested.  相似文献   

Testing a cultural orientation model of electronic word-of-mouth communication: a comparative study of U.S. and Korean social media users     

Chunsik Lee  Youngtae Choi  Junga Kim 《亚洲交流杂志》2018,28(1):74-92

Expanding electronic word-of-mouth (eWOM) literature and cross-cultural literature, this study proposes a horizontal–vertical dimensions of individualism and collectivism (HVIC)-eWOM model in a cross-cultural context. We employed HVIC at the individual level to explain the variance of eWOM communications on social media. We collected data from American and Korean social media users to examine how the hypothesized model fits the samples from each country. The analysis of the HVIC-eWOM model within and between the two countries revealed that there are some similarities and differences in influential cultural dimensions on eWOM communications in the two countries. The results suggest that vertical aspects of individualism and collectivism are significant drivers of opinion-leadership and opinion-seeking tendencies for both countries.  相似文献   

Evaluating the effects of governmental regulations on South Korean private cram schools     

Jaesung Choi 《Asia Pacific Journal of Education》2016,36(4):599-621

Using two nationally representative datasets, this paper examines how the imposition of a curfew on private cram schools affects the consumption of private tutoring services as well as the time use patterns of Korean high school students. To identify the impact of the curfew, this study capitalizes on inter-city/province variation in private cram school regulatory ordinances and estimates a difference-in-differences estimator between the years of 2009 and 2012. The findings indicate that the curfew was ineffective in reducing the level of household expenditure or the total number of hours spent on private tutoring. However, imposition of the curfew was found to be associated with increases in time spent on sleeping as well as in internet usage for non-academic purposes. Interestingly, changes in time use patterns were not found among students in the highest socio-economic status group indicating that the curfew policy may have certain unintended consequences. Policy implications are discussed.  相似文献   

III. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD     

J. M. Nelson  T. D. James  H.-J. Choi  C. A. C. Clark  S. A. Wiebe  K. A. Espy 《Monographs of the Society for Research in Child Development》2016,81(4):47-68

  相似文献   

Students' preferences for different contexts for learning science     

Jung-Suk Choi  Dr Jinwoong Song 《Research in Science Education》1996,26(3):341-352

The reasons for students' preferences for different contexts were investigated by surveying 379 high school students (Year 11) in Taegu, Korea. Students were asked to select the most preferred and the least preferred context out of six presented contexts and to write reasons for their selections. The method of systemic network analysis was used to analyse students' written responses. It was shown that students' preferences were largely influenced by their perceptions of the relevance and the psychological effects which such contexts would have. In particular, the similarity to textbooks, the relevance to real life and the novelty of the contexts were shown to be the most important factors affecting students' preferences.  相似文献   

Relations of Early Childhood Education Teachers’ Depressive Symptoms,Job-Related Stress,and Professional Motivation to Beliefs About Children and Teaching Practices     

Hyun-Joo Jeon  Kyong-Ah Kwon  Bridget Walsh  Melissa M. Burnham  Yun-Jung Choi 《Early education and development》2019,30(1):131-144

Research Findings: This study used teacher questionnaires to investigate the relationships of early childhood education teachers’ depressive symptoms, professional motivation, and job-related stress to their beliefs about children and teaching practices. Teachers (N = 207) were recruited from early childhood education programs in the southern United States. Path analyses showed that teachers who exhibited fewer depressive symptoms were more likely to have a career orientation to their jobs and indicated feeling less job-related stress. Teachers with a career orientation to their jobs were also more likely to have child-centered beliefs and endorse developmentally appropriate teaching practices. Teachers’ job-related stress, however, was not related to beliefs about children or teaching practices. Practice or Policy: These results suggest that teachers’ psychological and job-related well-being are linked to their beliefs about children and teaching practice in early childhood education. It is therefore important to provide support systems and preventive programs for teachers to enhance their well-being.  相似文献   

Item Response Models for Multiple Attempts With Incomplete Data     

Yoav Bergner  Ikkyu Choi  Katherine E. Castellano 《Journal of Educational Measurement》2019,56(2):415-436

Allowance for multiple chances to answer constructed response questions is a prevalent feature in computer‐based homework and exams. We consider the use of item response theory in the estimation of item characteristics and student ability when multiple attempts are allowed but no explicit penalty is deducted for extra tries. This is common practice in online formative assessments, where the number of attempts is often unlimited. In these environments, some students may not always answer‐until‐correct, but may rather terminate a response process after one or more incorrect tries. We contrast the cases of graded and sequential item response models, both unidimensional models which do not explicitly account for factors other than ability. These approaches differ not only in terms of log‐odds assumptions but, importantly, in terms of handling incomplete data. We explore the consequences of model misspecification through a simulation study and with four online homework data sets. Our results suggest that model selection is insensitive for complete data, but quite sensitive to whether missing responses are regarded as informative (of inability) or not (e.g., missing at random). Under realistic conditions, a sequential model with similar parametric degrees of freedom to a graded model can account for more response patterns and outperforms the latter in terms of model fit.  相似文献   

INFORMING A LEARNING PROGRESSION IN GENETICS: WHICH SHOULD BE TAUGHT FIRST,MENDELIAN INHERITANCE OR THE CENTRAL DOGMA OF MOLECULAR BIOLOGY?   总被引：1，自引：0，他引：1  

Ravit Golan Duncan  Moraima Castro-Faix  Jinnie Choi 《International Journal of Science and Mathematics Education》2016,14(3):445-472

The Framework for Science Education and the Next Generation Science Standards in the USA emphasize learning progressions (LPs) that support conceptual coherence and the gradual building of knowledge over time. In the domain of genetics there are two independently developed alternative LPs. In essence, the difference between the two progressions hinges on conjectures regarding the accessibility of Mendelian versus molecular genetics, the conceptual dependencies between them, and the order in which they should be taught. The discrepancies between the two progressions stem, in part, from gaps in the current research base. To address the question of whether learning one aspect of genetics, Mendelian or molecular, supports the learning of the other, we analyzed correlations between students’ test scores on item subsets for Mendelian and molecular genetics on written pre-post assessments. Students were seventh graders who received intensive instruction in Mendelian and molecular genetics. We found that students’ pretest scores on the molecular items were moderately correlated with their posttest scores on the Mendelian genetics item set (but not the other way around). This suggests that molecular genetics understandings may bootstrap the learning of Mendelian genetics. Implying that, in contrast to prevalent practice, molecular genetics should be taught before Mendelian genetics.  相似文献   

The Impact of Various Class-Distinction Features on Model Selection in the Mixture Rasch Model     

In-Hee Choi  Insu Paek  Sun-Joo Cho 《Journal of Experimental Education》2017,85(3):411-424

The purpose of the current study is to examine the performance of four information criteria (Akaike's information criterion [AIC], corrected AIC [AICC] Bayesian information criterion [BIC], sample-size adjusted BIC [SABIC]) for detecting the correct number of latent classes in the mixture Rasch model through simulations. The simulation study manipulated various class-distinction features (percentages of class-variant items, magnitudes, and patterns of item difficulty differences) and mixing proportions, assuming that a mixture Rasch model with two latent classes was the true model. Unlike previous studies that showed BIC's superiority to other indices, our findings from this study suggested that the four information criteria had differential performance depending on the percentage of class-variant items and the magnitude and pattern of item difficulty differences under a two-class structure. Furthermore, the present study revealed that AICC and SABIC generally performed as good as or better than their counterparts, AIC and BIC, respectively, for the class-class structure with a sample of 3,000.  相似文献   

Globalization: A Brief Primer for Counselors     

Daniel M. Paredes  Kyoung Mi Choi  Maria Dipal  Arline R. A. C. Edwards-Joseph  Nikolai Ermakov  Ana T. Gouveia  Sachin Jain  Chieko Koyama  J. Scott Hinkle  James M. Benshoff 《International journal for the advancement of counseling》2008,30(3):155-166

The concept of globalization elicits a wide range of reactions among the public, policy makers, and academics (Bennhold 2007; Bradsher 2006; Cheng 2005; Dobbs 2004; Friedman 2005; Gilbert 2006; Oppenheimer 2005; Stiglitz 2006; Winestock 2001; World Commission on the Social Dimension of Globalization 2004). Increased understanding of globalization can help counselors recognize their influential role as one of the few groups of professionals that operate in schools, mental health, and career counseling settings. Because the consequences of globalization impact every aspect of life, counselors have a responsibility to understand globalization systemically, including how it impacts the practice of counseling and how to help their clients function effectively in the context of globalization. In this article, which is intended as a primer for continued dialogue, globalization is introduced as an issue to be further studied and responded to by professional organizations around the world. Examples of globalization are offered and a case is made for continued collaboration between quality assurance and membership organizations in addressing globalization.  相似文献