Creating shared campus experiences: the library as culture club     

Ryan Harris  Alexa Mayo  James Dale Prince  Mary Joan Tooey 《Journal of the Medical Library Association》2013,101(4):254-256

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The relative impact of violation type and lie severity on judgments of message deceitfulness     

Timothy R. Levine  Kelli Jean K. Asada  Lisa L. Massi Lindsey 《Communication Research Reports》2013,30(3):208-218

This paper is part of a larger program of research assessing variables that underlie quantitative deceptiveness ratings. Several recent theoretical approaches, including Information Manipulation Theory (IMT), propose that deceptive messages are best understood as varying along two or more dimensions. At the same time, researchers have increasingly moved from dichotomous deception judgments to continuous deception ratings. This paper questions the validity of scaling degrees of deceptiveness along a single dimension, and argues that gradations in perceived deceptiveness reflect both the type of information manipulated and the severity of the consequences of the deception. This reasoning was tested with alxl experiment (N = 236) in which both the type of information manipulated and the severity of the consequences were systematically varied. As predicted, the results suggest that false messages (i.e., quality violations) are rated as more deceptive than lies of omission (i.e., quantity violations) when lie severity is low, but this difference diminishes as lie severity increases. In other words, false messages were rated as deceptive regardless of severity, but messages omitting information were rated as deceptive as false messages only when the consequences were serious. The implications for measuring deception are discussed.  相似文献   

Intentional Informationists: Re-envisioning Information Literacy and Re-designing Instructional Programs Around Faculty Librarians' Strengths as Campus Connectors,Information Professionals,and Course Designers     

Debra Hoffmann  Amy Wallace 《The Journal of Academic Librarianship》2013

This article adds to the recent literature that questions, and hopes to redefine, the information literacy notions and practices in academic libraries and their institutions. The authors draw on research in the area of social justice to express the need for academic libraries to explore new avenues to insure their institution's graduates are not merely competent consumers of information. The authors put forward the notion of the intentional informationist, who they define as having the contextual, reflective and informational skills to identify information opportunities, tackle complex information problems and pitfalls, and provide solutions or considerations that do not just meet her individual needs. In addition, they pose questions and detail opportunities, partnerships, and examples of curricular and co-curricular integration to engage students beyond the library, instruction sessions, a single course, or graduation requirement.  相似文献   

A Cataloger’s Perspective on Cataloging Backlogs     

Debra Spidal 《Cataloging & classification quarterly》2013,51(5):337-347

Abstract

Backlogs in cataloging are an unpleasant fact for many library technical service departments. While backlogs may be strategic in nature and smooth out the workflow from acquisitions to cataloging, many are simply uncataloged gifts, unfinished retrospective conversion projects, or low-priority uncataloged collections—all waiting to be addressed when everything else is caught up. Catalogers are often stereotyped as perfectionists; in reality, the nature of our work requires us to be very pragmatic. By substituting a less than full record, progress on reducing backlogs is possible.  相似文献   

Students’ use of evaluative constructivism: comparative degrees of intentional learning     

Lindsey Norma Conner 《International journal of qualitative studies in education》2013,26(4):472-489

Evaluative constructivism is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and overview of students’ awareness of their learning strengths and needs are related to the level of achievement in the essays they wrote. The case studies illustrate the diversity in the extent of knowledge and use of learning strategies and the implications this has for the level of support teachers can provide to enable students to be more self-directed. The concepts outlined here have very wide application to multiple learning contexts.  相似文献   

Psychological research in speech     

Lindsey S. Perkins 《Communication quarterly》2013,61(1):22-27

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Some considerations of the significance of individual differences in reading     

T. T. Lindsey 《Peabody Journal of Education》2013,88(3):160-163

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Preservice Teacher Attitudes Toward Giftedness     

Debra A. Troxclair 《Roeper Review》2013,35(1):58-64

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Reflections of Program Faculty on NIA-Supported Research Training     

Debra L. Valencia-Laver 《Educational gerontology》2013,39(7):575-588

From the program faculty of St. Scholastica's National Institute on Aging Summer Institute on the Psychology of Aging, 7 members responded to a series of questions posed to them in individual telephone interviews. They represented a wide range of disciplinary interests and institutions. Their motivation for participation, their advice for both program participants and others at similar institutions, and their sense of the niches that could be filled by aging research conducted at primarily undergraduate teaching institutions differed among the faculty in provocative ways. At the same time, their positive experiences with the program, willingness to return, and respect and admiration for its goals and its director were very apparent. This suggests that programs such as this might provide opportunities for faculty development, with benefits extending also to the faculty who bring their expertise to the program. The motivations and benefits mentioned are consistent with those identified in the mentoring literature. The results suggest that programs such as this can provide opportunities for faculty development, with benefits also extending to the program faculty who bring their expertise to such a program.  相似文献   

Focus on dementia care: Continuing education preferences,challenges, and catalysts among rural home care providers     

Julie G. Kosteniuk  Debra G. Morgan  Megan E. O’Connell  Vanina Dal Bello-Haas  Norma J. Stewart 《Educational gerontology》2013,39(9):608-620

ABSTRACT

Home care staff who provide housekeeping and personal care to individuals with dementia generally have lower levels of dementia care training compared with other health care providers. The study's purposes were to determine whether the professional role of home care staff in a predominantly rural region was associated with preferences for delivery formats of dementia-specific continuing education (CE) programs, and challenges and catalysts to attending CE on any topic. From January through March, 2014, 82 of 111 eligible home care staff in one Saskatchewan health region completed a cross-sectional postal survey (73.9% response rate). The survey included 41 nurses/case managers (client care coordinators, assessors, and team managers) and 41 continuing care aides (home health aides). Nurses/case managers and aides were equally likely to report moderate to high interest in locally delivered CE and low interest in Internet-based and computer-based CE. Compared with nurses/case managers, aides were more likely to report challenges to CE attendance due to CE not being a requirement of their position or relevant to their work. Low staffing levels were the top challenge regardless of professional role. Nurses/case managers and aides were equally likely to identify locally offered programs and paid time off as the top two catalysts of CE attendance. Given the growing number of individuals with dementia receiving home care services, the current study suggests that continuing education should be offered locally and included in rural staff’s paid time in order to encourage attendance.  相似文献