Metropolis redux: the unique importance of library skills in informatics.     

Samuel Bishop King  Kate MacDonald 《Journal of the Medical Library Association》2004,92(2):209-217

OBJECTIVES: The objective is to highlight the important role that librarians have in teaching within a successful medical informatics program. Librarians regularly utilize skills that, although not technology dependent, are essential to conducting computer-based research. The Metropolis analogy is used to introduce the part librarians play as informatics partners. Science fiction is a modern mythology that, beyond a technical exterior, has lasting value in its ability to reflect the human condition. The teaching of medical informatics, an intersection of technology and knowledge, is also most relevant when it transcends the operation of databases and systems. Librarians can teach students to understand, research, and utilize information beyond specific technologies. METHODS: A survey of twenty-six informatics programs was conducted during 2002, with specific emphasis on the role of the library service. RESULTS: The survey demonstrated that librarians currently do have a central role in informatics instruction, and that library-focused skills form a significant part of the curriculum in many of those programs. In addition, librarians have creative opportunities to enhance their involvement in informatics training. As a sample program in the study, the development of the informatics course at the Massachusetts College of Pharmacy and Health Sciences is included. CONCLUSIONS: Medical informatics training is a wonderful opportunity for librarians to collaborate with professionals from the sciences and other information disciplines. Librarians' unique combination of human research and technology skills provides a valuable contribution to any program.  相似文献   

Exploring the experiences of academic libraries with research data management: A meta-ethnographic analysis of qualitative studies¹     

Laure Perrier  Erik Blondal  Heather MacDonald 《Library & information science research》2018,40(3-4):173-183

Taking on responsibilities in research data management (RDM) has proven to be a significant challenge as libraries have adopted new roles within higher education institutions. A qualitative review using the meta-ethnographic approach was conducted that examined the experiences of academic libraries and provided clarity on contextual influences associated with achievements, as well as illuminating the reasons for deficiencies. Libraries experienced uncertainty around roles and relationships related to RDM yet were recognized positively as a neutral, centralized space within academic institutions. This perception, combined with the current approach of fostering partnerships and collaborations, may prove to be useful for libraries as they strategically consider how best to provide continued support and services in RDM. Understanding the perspectives of academic libraries on how they respond and support the demands related to RDM offers a fuller, more robust insight that is essential for planning and decision-making.  相似文献   

Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment     

M. Jeanne Wilcox  Shelley I. Gray  Amy B. Guimond  Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294

The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.  相似文献   

Power,prestige and pedagogic identity: a tale of two programs recontextualizing teacher standards     

James O'Meara  Doune MacDonald 《Asia-Pacific Journal of Teacher Education》2004,32(2):111-127

Worldwide there has been a range of initiatives in the area of standards for teachers as part of a discourse of professionalism. In Australia there are a plethora of standards: state and territory frameworks, generic and subject‐specific, systemic and cross‐systemic, for pre‐service, beginning and experienced teachers. Little has been written as to how teacher education programs are responding to the standards agenda. This paper positions standards as integral to the recontextualizing field (Bernstein, 2000 Bernstein B 2000 Pedagogy, symbolic control and identity: theory, research, critique (Lanham, Rowman & Littlefield)  [Google Scholar]) for teacher educators and their programs. Using Bernsteinian concepts of fields, identities and framing, we compare the responses of two physical education teacher education programs to their state's standards imperatives. The authors conclude that the academic orientation of the university, together with the framing of the standards, affect the degree of programmatic change it will undertake in response to the changes in teacher certification standards.  相似文献   

Wordless books: An approach to visual literacy   总被引：1，自引：0，他引：1  

Shelley L. Knudsen Lindauer 《Children‘s Literature in Education》1988,19(3):136-142

This is a story about a bear named Goldilocks, and a family of people called The Three Bears. What I mean is that this story is sort of likeGoldilocks and the Three Bears, but the opposite. Get it? Well listen to my story and you'll understand.  相似文献   

乌镇:江南水乡的诗意生活     

Shelley Seale  小狐 《英语辅导》2011,(3)

江南地区分布着许多历史悠久的水乡。它们都有着共同的特点——河湖交错,水网纵横,小桥流水。最可贵的是,在这些小镇里,时间仿佛停住了。这里没有城市的烦嚣,你可以在石板街上闲庭信步,慢悠悠地品尝佳肴,甚至坐在茶馆里发呆。江南六大水乡(江苏的周庄、角直、同里以及浙江的西塘、乌镇、南浔)之一的乌镇比较完整地保留了水乡古镇的特色,并因其独特的历史文化韵味吸引着众多游人到访。乌镇自古人才辈出,历代著名人物有编著《昭明文选》的梁昭明太子、《唐宋八大家文抄》编者茅坤、理学家张杨园、文学家茅盾等。本期环球风情将带你走进这个中国最后的枕水人家。  相似文献   

Attachment,Communication, and Relationship Functioning Among College Student Veterans and Nonveterans     

Shelley A. Riggs  Kellye S. Carver  Daniel Romero  Sandra B. Morissette  Jamie Wilson  Robyn Campbell  James McGuffin 《Journal of College Counseling》2019,22(2):110-124

This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans.  相似文献   

Eminent classroom teachers join the dialogue on teacher education programs     

Shelley Peterson  Roberta McKay 《The Teacher Educator》2013,48(2):133-144

Abstract

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.  相似文献   

Who's afraid of evaluation?     

Barry MacDonald 《Education 3-13》2013,41(2):87-91

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Planning,implementing, and using a virtual reference service     

MacDonald MH 《Medical reference services quarterly》2003,22(2):69-75

Virtual reference (VR) can be a successful vehicle for libraries if there is a demonstrated need by the user base for such a service and if the library staff believes in, accepts, and plans thoroughly for the concept. This article focuses on the experiences of the Duke University Medical Center Library (DUMCL) in planning, implementing, and using a virtual reference service utilizing LSSI's Virtual Reference Desk (VRD) Software.  相似文献