加强高校医学学报的可读性建设

近年来,随着学术期刊的数量增加,而读者群体在萎缩,加强医学学报的可读性建设已显得非常重要和迫切.提高医学学报可读性的建设策略包括:加强医学学报的有用性建设,提高期刊的可靠性建设,增强有趣性是可读性的源泉,积极培养编辑-读者之间的亲和力.     

Effects of threatening visuals and announcer differences on responses to televised alcohol warnings

This study examined threatening background visuals and voice-over differences in televised alcohol warnings. Participants ( N v = v 401) viewed four television adwarning pairs embedded in sports programming. Between-subjects conditions included a threatening visual behind the warning, a non-threatening visual, a plain background, and a no-warning control. Use of a male or female announcer, each using a relatively warm or imperative voice quality, were manipulated within-subject factors. Outcomes included knowledge, cognitive responses regarding warning content and presentation, and perceptions of the risk of the product (beer) shown in the ad. All warnings increased post-test knowledge of alcohol risks relative to control; the largest increase resulted when warnings were accompanied by the threatening visual. Threatening visuals also increased positive thought elaborations about the warning message content and presentation. However, the threatening visuals did not reliably impact perceived risk of beer use, suggesting that threatening visuals influenced responses and knowledge by increasing attention to the warning rather than by increasing perceived threat. These findings are consistent with the EPPM's proposed initial threat appraisal mechanism (Witte, 1992), and further suggest that threatening visuals serve as a heuristic cue motivating increased processing of message content (see Eagly & Chaiken, 1993), rather than an influence via a peripheral route as suggested by the ELM (Petty & Cacioppo, 1986). Interactions between drinking level and announcer gender and vocal quality variables were also found, but contributed only trivially to explained variance.     

科技论文插图的可读性编辑加工

科技论文可读性是学术交流的必要条件,而影响其可读性的因素很多,插图就是其中的一个重要因素.编辑应从提高可读性的角度修改插图,使内容与形式完美统一.文中以坐标图和照片图为例,讨论其编辑加工的原则和方法.     

Teaching from the journal: An instructional method

Instruction librarians are often asked by instructors to teach the attributes of a peer-reviewed journal. Students are then asked to reference peer-reviewed papers in their written presentations. This column discusses a method of instruction that can be used in upper level undergraduate natural science classes. It focuses on the journal along with the author(s), abstract, keywords, acknowledgments, references, and footnotes to teach the research and publication process and to lead the students to a better understanding of how a journal (and a paper) becomes indexed and enters the flow of information in a particular field.     

Evaluating the Reference Librarian

No abstract available for this article.     

Evaluating the Drop-In Center

Abstract

The Reference Department at the University of Colorado at Boulder provides a research consultation service to undergraduates enrolled in the mandatory introductory writing course. The Research Center is staffed by graduate students trained in providing reference assistance. Librarians in the Reference Department administered a patron satisfaction survey to 415 students to evaluate the effectiveness of the Research Center. The survey addressed patron response to the research tutors, services offered, and overall satisfaction. Responses are overwhelmingly positive. Students used the Research Center most often on Mondays and between weeks 7 and 13 of the semester.     

Evaluating the Reference Librarian

No abstract available for this article.     

Assessing instructional outcomes in Canadian academic libraries

This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize “success” in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities.     

科技论文表格应注意可读性:表格改造2例

列举2例,对目前科技论文表格中存在的表格内容可读性不强问题进行分析,并针对问题提出了表格改造方案.建议科技工作者,在使用表格表达科研成果时,应特别注意表格的可读性.     

Evaluation of best practices in the design of online evidence-based practice instructional modules

Objectives:

The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields.

Methods:

In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units.

Results:

The rubric''s 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability.

Conclusions:

The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity.

Implications:

By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design.     

The relationship between readability and scientific impact: Evidence from emerging technology discourses

This study examines how the readability of scientific discourses changes over time and to what extent readability can explain scientific impact in terms of citation counts. The basis are representative datasets of 135,502 abstracts from academic research papers pertaining to twelve technologies of different maturity. Using three different measures of readability, it is found that the language of the abstracts has become more complex over time. Across all technologies, less easily readable texts are more likely to receive at least one citation, while the effects are most pronounced for comparatively immature research streams. Among the more mature or larger discourses, the abstracts of the top 10% and 1% of the most often cited articles are significantly less readable. It remains open to what extent readability actually influences future citations and how much of the relationship is causal. If readability indeed drives citations, the results imply that scientists have an incentive to (artificially) reduce the readability of their abstracts in order to signal quality and competence to readers—both to get noticed at all and to attract more citations. This may mean a prisoner dilemma in academic (abstract) writing, where authors intentionally but unnecessarily complicate the way in which they communicate their work.     

媒介无形资产评估

之所以探讨媒介资产评估这个课题,是因为它已经到了呼之欲出的阶段。席卷全国的媒介经营热潮表明,媒介资产已经并将更为普遍地在行业内不同媒体间及与其他行业经营主体间相互渗透,其表现方式既会有控股、合资、合作,也会参与间接融资如抵贷、担保,直接融资如发行股票、债券等等。无论是根据国家的法律法规,还是资产主体间权益明确的需要,这些行为完成的共同要求之一就是资产评估。我国《资产评估管理办法》要求,“国有资产占有单位有下列情形之一的,应当进行资产评估:(一)资产拍卖、转让;(二)企业兼并、出售、联营、股份经营;(三)与外国公司、企业和其他经济组织或者个人开办中外合资经营企业或者中外合作经营企业;(四)企业清算;(五)依照国家有关规定需要进行资产评估的其他情形。”     

Evaluating the Children's Literature Collection

This article reports on an evaluation study of the Children's Literature Collection conducted at Gustavus Adolphus College Library in 1992. Among the goals were to assess quality and extent of the collection and to find out why students were dissatisfied with the collection. The methodology included the inductive method of checking a collection against a major review instrument and annual lists of "best" titles, as well as a user survey in order to compare findings about quality and size of the collection with students' perception of the two measures. Surprisingly it was found that students major dissatisfaction stemmed not so much from lack of quality and quantity of the collection but rather from problems with access via the online catalog and shelf arrangement.     

Focus on the facts: A news and information literacy instructional program

ABSTRACT

This article provides an overview of the “fake news” issue and places it in the context of information literacy instruction for college students. In 2017, the faculty librarians at a large state college in Florida developed a news literacy instruction program that included instructional faculty outreach, lesson plans for one-shot information literacy instruction sessions, lessons assignments for one-credit information literacy classes, and learning objects in a LibGuide that can be used by students or embedded by faculty into courses across the disciplines.     

Evaluating Group Use of the Information Commons

Evaluating the effectiveness of an information commons has been discussed in many venues since the concept was first implemented. The Harold B. Lee Library at Brigham Young University confronted this same struggle. After two years of activity, the information commons had not been assessed to see whether the purposes for which it was planned were being fulfilled. This paper describes its first assessment. Measuring the number of groups who used the information commons over the period of two years, the assessment showed that indeed the commons is being used to a great extent for group work, one of the goals set for the creation of the information commons.     

Evaluating the landscape of digital humanities librarianship

ABSTRACT

As academic librarians strive to meet the needs of their users, it is important to understand the current and constantly changing landscape of digital humanities librarianship. The author of this article investigated areas in which current LIS professionals working in digital humanities came into their various roles, how they have been trained, how they feel about their opportunities for training, and where improvements can be made. The purpose of this study was to provide an overview of the digital humanities librarian skill set and to explore what training and infrastructure are needed in the field. Rather than looking to define digital humanities as a discipline, this study provides a current profile of digital humanities librarians, allowing for the profession to align with this evolving field's scholars and practitioners.