Determining Librarian Research Preferences: A Comparison Survey of Web-Scale Discovery Systems and Subject Databases

The success or failure of any tool, service or system used in a library is predicated on the audience it finds. While web-scale discovery systems have developed widespread adoption in academic libraries, there is a sense from librarians that they continue to be in search of their true audience. Librarians play a key role in the utilization of web-scale discovery systems, and their experiences as an end user of these systems may influence their attitudes in many ways. The survey discussed in this article looks at the attitudes librarians have toward web-scale discovery systems when using them for their personal research, including feature preferences and inquiries into opinions regarding strengths and weaknesses of the system. The results of this survey provide some insights into why some librarians struggle with the idea using of web-scale discovery systems by themselves and by the patrons with which they work.     

The risk is that there is ‘no risk’: a simple,innovative intervention to increase children’s activity levels

School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well‐being. However, teachers’ fear of the legal consequences of injury can elicit over‐zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost‐effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels.     

Putting the science back into science education through the science education program and leadership (SEPAL) model

Summary None of the SEPAL teachers had undergraduate degrees in science, and most were afraid of science before they became involved with the project. Although gains in content knowledge were modest, progress toward other instructional goals were made, indicating that improved pedagogical content knowledge is not entirely dependent on content knowledge. Currently, funding is being sought for future programs which incorporate the belief in the role of peer interaction, nonthreatening environments for learning, and the importance of ascertaining teachers’ pedagogical beliefs if inservice work is to be transferred to the classroom. Additionally, we will continue to model the Circle of Inquiry which encourages conceptual change and provides teachers with an approach for use in their own classrooms. This material is based upon work supported in part by a grant from the Dwight D. Eisenhower Mathematics and Science Education funds (Grant No. AC-RGT-UMS-93460). Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not necessarily reflect those of the granting organization.