Shifting the Perspective of the Research Librarian: A CoResearch Paradigm

This article proposes the coresearch engagement model (CoRE), which addresses how the academic research librarian can become a coresearch partner with any patron. The CoRE model is an interpersonal process and is founded upon the concepts of mutual respect, collaboration, reciprocity, and empowerment. Grounded in Howard Gardner’s multiple intelligences theory, Malcolm Knowles’ andragogical model, and guidelines from the Reference and User Services Association, CoRE has the potential to result in engagement for the librarian and patron. The CoRE model can be utilized in many ways including self-awareness and development for those who need and want to expand their abilities as a research librarian. It provides a theoretical framework and a knowledge base, in addition to giving a context for further development by expanding, comparing the related theories for further research, and implementing various applications suggested by this article.     

Sustainability Strategies in the Forestry–Wood Chain Driven by Market Demands on Books and Other Products

This paper focuses on sustainability strategies for the Forestry–Wood chain (FWC) driven by market demands on books and other products. The main objective is to draft and suggest a process for market driven pro-active sustainability strategies for the FWC, based on a SWOT-analysis (strengths, weaknesses, opportunities and threats). Further to highlight the possible strategic implications and critical areas for actors upstream in the FWC, in the context of uncertain external future scenarios. Higher demands on product differentiation were found throughout the FWC, where also collaboration and stakeholder interaction was found important to improve sustainability. The work broadens the “traditional” perspectives on FWC sustainability to encompass also interacting value chains such as book production and publishing, to get a more holistic view.     

The Practicality of Principled Practical Knowledge: A Response to Janssen,Westbroek, and Doyle

“Practicality Studies” (Janssen, Westbroek, & Doyle, 2015/this issue) starts with a critical commentary on “Principled Practical Knowledge: Not a Bridge but a Ladder” (Bereiter, 2014) but consists in the main of an essay on what the authors consider to be really practical knowledge for teachers. The gist of their criticism is that “Bereiter and with him a large part of the design research community in the learning sciences underestimate the magnitude of … usability issues and in fact believe that much of the task of usability is already solved by design research in the learning sciences” (p. 177). The authors argue persuasively for giving “practicality studies” a place in learning sciences research, but their subtitle—“How to Move From What Works in Principle to What Works in Practice”—claims too much and makes an invidious distinction.     

Organisational forms of science communication: the UK and Spanish European higher education systems as paradigms

As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.

     

The use of player physical and technical skill match activity profiles to predict position in the Australian Football League draft

This study investigated the extent to which position in the Australian Football League (AFL) national draft is associated with individual game performance metrics. Physical/technical skill performance metrics were collated from all participants in the 2014 national under 18 (U18) championships (18 games) drafted into the AFL (n = 65; 17.8 ± 0.5 y); 232 observations. Players were subdivided into draft position (ranked 1–65) and then draft round (1–4). Here, earlier draft selection (i.e., closer to 1) reflects a more desirable player. Microtechnology and a commercial provider facilitated the quantification of individual game performance metrics (n = 16). Linear mixed models were fitted to data, modelling the extent to which draft position was associated with these metrics. Draft position in the first/second round was negatively associated with “contested possessions” and “contested marks”, respectively. Physical performance metrics were positively associated with draft position in these rounds. Correlations weakened for the third/fourth rounds. Contested possessions/marks were associated with an earlier draft selection. Physical performance metrics were associated with a later draft selection. Recruiters change the type of U18 player they draft as the selection pool reduces. juniors with contested skill appear prioritised.     

Discriminating talent-identified junior Australian football players using a video decision-making task

This study examined if a video decision-making task could discriminate talent-identified junior Australian football players from their non-talent-identified counterparts. Participants were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: talent-identified (State U18 Academy representatives; n = 25; 17.8 ± 0.5 years) and non-talent-identified (non-State U18 Academy selection; n = 25; 17.3 ± 0.6 years). Participants completed a video decision-making task consisting of 26 clips sourced from the Australian Football League game-day footage, recording responses on a sheet provided. A score of “1” was given for correct and “0” for incorrect responses, with the participants total score used as the criterion value. One-way analysis of variance tested the main effect of “status” on the task criterion, whilst a bootstrapped receiver operating characteristic (ROC) curve assessed the discriminant ability of the task. An area under the curve (AUC) of 1 (100%) represented perfect discrimination. Between-group differences were evident (P < 0.05) and the ROC curve was maximised with a score of 15.5/26 (60%) (AUC = 89.0%), correctly classifying 92% and 76% of the talent-identified and non-talent-identified participants, respectively. Future research should investigate the mechanisms leading to the superior decision-making observed in the talent-identified group.     

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.     

Key values of a Dutch cooperation school and the practice of religious education

This article presents the results of a single case study from a cooperation school in the Netherlands. A cooperation school is the result of a merger between a public and a denominational school. Pupils from secular and religious backgrounds meet in the classroom. This religious diversity in this school is explored by an empirical research study. The research question was how key values of the school and of its teachers are exerted in religious education. Content analysis of interviews and videos of the ‘moment of contemplation’ show that there is a discrepancy between the school values and the practice of this moment. Conclusions concerning a social and a substantive perspective are drawn in the light of theoretical insight concerning diversity in religious education.