Assessing the Effectiveness of Online Information Literacy Tutorials for Millennial Undergraduates

This article reports on the findings of a study that evaluated the effectiveness of redesigning online information literacy tutorials in order to meet the learning needs and preferences of Millennial students. Using both quantitative and qualitative measures, this study compared two different online tutorials—a static, HTML-based tutorial and a dynamic, interactive, audio/video tutorial. This study found that, contrary to generalizations made in the library and education literature, Millennial students learned equally well from both tutorials. However, students expressed a much higher level of satisfaction from the tutorial designed to be “Millennial friendly.”     

Nature as relationship partner: an old frame revisited

Language use that embodies a mechanistic, instrumental view of nature contributes to the environmental predicament. This paper argues that interpersonal relationships can be applied as suitable analogies and metaphors for human–nature relationships. To show that such reframing is necessary and possible, we used the Google Ngram Viewer to study how often expressions from different frames of nature were used in English language books between 1800 and 2008. As the language use of scientific publications is directly related to formal education, a similar analysis was conducted using the Scopus scientific database for 1993–2012. After presenting our numerical results, we explain why the interpersonal relationship frame is environmentally appropriate and widely applicable. It is pointed out that in both human–human and human–nature relations, complex systems are connected, change is constant, stress is unavoidable, and multiple dynamic equilibria exist. Moreover, a number of analogous psychological defense mechanisms are used, which can lead to similar systemic problems, such as unrealistic expectations, growing distance, and exploitation in the relationship. In light of these similarities, relevant theoretical and empirical results are re-examined. It is shown that the relationship frame can help understand and bring about the cognitive and behavioral changes required to improve human–nature relationships.     

Effect of Parent Involvement and Parent Expectations on Postsecondary Outcomes for Individuals Who Are d/Deaf or Hard of Hearing

The purpose of this article is to investigate the potential role of parent involvement and parent expectation in postschool outcomes for individuals who are d/Deaf or hard of hearing (DHH). Students who are DHH have lower retention and employment rates than their peers. Recognizing the importance of family in developmental outcomes for all individuals, this article focuses specifically on the role of parents in facilitating postsecondary outcomes. In an effort to address gaps in the literature in this area, this study utilizes the National Longitudinal Transition Survey 2 (NLTS-2) dataset to measure the effect of parental involvement and expectations as individuals who are DHH transition from secondary grades into a variety of postschool settings. Overall, none of the parental involvement variables were statistically significant when controlling for student and parent demographics. The parental expectation variables that had a statistically significant impact on outcomes included expectations to live independently, to be employed, and to pursue postsecondary education. This article discusses findings in the context of operationalization of study constructs in the NLTS-2 and literature related to transition and parental involvement for students who are DHH.     

Strategy orientations,learner activity,and learning outcomes: Implications for instructional support of learning

Investigated were the differential effects of strategy orientations (memory strategy, organization strategy, application strategy, and read-and-study control) orthogonally crossed with learner activity (guided versus active) and outcomes (memory, organization, and application). Subjects were 136 undergraduates, randomly assigned to 1 of 8 treatments. One day after they studied a passage on the topic of radar, outcome measures were completed. Guided activities were found to be superior to the learner-active counterparts on a composite achievement score. The hypothesized interaction of strategy orientation and kind of measure was supported. Performance was highest, in every comparison, on the outcome measure that paralleled the strategy-orientation treatment. The main effect of strategy orientation on the total achievement score was not significant. These findings were discussed in terms of the transfer-appropriate processing theory, the encoding specificity principle, and generative learning theory, with implications for further research and instructional design.     

Bodies,identities and performances: reconfiguring the language of gender and schooling

In this paper I seek to address a series of tensions in the ways we think, write and speak about gender in classrooms and playgrounds, and in the language we use to describe children and their behaviour. I shall examine some of the concepts we use for describing gender relations among children and consider the extent to which they are still useful. My main focus is on hegemonic masculinity; the female as Other; and ‘doing’ boy or girl, masculinity or femininity. I conclude that we need to take the language we use extremely seriously, and that in our work we need to primarily be focused on ensuring that all children are able to have ‘livable lives’ in school and elsewhere.