Reading: A Pastime of the Past?

It is somewhat of a truism to say that reading is not what it used to be. ‘Texts’for reading now include many other media than simply print on pages and this fact has occasioned some concern among those who fear that reading television or computer-based texts may reduce or impoverish children's overall reading experience. Chris Robertson and her students have been investigating these issues through interviews with children and have found that reading and technology are not actually in conflict but can be mutually supportive. This article suggests that teachers need to think more creatively about how to use alternative texts in developing children's reading.     

Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning

There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers.     

Distance education: The future of library and information services requirements

This paper considers the role of library support for distance learning activities at the University of Surrey, with specific reference to the MA in Linguistics (TESOL) and the MSc in English Language Teaching Management. These courses represent a major challenge to support services for distance learners, as the students have no face‐to‐facc contact with staff, and most of them live and work overseas. Firstly the courses are described as operating along a number of clines that define a distance learning operation, and the issue of resource support is considered. We then turn to the role of the library in supporting distance learning students, and consider the ways in which the role of the library in distance learning programs is expanding and changing to meet the challenges of the future. The specific example of the Distance Learners’ Information Service (DiLIS) of the George Edwards Library (GEL) is presented as an example of good practice.     

Blended and co-existing worlds in intersectoral mobilities of European PhD graduates in the social sciences and humanities

ABSTRACT

This paper argues that links between academia and other economic sectors are increasing, especially through intersectoral mobility of university graduates. Murray [(2010). “The Oncomouse that Roared: Hybrid Exchange Strategies as a Source of Distinction at the Boundary of Overlapping Institutions.” American Journal of Sociology 116 (2): 341–388] has identified literature pointing both to blending and continuing co-existence of the academic and commercial worlds. Based on a European-wide study of PhD graduates in the social sciences and humanities (SSH), this paper considers the extent to which intersectoral mobility reflects blending. It finds that intersectoral communities of practice exist mainly in applied fields of knowledge. However, in many areas of the SSH, differences in institutional norms and values inhibit intersectoral mobility, particularly in mid-career stages.     

‘I don’t want to catch it’. Boys,girls and sexualities in an HIV/AIDS environment

This paper examines young South African school children’s understanding of HIV/AIDS. Based on ethnographic work in two schools in Greater Durban, it explores the impact of HIV/AIDS on the ways in which gender and sexuality are articulated against the backdrop of race and class specific contexts. The first part of the paper examines the children’s discourses of sex, sexuality and HIV/AIDS. We show that young children’s meanings of sex, sexuality and are not straightforward and are actively produced and defined through a range of social processes. These processes shape the extent to which young children experience sexuality within discourses of fear and pleasure. Young children’s meanings of HIV/AIDS are explored in the second part of the paper. Here we show how their knowledge of HIV/AIDS is socially structured through class/race and gender and these forms of social relations provide the framing and reference points for children’s constructions of meanings around HIV/AIDS. We finish the paper by raising some theoretical and practical/political questions about the implications of what we have found for HIV/AIDS education in South Africa.     

Exploring the Relationships Between Counseling Students’ Cultural Factors,Academic Aptitude,and Self‐Efficacy

The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented.     

Culture or Disability? Examining Deaf Characters in Children’s Book Illustrations

Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world.     

Negotiating Sexuality Education with Young People: Ethical Pitfalls and Provocations

This paper focuses on a nested project within a three-year participatory research project, funded by the Australian Research Council. The project was undertaken in secondary schools across Victoria and South Australia and engaged over 100 students as coresearchers (ages 15–19) in understanding, critiquing, and transforming sexuality education (SE). Data was produced through visual arts and participatory methods and supported by ethnographic techniques (participant observations, focus groups, and guided conversations). In this paper we attempt to expose some of the ethical, methodological and pedagogical processes required when foregrounding young people’s voices in SE. More specifically, to problematize the microethical moments that warrant not only the attention but response of educators and researchers who are open to transforming SE with young people.     

Association between receipt of school-based HIV education and contraceptive use among sexually active high school students — United States, 2011–2013

Sexual health education, including HIV prevention information, can help prevent unintended pregnancy and sexually transmitted infections. National Youth Risk Behavior Survey data from 2011 and 2013 were used to determine HIV education prevalence among 9,825 currently sexually active students in grades 9–12. Associations between HIV education and contraceptive methods used at last sexual intercourse were examined for: (1) condom use; (2) any contraceptive method; (3) dual use of a condom and either birth control pills; IUD or implant; or shot, patch, or birth control ring; and (4) primary contraceptive method. Primary contraceptive method options were (1) no method; (2) birth control pills; (3) condoms; (4) IUD or implant; (5) shot, patch, or birth control ring; (6) withdrawal or some other method; and (7) not sure. Logistic regression (prevalence ratios [PRs] and 95% confidence intervals [CIs]) and Chi-squares were used for testing. Students who received HIV education were more likely than students who did not to use a condom (PR:1.09;CI:1.01,1.18) and any contraceptive method (PR:1.08;CI:1.04,1.12); there was no significant association with dual use. Primary contraceptive method varied significantly by receipt of HIV education (p < .001). School-based HIV education may be important for promotion of adolescent condom and contraceptive use.