The Butter Battle Book: Engaging children's thoughts of war

Her research interests center on the writing of children especially when they write in response to literature.     

Information-seeking behavior changes in community-based teaching practices.

A National Library of Medicine information access grant allowed for a collaborative project to provide computer resources in fourteen clinical practice sites that enabled health care professionals to access medical information via PubMed and the Internet. Health care professionals were taught how to access quality, cost-effective information that was user friendly and would result in improved patient care. Selected sites were located in medically underserved areas and received a computer, a printer, and, during year one, a fax machine. Participants were provided dial-up Internet service or were connected to the affiliated hospital's network. Clinicians were trained in how to search PubMed as a tool for practicing evidence-based medicine and to support clinical decision making. Health care providers were also taught how to find patient-education materials and continuing education programs and how to network with other professionals. Prior to the training, participants completed a questionnaire to assess their computer skills and familiarity with searching the Internet, MEDLINE, and other health-related databases. Responses indicated favorable changes in information-seeking behavior, including an increased frequency in conducting MEDLINE searches and Internet searches for work-related information.     

Librarian and faculty collaborative instruction: A phenomenological self-study

Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in university settings suggests collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and professor of education conducted a phenomenological self-study to examine their multiple roles as researchers and instructors who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Alaska Native communities throughout the state of Alaska. Several themes emerged from this phenomenological self-study: (a) our interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) we struggled to communicate effectively with our students via audio-conference; and (c) our beliefs and practices were transformed by our participation in this phenomenological self-study. We believe our collaborative approach to phenomenological self-study research can promote intense self-reflection, stimulate creativity, and facilitate open and honest communication between academic librarians and teaching faculty who engage in collaborative instruction and collaborative research; furthermore, we believe our collaborative approach to phenomenological self-study research can increase the instructional effectiveness of academic librarians and teaching faculty collaborating to teach in distance-delivered higher education.     

Engagement versus participation: A difference that matters

The kind of engagement that transforms a person is more than mere participation. It is risk‐taking, spontaneous, socially supported, heart‐pounding co‐creation. Some campuses, the University of Maryland Baltimore County for one, are taking small steps to foster this kind of engagement. They've found that it's good, hard work.     

Una comparación del control de comprensión en lectores más y menos competentes

RESUMEN

Los lectores poco competentes tienen dificultades para evaluar su propia comprensión. El propósito de este trabajo es intentar definir los factores que contribuyen a este pobre control de la comprensión comparando lectores competentes y menos competentes de grado medio, mediante una tarea de comprensión de historias inconsistentes a las que falta una parte. Los lectores menos competentes eran significativamente peores en la tarea de identificar cuál era la historia inconsistente, colocar la hoja que faltaba y arreglar la historia. Esto parece ser debido a una dificultad en la integración del material del texto. Sin embargo, no se encontraron diferencias significativas en el recuerdo de la información crucial.