A comparison of OpenURL link resolvers: The results of a University of Connecticut Libraries environmental scan

Open URL link resolvers are emerging technological tools designed to increase use of library collections by automating the process of locating and accessing library holdings. This study examines the system architecture and capabilities of commercially available OpenURL link resolvers to assess viable options for the University of Connecticut Libraries. Data for the study, largely experiential feedback received from libraries employing OpenURL link resolvers, were gathered through a series of evaluative activities. These included a preliminary literature review, Web survey, follow-up e-mail survey, and on-site visits to libraries. Results were analyzed within the context of the University of Connecticut Libraries' resources and needs. Analysis revealed wide variation in library experiences with and perception of product functionality and performance, as well as requisite staff and financial investments.     

A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3) investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple correlation and multiple regression analyses revealed generally positive associations between the classroom environment and student attitudes to science in both countries.