ABD or EdD? A Model of Library Training for Distance Doctoral Students

ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.     

Maximizing Learning From Engaging Across Difference: The Role of Anxiety and Meaning Making

This study explores college students’ reactions to engaging in experiences with diverse others that students found uncomfortable, interactions that disrupted students’ current beliefs or values. Our examination of these experiences was grounded in theory and research on intergroup contact and anxiety and developmental models of self-authorship leading to intercultural maturity. We found three types of reactions to these experiences: Some students were “stuck,” unsure of how to respond; some were prone to continue exploring; and some reframed their perspectives to reflect capacities associated with advanced intercultural maturity. We offer recommendations for managing intergroup anxiety and scaffolding learning to support reframing one's perspectives to maximize learning from engaging in difference.     

Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children’s Views on What Matters to Them

Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children’s points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children’s views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.     

The Dorothy Doctrine of Engaged Scholarship: The Rhetorical Discipline “Had It All Along”

Jerzy Grotowski's dramatic theory is characterized, first by the concept of poor theatre, which reduced basic components of theatre to the interaction of the actor and the audience, and, second, by performance as an act of transgression in which the performer rids himself of his unique personal behavior and is reborn a character. When Grotowski's theory is applied to Readers Theatre, we have a poor Readers Theatre, composed of the literary text, the holy interpreter, and the audience.     

Being Mimicked Increases Prosocial Behavior in 18‐Month‐Old Infants

Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004). Eighteen‐month‐old infants (N = 48) were either mimicked or not by an experimenter; then either that experimenter or a different adult needed help. Infants who had previously been mimicked were significantly more likely to help both adults than infants who had not been mimicked. Thus, even in infancy, mimicry has positive social consequences: It promotes a general prosocial orientation toward others.     

背景和现状

(一)增强吸引力:欧洲职业教育与培训发展重要目标 近些年来,欧盟成员国和欧洲经济区及欧洲自由贸易联盟(EEA/EFTA)的国家都提出,要对他们的职业教育与培训(Vocational Education and Tmining,VET胖系进行改进,以应对不断变化的经济和社会环境.     

Teaching English-Spanish cognate-recognition strategies through the Américas Book Award-winners and honor picture books

Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures.     

Invited to labour or participate: intra- and inter-generational distinctions and the role of capital in children’s invited participation

This paper applies aspects of Bourdieu’s conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu’s concepts to examples of case studies from a children’s parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure’s hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed.     

Exploring fourth graders’ sourcing skills / Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado

Acquiring information from the Web creates new educational demands even in elementary school. Children need to scrutinize source information (‘sourcing’) to choose trustworthy information. So far, few studies have documented young readers’ abilities to identify and evaluate source information. With two studies, we seek to gather more evidence on elementary students’ sourcing skills and use. In study 1, we investigate to what extent fourth graders can identify source information and evaluate informants’ expertise and intentions in simplistic, age-appropriate reading tasks. In study 2, we explore whether fourth graders spontaneously apply their sourcing skills when reading simplified multiple documents. Results suggest that fourth graders can successfully identify source information and evaluate informants’ expertise and intentions in simple and direct tasks but fail to apply this ability to more complex and implicit tasks. Implications for information literacy education are discussed.