When Librarians Hit the Books: Uses of and Attitudes Toward E-Books

Librarians offer a unique perspective on e-books: on one hand they collect these resources and train users as part of their jobs, while on the other hand, they may be users of e-books themselves. With recent increases in research expectations for Canadian academic librarians, this study aimed to discover: when librarians do research, do they use e-books and how often are they using them? This study examines the results of a survey of 392 academic librarians from across Canada. The survey generated data on librarians' use of, and attitudes towards, e-books. While a number of studies examine the use and opinions of e-books among other user groups, this study examines how librarians search for or use e-books differently than other user groups. Results will help librarians to improve their liaison work and make more informed collection development decisions at their own institutions.     

Examining the Library as a Site for Intervention: A Mixed-Methods Case Study Evaluation of the “Innovative Solutions to Homelessness” Project

Abstract

This study examined a project that delivered social work services to homeless individuals. A mixed-methods case study was conducted using quantitative and qualitative data from 93 library employees and the project’s Homelessness Prevention Outreach Worker (HPOW). There was an increase in the number of clients accessing community supports during the project, and the HPOW was integral to the provision of support and resources to homeless individuals. Staff training was associated with significantly greater knowledge, comfort, and skills in working with homeless individuals. These findings can inform the delivery and implementation of similar programs for homeless individuals.     

Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention

The function of accurately monitoring one’s own learning is to support effective control of study that enhances learning. Although this link between monitoring accuracy and learning is intuitively plausible and is assumed by general theories of self-regulated learning, it has not received a great deal of empirical scrutiny and no study to date has examined the link between monitoring accuracy and longer-term retention. Across two studies, college students paced their study of key-term definitions (e.g., “Proactive interference: Information already stored in memory interferes with the learning of new information”). After all definitions were studied, participants completed practice cued recall tests (e.g., “What is proactive interference?”) in which they attempted to type the correct definition for each term. After each test trial, participants judged how much of their response was correct. These study-test-judgment trials continued until a definition was judged as correct three times. A final cued recall test occurred two days later. In Study 1, judgment accuracy was manipulated experimentally, and in Study 2, individual differences in accuracy were examined. In both studies, greater accuracy was associated with higher levels of retention, and this link could not be explained by differential feedback, effort during study, or trials to criterion. Results indicate that many students could benefit from interventions aimed at improving their skill at judging their learning.     

Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices

The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction.     

Exploring the experiences and responses of LGBTQ+ adolescents to school-based sexuality education

The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school-based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety.     

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom-up approach to capture the needs presented by learners and professional teams.     

Solution pH change in non-uniform alternating current electric fields at frequencies above the electrode charging frequency

AC Faradaic reactions have been reported as a mechanism inducing non-ideal phenomena such as flow reversal and cell deformation in electrokinetic microfluidic systems. Prior published work described experiments in parallel electrode arrays below the electrode charging frequency (f_c), the frequency for electrical double layer charging at the electrode. However, 2D spatially non-uniform AC electric fields are required for applications such as in plane AC electroosmosis, AC electrothermal pumps, and dielectrophoresis. Many microscale experimental applications utilize AC frequencies around or above f_c. In this work, a pH sensitive fluorescein sodium salt dye was used to detect [H⁺] as an indicator of Faradaic reactions in aqueous solutions within non-uniform AC electric fields. Comparison experiments with (a) parallel (2D uniform fields) electrodes and (b) organic media were employed to deduce the electrode charging mechanism at 5 kHz (1.5f_c). Time dependency analysis illustrated that Faradaic reactions exist above the theoretically predicted electrode charging frequency. Spatial analysis showed [H⁺] varied spatially due to electric field non-uniformities and local pH changed at length scales greater than 50 μm away from the electrode surface. Thus, non-uniform AC fields yielded spatially varied pH gradients as a direct consequence of ion path length differences while uniform fields did not yield pH gradients; the latter is consistent with prior published data. Frequency dependence was examined from 5 kHz to 12 kHz at 5.5 V_pp potential, and voltage dependency was explored from 3.5 to 7.5 V_pp at 5 kHz. Results suggest that Faradaic reactions can still proceed within electrochemical systems in the absence of well-established electrical double layers. This work also illustrates that in microfluidic systems, spatial medium variations must be considered as a function of experiment time, initial medium conditions, electric signal potential, frequency, and spatial position.     

Child emotionality and maternal responsiveness as predictors of reunion behaviors in the strange situation: links mediated and unmediated by separation distress

Children's emotionality--fear, anger, and joy--observed outside of the relationship with the mother (in standard laboratory paradigms), and within that relationship (in mother-child interactions), and mothers' responsiveness, all at 9 and 14 months, were examined as predictors of the reunion behaviors in the Strange Situation at 14 months in 112 children. Many predictors were linked to the reunion behaviors, but most of those relations were at least partially mediated by children's separation distress, which itself strongly predicted the reunion behaviors. Those relations were no longer significant when distress was controlled. Several links, however, remained significant, and they were unmediated by distress: Almost all involved measures assessed within the context of the mother-child relationship. In particular, possible markers of a suboptimal relationship (children's dampened joy and increased anger in interactions with the mother, poor maternal responsiveness) were associated with more avoidance and resistance upon reunion, even after accounting for the strong impact of distress. Studying how factors measured outside of and within early relationships influence the components of the attachment system may foster understanding of child behavior in the Strange Situation.