Lecture: Impact of Digital Scholarship on Research Libraries

ABSTRACT

The future of research libraries will be shaped by broader developments at research universities in the areas of creating, sharing, disseminating, and curating knowledge. Universities face fundamental policy choices in all of these areas that have been recast by developments in information technology. This article discusses trends in digital scholarship practices across the humanities, science, and social science disciplines and examines implications for academic institutions and their research libraries as a means of framing these policy choices.     

Electronic portfolio assessments in u.s. educational and instructional technology programs: Are they supporting teacher education?

TechTrends - Surprisingly, electronic portfolio requirements are not widespread in ET/IT programs surveyed in the U.S. Of those programs that are implementing this assessment method, only two are...     

A classroom observational study of Qatar's independent schools: Instruction and school reform

Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.     

Social and Emotional Competence in Children of Depressed Mothers

The relations between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children.     

Recent integrative trends in further education in England and Wales

This paper gives a survey of the development and current trends in the area of further education in England and Wales. It describes the wide range of functions further education has in the entire post-compulsory education sector. On the basis of statistical data, special emphasis is given to its tasks concerning some crucial areas, such as further education of juvenile unemployed and of the handicapped, education of adult immigrants and community education. The role of further education as a critical corrective for traditional university education is also stressed. In the internal system of further education, its integrative aspects are demonstrated by the examples of commercial training in trade and industry. The changes and extensions of the competent management bodies of the various parts of this sector are clearly discussed.

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Zusammenfassung Dieser Beitrag gibt einen Überblick über die Entwicklung und die weiteren Tendenzen im Bereich der Further Education in England und Wales. Ausgangspunkt is die sehr weitreichende Funktion der F-E (= Further Education) für den gesamten Bildungssektor nach Ende der Schulpflicht im Alter von 16 Jahren. Unter Einschluss von statistischen Daten werden besonders die Aufgaben der F-E für besondere pädagogische Brennpunkte wie z.B. der Weiterbildung jugendlicher Arbeitsloser, Behinderter, der Bildung der neuingewanderten Erwachsenen und der community education dargestellt. Die Rolle der F-E als kritischem Korrektiv zur traditionellen Universitätsausbildung erfährt eine besondere Würdigung. Im internen Ausbildungswesen der F-E werden die integrativen Aspekte an den Beispielen der kaufmännischen Ausbildung für Handel und Industrie hervorgehoben. Deutlich sichtbar werden für den Leser die Wechsel und Ergänzungen in den zuständigen Leitungsgremien der einzelnen Bereiche dieses Sektors.

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Résumé Cet article donne un aperçu du développement et des courants actuels dans le domaine de l'éducation post-scolaire en Angleterre et dans le Pays de Galles. Il décrit le large éventail des fonctions que l'éducation post-scolaire offre après les années d'enseignement obligatoire. Les statistiques montrent l'importance accordée à certains départements délicats tels que l'éducation post-scolaire des jeunes chômeurs, des handicapés, des immigrants adultes et de la communauté. L'auteur souligne aussi le rôle de correctif rigoureux joué par l'éducation post-scolaire dans l'éducation universitaire traditionnelle. Les aspects complémentaires du système intérieur de l'éducation post-scolaire sont illustrés par les exemples de la formation commerciale dans l'industrie et le négoce. La diversité, la concaténation et l'extension des tâches qui se proposent à la compétence des responsables de ce secteur particulier sont clairement expliquées.

     

Vegetables at Any Cost: How the Media Markets Children’s Unhealthy Food Preferences in North America

This editorial explores the recent endorsement by the North American media of blending, or ‘disguising,’ vegetables in other foods as a strategy for encouraging children to eat vegetables. The author argues that the myriad of media such as books, television programs, and internet sites that promote diverse, and often inconsistent, advice on children’s nutrition contributes to the challenge, rather than aids, parents and teachers in successfully encouraging children to develop healthy food preferences. In this editorial, a sample of media promoting the disguising vegetable strategy are presented and compared to research recommendations for children’s healthy food preference development. To promote this strategy, the media were found to draw upon a variety of authority sources and stress the necessity of young children eating adequate servings of vegetables. Such advice was found to contrast with research recommendations for developing children’s long-term healthy nutritional behaviours. In light of such findings, the editorial concludes with recommending areas needed for future research and practice.     

Book reviews

SPECTACULAR NATURE: CORPORATE CULTURE AND THE SEA WORLD EXPERIENCE. By Susan G. Davis. Berkeley: University of California Press. 1997; pp. xii + 313. paper $18.95.

FEMINISM AND DOCUMENTARY. By Diane Waldman and Janet Walker. Minneapolis: University of Minnesota Press, 1999; pp. xvi + 365. $49.95 cloth; $19.95 paper.

FASHIONABLE NONSENSE: POSTMODERN INTELLECTUAL'S ABUSE OF SCIENCE. By Alan Sokal and Jean Bricmont. New York: Picador USA, 1998; pp. xiv + 300. $16.10 cloth; $11.20 paper.     

Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback

The incorporation of self- and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty-seven students participated in the pilot of an online peer feedback system. Results suggest that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback. The data also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills.