BUILDIT

看,乐乐搭了—座房子!你也来搭—座房子吧!你会把什么放在房子里面把什么放在房子外面呢？     

The Impacts of Library Services on Interlibrary Loan Requests Canceled due to Local Availability

Abstract

Interlibrary loan (ILL) services receive requests for resources that are available locally and form a major portion of canceled requests. The purpose of this study is to examine the relationship between requests canceled due to local availability and three aspects to identify impacts on ILL. The authors explored library service aspects such as collection format, the link resolver knowledge base, and discovery system functionality for potential influence on requests for locally available resources. Quantitative methods were used to identify evidence of different aspects’ impact through analysis of ILL borrowing request data. The most important finding was that the discovery system had impact on ILL services by improving retrievability of locally available resources published recently. The results suggest that a modern discovery system can efficiently provide more relevant results sourced from a carefully curated set of authoritative resources, save users’ time to access available materials, and reduce library staff members’ time and effort. This study will be helpful to libraries through its analysis of library services that impact the cancelation of ILL requests due to local availability and how those services may influence service improvement.     

Participatory Communication with Social Media

Abstract Major museums worldwide are starting to use social media such as blogs, podcasts and content shares to engage users via participatory communication. This marks a shift in how museums publicly communicate their role as custodians of cultural content and so presents debate around an institution's attitude towards cultural authority. It also signifies a new possible direction for museum learning. This article reports on a range of initiatives that demonstrate how participatory communication via social media can be integrated into museum practices. It argues that the social media space presents an ideal opportunity for museums to build online communities of interest around authentic cultural information, and concludes with some recent findings on and recommendations for social media implementation.     

Consumer health services and collections for Hispanics: an introduction

Hispanics are the fastest growing minority population in the United States today. Providing health information services to Hispanic patients and their family members can be challenging because of diversity. Library staff should be familiar with the specific health care needs and sociocultural characteristics of Hispanics. This article discusses the movement toward providing culturally competent health care and identifies socioeconomic challenges and barriers to health care faced by Hispanics. Suggestions are offered for communicating with this group in the reference setting, and a selective bibliography of Internet consumer health resources available in both Spanish and English is provided.     

Identifying Screening Abilities to Reduce the Uncertainty of Worker Task–Environment Fit

A potential problem for individuals in an organization, for the organization, and for researchers of organizational behavior is the lack of recognition of individual differences as an explanation of differences in behavior within the organization. Often research results indicate an aggregate of behavior of all individuals within the organization ignoring how the individual behavior of a single person can have an effect of the performance of that individual and on organizational effectiveness. This paper examines the interrelationship of stimulus screening, the nature of an individual's task and environment setting and its impact on individual per formance and organizational effectiveness. A rationale for the topic, review of literature, and issues pertinent to organizational research and practice are presented.     

A Constructivist Approach to Teaching Permutations and Combinations

A lesson is described where students construct their own knowledge of permutations and combinations by exploring a problem situation. This helps students gain an appreciation of real-world implications of these topics while developing a strong conceptual understanding of them.     

The emergent literacy skills of four-year-old children receiving free kindergarten early childhood education in New Zealand

This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development.     

BEGINNING PREKINDERGARTEN AND KINDERGARTEN TEACHERS’ BELIEFS AND PRACTICES: SUPPORTS AND BARRIERS TO DEVELOPMENTALLY APPROPRIATE PRACTICES

This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.