Part 1. If We Frame It,They Will Respond: Undergraduate Student Responses to the Framework for Information Literacy for Higher Education

There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education.     

Books of the Month: Kidvid

TELEVISION AND BEHAVIOR: TEN YEARS OF SCIENTIFIC PROGRESS AND IMPLICATIONS FOR THE EIGHTIES (Washington: Government Printing Office, 1982—price not given, paper, two vols)

John P. Murray, TELEVISION & YOUTH: 25 YEARS OF RESEARCH & CONTROVERSY (Bowys Town Center for the Study of Youth Development, Research Use and Public Service Division, Boys Town, Neb. 68010—$10.00, paper)

TELEVISION'S IMPACT ON CHILDREN AND ADOLESCENTS: A SPECIAL INTEREST RESOURCE GUIDE IN EDUCATION (Oryx Press, 2214 N. Central at Encanto, Phoenix, Az. 85004—price not given, paper)     

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.     

Blaine's 1884 Indiana Canvass: “Tinsel,tights and trick‐acting

In 1884, a street corner harangue by the local precinct captain precipitated a torch light parade; the coming of a presidential aspirant caused the whole countryside to erupt. This article presents some of the color, bustle, hysteria, and rhetoric which accompanied James G. Blaine's week‐long but fruitless effort to capture the electoral votes of a crucial state.     

A review of ancient Egyptian pigments and cosmetics

The pigments used by the ancient Egyptians constitute the most diverse pigment palette of the ancient world. This review discusses the pigments and binders which were used, arranged principally in terms of the colours themselves, namely, the white, green, grey, black, brown, blue, red, orange, and yellow pigments. The chemical identity of these pigments is discussed with some details regarding the artefacts or time periods from which the pigment concerned has been identified. Combinations of pigments were used for creating some colours, especially: greens, pinks, blues, yellows, and a variety of pale hues by mixing primary colours with a white addition, such as calcite. The identification of ancient Egyptian pigments is often aggravated by chemical interactions between pigment and binder media, or between the pigment and environmental pollutants, or both. The nature of the binders and varnishes used in ancient Egypt is briefly discussed. The identification of green pigments from ancient Egypt is often difficult, and some of the recent research concerning the topic is reviewed. In addition to including relevant details from older literature, this review provides a synopsis of recent studies which have appeared since the last major review carried out by Lee and Quirke in 2000.