All for one, one for all: collaboration between NHS and Higher Education in establishing provision of a multi-disciplinary, hospital-based library and information services

Developing multi-disciplinary library and information services is high on the agenda for many NHS trusts and this brings with it a climate of change for both those who manage and work in services today. The development of such new services needs to be carefully managed and developed, and this presents a challenge for librarians and service managers. In the UK during 1999 and 2000, Aintree Hospital Trust, in conjunction with Edge Hill College of Higher Education, established a truly multi-disciplinary service based at its hospital site and managed by Edge Hill. This paper outlines the key stages in the development of the Library and Information Service with the focus on the management of change, collaboration and the development of a unique partnership between Higher Education and an NHS trust. The case study example will provide an outline of strategic and project planning, with insights into staff management and development, delivering user expectations and developing stakeholder relationships in the health library setting.     

Imagery use in elite youth sport participants: reinforcing the applied significance of achievement goal theory

This study examined the motivational profiles of elite youth athletes to determine whether individual differences in goal orientation corresponded with differential levels of imagery use. Two hundred ninety male (n = 88) and female (n = 202) young athletes (M = 16.6 years, SD = 1.48) completed the Perceptions of Success Questionnaire (POSQ, Roberts, Treasure, & Balague, 1998) to assess dispositional goal orientations and the Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, 1998) to assess frequency and function of imagery use. A two-stage cluster analysis on the POSQ scores revealed a three-cluster solution with a multivariate analysis of variance indicating significant differences among cluster groups in imagery use. Athletes in Cluster 3 (higher task/higher ego) used significantly more imagery, regardless of the function than athletes in Cluster 1 (lower task/moderate ego) or Cluster 2 (moderate task/lower ego). These findings are discussed with reference to the role of achievement motivation in influencing young athletes' behavioral investments in mental strategies.     

Being a protégé: an autoethnographic view of three teacher education doctoral programs

Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985 Kram, K.E. 1985. Mentoring at work: Developmental relationships in organizational life, Lanham, MD: University Press of America.  [Google Scholar]) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions.     

Health information seeking behaviour: the librarian's role in supporting digital and health literacy

This paper is based on Rachel Butler's dissertation carried out at the University of Sheffield as part of the MA Library and Information Services Management. The study examines people's online health information seeking skills, with the specific aim to identify how libraries and health services can work together in supporting digital and health literacy. A survey approach is used to explore online searching habits as well as librarian and health professionals’ views on health literacy. The key findings indicate that whilst the majority of respondents consider themselves to be health literate, there was an overall agreement that effective education and support could be achieved through the collaboration between libraries and health services, and specifically to signpost information and to provide targeted education. The limitations of the research for dissertation are recognised leading to recommendations that further study focuses on the impact of signposting and education on health literacy.F.J.     

Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three different intermediate Spanish HL classrooms and filmed interviews with the students. The analysis indicates that discourses of legitimacy and expertise are embodied within multiple levels of classroom interaction, including affective stancetaking, expert/novice positioning, and the reframing of both ascribed social positions and previous discourse. Results suggest that the role of language ideologies in HL learning can be better understood through an examination of stancetaking in interaction and that the construction of different kinds of expertise should be an important consideration in the development of HL instructional practices.     

Teachers’ journeys towards critical use of ICT

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.     

Access's Unsung Hero: The [Impending] Rise of Embedded Metadata

The “Advances in Library Data and Access” column examines technological advances internal and external to libraries. The focus is on how library data is created and used. The strength of the column is its broad, international focus and contributors are encouraged to explore issues and recent advances in information technology relevant to their geographical region, as well as the larger, global audience. Interested authors are invited to submit proposals and articles to the column editor at moulaisonhe@missouri.edu. Please include “IILR Submission” in the subject line of the e-mail.     

International Success: Selling Niche Titles Beyond the Prime Home Market

As the world becomes increasingly international and new markets open up for business, questions arise for small, niche publishers: what makes a book sell well internationally? Can niche titles sell well abroad? And, more importantly: How can I find and publish a book that will be a global success? To answer these questions in this article, Scottish publishing companies will be used as examples to illustrate the ways in which even region-specific niche publishers can successfully sell and market abroad.     

Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis

Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.