Metadata as a machine for feeling in Germaine Greer’s archive

ABSTRACT

What happens when a human coder meets a machine one? This article explores this question with reference to the archive of Professor Germaine Greer: Australian-born feminist, performer, scholar, and professional controversialist. It does so by staging two very different data encounters with the 70,000-word finding aid for the print journalism series, a key component of Greer’s archive. The first encounter is archivist’s creation of the finding aid; the second, archivist and literary scholar’s interpretation of this archival metadata using sentiment analysis. Interrogating these activities side-by-side opens up a productive middle ground between humanities scholars and computer technicians, between historians and archivists, between the hand made and the machine made.

This article argues that sentiment analysis offers a new and highly productive method of interrogating archival metadata, and that, as a method which privileges emotive understandings of content, it is particularly appropriate to the study of feminist archives like Greer’s. It also argues that these kinds of detailed finding aids are new datasets that reward analysis in their own right, and particularly when considered in dialogue with—rather than simply used as straightforward navigational tools for—the ‘original’ archival content.     

Purposeful Mentoring in Academic Libraries

ABSTRACT

This article offers statistical information about the future of our profession and the role that mentoring may play in retaining and promoting academic librarians into leadership positions within an organization. An overview of the history and definition of the word mentor and current terminology is offered to provide the reader with understanding of the complexity surrounding the concept of mentoring. Mentoring as process is explained, and both formal and informal mentoring processes are discussed and examples provided. The benefits of mentoring are detailed and include the benefits for mentors, mentees, and academic libraries, with a special focus on minorities and generational considerations now prevalent in libraries. Qualitative methodologies are examined to determine relationships, and the methods used include interviews, questionnaires, and print and online surveys. Case studies from across the nation are analyzed and offered as evidence that mentoring does in fact work well in many academic libraries, but librarians should be mindful that these mentoring processes must be evaluated periodically to remain viable. A brief discussion and future considerations section offer helpful information on gaps in the literature and the challenges that academic libraries face as they create and implement mentoring processes in their respective academic organizations.     

Visual stimulation using microcomputers

ABSTRACT

The dominant approach to the education of young visually handicapped children currently hinges on the idea of encouraging the use of sight through visual stimulation. This takes various forms, including the optimization of the child's visual environment, training children to use their sight efficiently, and photo‐stimulation to alter the early development of the brain. It is argued that microcomputers have an important part to play in providing visual stimulation. VDU monitors can present materials in a ‘back‐lit’ manner, avoiding the problem of occlusion of the light source. Moreover, input devices such as the touch‐sensitive screen allow children to interact directly with the images on the computer screen, ensuring that the visual stimulus received is related to their own actions.     

Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric

ABSTRACT

Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular.     

Evaluating Instrument Quality in Science Education: Rasch‐based analyses of a Nature of Science test

Given the central importance of the Nature of Science (NOS) and Scientific Inquiry (SI) in national and international science standards and science learning, empirical support for the theoretical delineation of these constructs is of considerable significance. Furthermore, tests of the effects of varying magnitudes of NOS knowledge on domain‐specific science understanding and belief require the application of instruments validated in accordance with AERA, APA, and NCME assessment standards. Our study explores three interrelated aspects of a recently developed NOS instrument: (1) validity and reliability; (2) instrument dimensionality; and (3) item scales, properties, and qualities within the context of Classical Test Theory and Item Response Theory (Rasch modeling). A construct analysis revealed that the instrument did not match published operationalizations of NOS concepts. Rasch analysis of the original instrument—as well as a reduced item set—indicated that a two‐dimensional Rasch model fit significantly better than a one‐dimensional model in both cases. Thus, our study revealed that NOS and SI are supported as two separate dimensions, corroborating theoretical distinctions in the literature. To identify items with unacceptable fit values, item quality analyses were used. A Wright Map revealed that few items sufficiently distinguished high performers in the sample and excessive numbers of items were present at the low end of the performance scale. Overall, our study outlines an approach for how Rasch modeling may be used to evaluate and improve Likert‐type instruments in science education.     

Rethinking Flexible Learning in a Distributed Learning Environment: A University‐Wide Initiative

This paper is a case study of the impact of ICT on the teaching and learning environment at Murdoch University in Perth, Western Australia, where the convergence of distance and campus‐based education is changing the teaching environment in ways impossible prior to the development of ICT. Specifically, the paper will explore issues which have arisen from the implementation of a new flexible unit model which focuses on student access to rather than delivery of unit materials. The issues identified in a pilot of the new approach include: rethinking how students access learning resources; streamlining print materials provided to students; implementing an online lecture recording and streaming solution; and providing assessment which is equivalent whether taken on‐campus or online. These issues are not unique to Murdoch, but the integrated approach to resolving them offers a financially attractive means to achieve both reform and improved quality.

Reconsidération de la formation flexible dans un environnement de formation décentralisée. Une initiative dans toute l'université Cet exposé représente une étude de cas sur l'impact du ICT de l'environnement d'enseignement et de formation à l'université Murdoch à Perth en Australie de l'Ouest, où la convergence de la formation par correspondance et de la formation sur le campus change l'environnement d'enseignement ce qui était impossible avant le développement du ICT. Specifiquement, l'exposé s'occupe de problèmes qui résultent de l'implémentation d'un nouveau modèle d'enseignement flexible qui se concentre sur l'accès des étudiants plutôt que sur la diffusion de matières d'enseignement. Les problèmes identifiés dans un premier approche comprennent: Reconsidération de l'accès aux ressources de formation pour les étudiants; Rationalisation des matières imprimées prévues pour les étudiants; Réalisation d'une consignation de cours en ligne et présentation de solutions réactualisées; Evaluation équivalente soit considérée sur le campus ou en ligne. Ces problèmes ne sont pas unique à Murdoch mais un essai intégré de les résoudre offre un moyen financier intéressant pour atteindre une réforme et une qualité améliorée.

Überdenken des flexiblen Lernens in einem dezentralisiertem Lernumfeld: Eine universitätsweite Initiative Es handelt sich bei diesem Bericht um eine Fallstudie über den Einfluss von ICT auf die Lehr- und Lernumgebung an der Murdoch Universität in Perth in West Australien, wo das Zusammentreffen von Fernstudium und klassischer Hochschulbildung das Unterrichtsumfeld in einer Weise verändert, wie sie vor der Entwicklung von ICT unmöglich erschien. Es werden insbesondere Fragen untersucht, die durch die Einführung eines neuen, flexiblen Unterrichtsmodells entstehen, welches sich eher auf die studentischen Zugriffsmöglichkeiten auf Unterrichtsmaterialien fokussiert als auf die Versorgung des Studenten mit diesen Materialien. Die Fragen, die in einem neuen Pilotansatz aufkommen, beinhalten folgende Punkte: Überdenken, wie Studenten an Lernressourcen gelangen; Rationalisierung der für die Studenten vorgesehenen Printmaterialien; Einführung einer Aufzeichnung von Online Vorlesungen und laufend aktualisierte Anwendungen; Anwendung von einheitlichen Bewertungsmaßstäben, gleichgültig ob online oder an der Hochschule. Diese Fragen stellen sich nicht nur an der Murdoch Universität, aber der integrierte Ansatz sie zu beantworten, stellt eine finanziell attraktives Mittel dar, sowohl eine Reform als auch eine verbesserte Qualität zu erreichen.     

Trust versus control: the impact of school leadership on teacher reflection

As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice.     

Unpacking Our Academic Suitcases: The Inner Workings of Our Feminist Research Group

In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration.