A Journey Worth Taking: Exploring a Hybrid Embedded Library Instruction Model Through Three Distinct Cases

ABSTRACT

To facilitate systematic learning and to complement the limitations of conventional one-shot library instruction sessions, a hybrid embedded instruction model was designed and implemented for undergraduate students and residents in three disciplines at the University of Oklahoma Health Sciences Center. Variations of hybrid instruction are explored, including models that combine face-to-face interactions, online content delivery, flipped instruction techniques, and individual consultations. The hybrid model highlights benefits of collaborative teaching between course faculty members and librarians and enhances the relevance of library instruction for users.     

The First-Person Effect and Its Behavioral Consequences: A New Trend in the Twenty-Five Year History of Third-Person Effect Research

The perceived effect of the media on the self when compared to others has been adequately established over the last 25 five years. Rather than a third-person effect where individuals perceive a greater effect for self than others, first-person effect perceptions, where individuals perceive a greater effect for self than others, have been considered by scholars recently. Findings indicate support for first-person perceptions. However, research is limited and the behavioral consequences of first-person perceptions are almost nonexistent. The current analysis discusses the evolution of the first-person perception and details the findings of each study as well as the psychological mechanisms used to explain first-person perceptions. Methodological considerations for future studies of first-person effect behavioral consequences are also proposed.     

Should great lakes city build a new power plant? How youth navigate socioscientific issues

There is a growing consensus that simply learning enough science to decipher public debates on socioscientific issues will not make citizens better equipped to handle the complex and ill‐structured problems these controversial issues present. This study highlights the interaction and complex interplay between youth authored and appropriated frames for making sense of socioscientific issues. To do so, we analyze how two middle‐school aged youth, in an after‐school program focused on green energy technologies, made sense of and took a stance on whether their city should build a new hybrid power plant over the course of a 13‐week unit. Using critical sociocultural perspectives on learning and qualitative case study, we examined how the two youth navigated the issue and the resources, scientific and otherwise, they leveraged in defining the problem spaces involved in whether their city should build a new power plant. Our findings indicate that the scientific knowledge youth brought with them and acquired over the course of the investigation influenced how they made sense of the issue, but their knowledge was deeply connected to a range of personal and public discourses that influenced how they defined the issue and why it mattered to them. In particular, it was through how they framed their range of knowledge and experiences that they were able to recognize the multi‐dimensional nature of the problem and propose complex solutions resonant with the science they understood. Our study offers conceptual tools for teaching and learning socioscientific issues. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 541–567, 2012     

Using an inoculation message approach to promote public confidence in protective agencies

This investigation tested the effectiveness of inoculation as a pre-crisis strategy in combating the effects of politically motivated violent acts. A four-phase experiment was conducted involving 355 national consumer panel participants. The findings indicate that inoculation can be an effective pre-crisis message strategy as it was successful in enhancing public beliefs in the ability of government agencies to prevent, and minimize the effects of, violent acts. This strategy also created a ‘blanket of protection’ that extended beyond the focal politically motivated attack event as it enhanced the confidence in government agencies to manage national crises in general. Inoculation was also effective in lowering the intensity of experienced fear evoked by the threat of violent attacks and it enhanced the ability of individuals to cope with the aftermath of a crisis.     

Research on Reading Instruction for Students with Emotional and Behavioural Disorders

Although children with emotional and behavioural disorders (EBD) demonstrate significant difficulties in academic achievement including reading, little attention has been placed on effective reading instructional practices for this population of students. The purpose of this article is to briefly review the knowledge base of early reading instruction and the deep gaps in the research literature on how reading is taught to students with EBD. Finally, we will summarise several completed and ongoing research efforts that inform us of the instructional status quo for students with EBD in reading and efforts to improve academic outcomes for this population.     

Sources of science self‐efficacy beliefs of middle school students

The purpose of this study was to investigate the degree to which A. Bandura's ( 1997 ) hypothesized sources of self‐efficacy predict the science self‐efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self‐efficacy predicts science achievement, and to explore how science self‐efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self‐efficacy. Only mastery experiences significantly predicted science self‐efficacy. Girls reported stronger science self‐efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485–499, 2006     

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Inclusive STEM high schools (ISHSs) can be viewed as opportunity structures for students underrepresented in STEM. By opportunity structures, we mean an education that provides not only access to high quality STEM curriculum and instruction or “opportunity to learn,” but also the capacity to create learning environments where students can build STEM social capital and the dispositions, knowledge, skills, and networks to be successful in STEM college majors and careers. This is a cross‐case analysis of case studies that describe the design and implementation of eight “exemplar” ISHSs. Beginning with 10 hypothesized critical components, we found evidence for all 10, but present in unique patterns of prominence, depending on the school context. Further inductive analysis located an additional four emergent critical components that complete the picture of how these successful ISHSs were able to achieve their goals. Importantly, across schools, four components stood out as foundational: a flexible and autonomous administrative structure; a college‐preparatory, STEM‐focused curriculum for all; well‐prepared STEM teachers and professionalized teaching staffs; and supports for students in underrepresented groups. Although many of the critical components found in the ISHSs are also found in the school reform literature, these schools also had characteristics unique to STEM education. This paper is important in understanding STEM high schools as opportunity structures and as a school reform alternative that can help solve equity and social mobility gaps in STEM.     

Intelligence in the Wild: A Dispositional View of Intellectual Traits

Most accounts of intelligence are abilities-centric. They aim to explain intelligent behavior in terms of IQ or other measures of intellectual aptitude. However, several investigators have proposed that intelligent behavior in the wild—in everyday circumstances in which carefully framed tests do not tell people exactly what intellectual task to attempt—depends in considerable part on thinking dispositions. Definitionally, dispositions concern not what abilities people have, but how people are disposed to use those abilities. Everyday language includes a number of dispositional terms such as curiosity, open-mindedness, and skepticism. We review several dispositional constructs that researchers have investigated, sometimes under the label dispositions. The findings in trend show that dispositions are stable traits that help to explain intellectual performance over and above measures of intellectual aptitude. It is argued that a dispositional view of intelligence is warranted, and that it is an important area for continued research.     

Digital host national identification among Filipino temporary migrant workers

In recent decades, social networking sites (SNSs) have revolutionized transnational immigrant social networks channels. SNSs have become a source for engagement within these migrant communities and facilitate a fervent discourse on their perceptions and overall engagement with host societies. In this study, we aim to examine this discourse as they play out over the SNS landscape. Specifically, we ask how does the use of SNSs shape the encounter between migrant workers and host societies? To explore this query we suggest focusing on the case of live-in Filipino caregivers in Israel and their manifestations of host national identification on Facebook. Through an extensive methodological design that incorporates over 800 Facebook postings, and supported by an extensive ethnographic research, the study identified cultural constructs that integrated Israeli cultural components into the local Filipino discourse were identified and classified by four thematic categories: exploring Hebrew performance, Israeli annual festivities and Jewish holidays, current affairs in Israel and discussing Israeli public places. These findings underscore an affinity between these migrant workers and the local culture in what we deem as ‘Digital Host National Identification’. The study suggests that understanding this development can be conducive to understanding (albeit partial) integration processes of marginalized communities, elucidating temporary migrants’ cultural encounter with their host society and the role of computer-mediated-communications in representing these encounters to both local and international publics.