Experience from the field: Programming in a joint-use partnership library

ABSTRACT

Librarians of the joint-use North Regional/Broward College (NR/BC) Library had sought opportunities to collaborate. Historically, challenges have arisen in programming for two distinct populations: seniors for the public library and the college library’s students. In recent years, the library successfully capitalized on organizational changes and nationwide attention to media literacy and social justice to create and deliver several well-received collaborations. This article describes the environment in which these initiatives developed and provides tips on collaborations in- and out-side joint-use libraries. This article also addresses the dearth of professional literature on programming advantages in joint-use libraries.     

Predicting a Threshold of Perceived Facebook Post Success via Likes and Reactions: A Test of Explanatory Mechanisms

Individuals frequently engage in self-presentation via social media and can subsequently receive various simple communicative cues (paralinguistic digital affordances; PDAs) from which they may determine the success of their self-presentation, including Likes and Upvotes. Previous research has found these communicatively abstract one-click cues are interpreted idiosyncratically when received, but the quantity received matters to users in determining whether a post is “successful.” The present work probes explanatory mechanisms behind the use of PDA responses as a metric of self-presentational success, deriving hypotheses from social comparison theory, social penetration theory, and expectancy violations theory. Results from a survey (N = 255) reveal that social comparison and communicative reciprocity provide explanatory power regarding the threshold of Likes and Reactions to a Facebook post needed to consider a post successful.     

Science Education at the National Institute for Pedagogical Research,Paris, France

This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice. Lack of philosophical consensus about the nature of science (NOS); lack of appropriate curriculum guidance, classroom materials and pedagogical content knowledge for NOS teaching; teachers’ personal theories of learning; and the realities of classroom constraints are all implicated as interacting factors that contribute to the mismatch. Because curriculum policy is political, with pressure brought to bear by many interest groups, it is suggested that the science teaching community cannot adequately address the issues raised in the absence of wider community debate and support.     

Sustaining Information Delivery: The Experience of Kwame Nkrumah University of Science and Technology Library,Kumasi, Ghana

The paper reviews the history of information delivery at the Kwame Nkrumah University of Science and Technology from 1993 to the present. Information delivery (which includes document and electronic resource delivery) from CD-ROM and online databases has given Kwame Nkrumah University of Science and Technology's users access to about 15,000 online journals. Sponsorship of information delivery has largely come from donors such as the Danish International Development Agency, the Norwegian Ministry of Aid to Developing Countries, and the International Network for the Availability of Scientific Publication. The bane of information delivery over the years has been the financial implications of sustainability, especially after the pullout of sponsors. This paper analyses the situation and proposes a solution in open access journals, cost-sharing by beneficiaries, ingenuity on the part of librarians, and eventual support by university administrators.     

Self-Direction, Values and Truth: Towards an Unpostmodern Re-examination

Despite its exalted status in post-war analytical educational philosophy as probably the main aim of liberal education, the basic philosophical psychology of autonomy or self-determination is prey to certain not widely acknowledged conceptual difficulties. In relation to this problem, the present paper explores different conceptions of evaluation and competing liberal and communitarian conceptions of rational choice and decision, to the ultimate end of defending a crucial connection—discerned by many ancient and modern philosophers—between rational self-direction and the possibility of objective knowledge and truth.     

Does moderate-intensity continuous training result in greater total energy expenditure compared to high-intensity interval training?

Recently in the Journal of Sports Sciences, Schaun et al. published a study on the comparison of energy expenditure between high-intensity interval training and moderate continuous training performed in water. With this Letter to the Editor, we would like to comment on the methodological aspects that should be considered to analyze the results presented, as well as the conclusions.

Abbreviations: CONT, moderate-intensity continuous training; EPOC, excess post-exercise oxygen consumption; HIIT, high-intensity interval training; VO2max, maximal oxygen consumption.