Students’ meaning making in science: solving energy resource problems in virtual worlds combined with spreadsheets to develop graphs

The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students?? meaning making with representations. Our analyses demonstrate the difficulties involved in developing students?? orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem.     

Adults' learning motivation: Expectancy of success,value, and the role of affective memories

The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR. Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults' learning motivation, mediated by expectancy and value specific to the learning opportunity.     

Journal Editor Perceptions of Universities: Some empirical evidence

Out of considerations as to the importance of university relationships with their various stakeholders, the primary objective of this research project was to identify the perceptions of academic journal editors regarding universities. Editors were asked to provide their perceptions on: (a) the relevance of universities to academic publications; (b) the mutual influence between universities and academic journals; and (c) the participation of editors in universities. Following initial exploratory research, we applied an online questionnaire and received a total of 276 responses from editors of indexed publications, enabling analysis of their perceptions. Despite editors recognizing the influence of universities on academic and scientific communities, our findings point to universities having failed in proactively reaching out to editors, especially surprising given the vast experience held by such figures. A better relationship might serve to enhance the university image and generate new opportunities for attracting resources.

     

Mobiles for literacy in developing countries: An effectiveness framework

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.     

Using Young Adult Literature to Develop Content Knowledge of Autism for Preservice Teachers

This promising practice explores the use of young adult literature as a supplement to texts in an undergraduate introduction to a special education course. Literature portraying adolescent characters with autism spectrum disorder (ASD) were used to build schema of preservice teachers. Participants' knowledge and attitudes about ASD were examined before and after reading a young adult novel of their choice. Results indicated that students in the literature group out-performed peers in the control group on measures of ASD content. Exemplars of students' responses suggested students who read the novel expressed increased knowledge and interest, recognition of commonalities, and complex and nuanced views of ASD. Participant satisfaction with reading the novels outside of class was also high, suggesting students found the authentic literacy experience enjoyable.     

Building a Shared Digital Collection: The Experience of the Cooperating Libraries in Consortium

Recognizing the digital opportunities available, the libraries of eight educational institutions in Minnesota built on a previously existing consortial relationship in order to explore the possibility of sharing a Digital Asset Management System (DAMS). This article discusses the experience of these institutions as they chose CONTENTdm and the considerations made when settling on an option viable for a consortium. It elaborates on the shared cost considerations, hardware purchases, and the consortium's experience as it purchased and implemented the software, formalized avenues of communication, and established collection standards. We close by discussing the opportunities, challenges, and rewards experienced by those involved.     

From Dogmatism to Open-Mindedness? Historical Reflections on Methods in Audience Reception Research

The article traces, from the perspective of audience reception research, the gradual methodological rapprochement of once hostile methodological paradigms: the quantitatively oriented uses-and-gratifications research and the qualitatively anchored reception research. While recognizing that the methodological differences stem ultimately from different epistemological perspectives, the article describes how these differences have been played out on the terrain of empirical methodologies for conducting fieldwork on audience practices and meanings. The article considers four stages of this rapprochement: (1) antagonistic self-sufficiency; (2) separate camps; (3) self-critical coexistence; and (4) complementarity and collaboration.