Spatial information literacy for digital humanities: The case study of leveraging geospatial information for African American history education

ABSTRACT

The rise of “digital humanities” and the “spatial turn” in the humanities has generated many new insights in the study of culture, history, literature, and arts. Within this research trend, the library's geospatial service can play an active role by introducing spatial information literacy and technology. In this article, we use the information literacy framework to explore the library's role in supporting digital humanities by introducing a successful collaboration involving a librarian and history and education researchers in hosting a National Endowment for the Humanities (NEH)-funded summer institute for school teachers. Our results suggest that the framework has opened a new way to facilitate collaborations between librarians and multidisciplinary researchers.     

International online collaboration as a boundary crossing activity for vocational educators

Vocational educators cross boundaries between practices in schools, colleges and workplaces, renegotiating their identities as professionals in a particular vocation and as educators. In order to support learners to enter the global workforce, they also require opportunities to cross boundaries through international practices. However, opportunities for international and intercultural learning are often limited, particularly for trainee vocational educators. This paper highlights an online collaborative process (COLIGE) designed to develop competencies for global education. The COLIGE process has been evaluated through the lens of boundary crossing. Participants were trainee vocational educators undergoing their professional teaching qualification in Scotland and Finland. Action research was undertaken during this three-year project to explore participants’ experiences and evaluate the learning mechanisms observed during the activities. Findings suggest activity though all four learning mechanisms (identification, coordination, reflection, transformation), although they were not universally experienced. Difficulties faced by learners are discussed and point to the potential for transformation of practice without sequential engagement with all learning mechanisms.     

Graduate capabilities required of South African food science and technology students

South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready.     

SOCIAL STUDIES

ADMINISTRATION AND ORGANIZATION: Administration of Special Education by B. R. Gearheart. Springfield, Ill.: Charles C Thomas, Publisher, 1967. 217 pp. $8.50.

The Superintendent of Schools: His Headaches and Rewards by Natt B. Burbank. Danville, Ill.: The Interstate Printers and Publishers, Inc., 1968. 120 pp. $2.95 paper.

Organizing Schools Through the Dual Progress Plan by Glen Heathers. Danville, Ill.: The Interstate Printers &; Publishers, 1967. 228 pp. $5.00.

The Teacher and Administrative Relationships in School Systems by James E. Heald and Samuel A. Moore, II. New York: The Macmillan Company, 1968. 304 pp. $6.95.

Teachers, School Boards, and Collective Bargaining by Robert E. Doherty and Walter E. Oberer. Ithaca, N.Y.: Cornell University, 1967. 139 pp. $2.00.

Modern Education for the Junior High School Years, 2d Ed., by William Van Til, Gordon F. Vars, and John H. Lounsbury. Indianapolis: Bobbs-Merrill Company, Inc., 1967. 592 PP. $7.50.

ART AND LITERATURE: Art in the High School by Guy Hub-bard. Belmont, Cal.: Wadsworth Publishing Company, Inc., 1967. 300 pp. $7·95.

Contemporary English in The Elementary School by Iris M. Tiedt and Sidney W. Tiedt. Englewood Cliffs, N.J.: Prentice Hall, Inc., 1967. 376 pp. $7·50.

COMPARATIVE EDUCATION: New Perspectives in African Education by A. Babs Fafunwa. Lagos, Nigeria: McMillan &; Co., 1967. 163 pp.

Illiteracy: A World Problem by Charles Jeffries. New York: Frederick A. Praeger, 1967. xi + 204 pp. $5.00.

EVALUATION: School Organization and Student Achievement: A Study Based on Achievement in Mathematics in Twelve Countries by Neville Postlethwaite. New York: John Wiley &; Sons, 1967. 146 pp. $8.00.

The Utilization ^of Educated Man-Power in Industry by M. Blaug, M. H. Peston, and A. Ziderman. Edinburgh: Oliver &; Boyd Ltd., 1967. 103 pp. $7.00.

HISTORY AND PHILOSOPHY OF EDUCATION: Studies in the Nature and Teaching of History by W. H. Burston and D. Thompson. New York: Humanities Press, Inc., 1967. 195 pp. $5.00.

Ethics, Politics, and Education by I. B. Berkson. Eugene, Oregon: University of Oregon Books, 1968. 348 pp. $7.50.

Religious Values in Education by John A. Stoops. Dandle, Ill.: Interstate Publishers, Inc., 1967. 167 pp. $4.95.

Educational Requirements for the 1970's edited by Stanley Elam and William P. McLure. New York: Frederick A. Praeger, 1967. 266 pp. $6.50.

The World of Education: An Introductory Text by Rena Foy. New York: Macmillan Co., 1968. 372 pp. $6.95.

PHYSICAL EDUCATION: A Guide to Gymnastics by Frank F. Musker, Donald R. Cassady, and Leslie W. Irwin. New York: The Macmillan Company, 265 pp. $6.95.

Administrative Policies for Intercollegiate Athletics by Edward J. Shea and Elton E. Wieman. Springfield, Ill.; Charles C Thomas, Publisher, 1967. 281 pp. $9.75.

SOCIAL FOUNDATIONS: Triumph in A White Suburb by Reginald G. Damerell. New York: William Morrow &; Co., Inc., 1968. 351 PP. $5.00.

Anxious Youth: Dynamics of Delinquency by William C. Kvaraceus. Columbus, Ohio: Charles E. Merrill Books, Inc., 1966. 291 pp. $3.95.

Statement required by the Act of October 23, 19645 Section 4369, Title 39, United States Code, showing the ownership, management, and circulation of THE EDUCATIONAL FORUM, published four times yearly at West Lafayette, Tippecanoe County, Indiana, as filed October I, 1968.     

Motivating Emergency Preparedness Behaviors: The Differential Effects of Guilt Appeals and Actually Anticipating Guilty Feelings

The continuing threat of terrorist attacks and natural disasters presents a unique challenge for communication scholars and practitioners. One way to increase motivation is through the use of guilt appeals; yet, message designers must be aware of the potential negative consequences of employing messages that induce too much guilt. In a field experiment, researchers investigate the use of guilt appeals within the context of disaster preparedness with a nationally representative sample to enhance perceived importance of emergency preparedness, increase risk perceptions, and motivate behavioral intentions to prepare.