Diversity in the Information Seeking Behaviour of the Virtual Scholar: Institutional Comparisons

The logs of four universities using the OhioLINK journal system were evaluated for a period of fifteen months using deep log analysis methods in order to compare and contrast the information seeking behaviour of their users. Large differences were found, especially between the research and teaching universities. Methodological problems associated with making the comparisons are discussed in some detail especially in terms of defining online sessions.     

The Loughborough Intermittent Shuttle Test: a field test that simulates the activity pattern of soccer

The aims of this study were to describe and determine the test-retest reliability of an exercise protocol, the Loughborough Intermittent Shuttle Test (the LIST), which was designed to simulate the activity pattern characteristic of the game of soccer. The protocol consisted of two parts: Part A comprised a fixed period of variable-intensity shuttle running over 20 m; Part B consisted of continuous running, alternating every 20 m between 55% and 95% VO2max, until volitional fatigue. Seven trained games players (age 21.5+/-0.9 years, height 182+/-2 cm, body mass 80.1+/-3.6 kg, VO2max 59.0+/-1.9 ml x kg(-1) x min(-1); mean +/- s(x)) performed the test on two occasions (Trial 1 and Trial 2), at least 7 days apart, to determine the test-retest reliability of the sprint times and running capacity. The physiological and metabolic responses on both occasions were also monitored. The participants ingested water ad libitum during the first trial, and were then prescribed the same amount of water during the second trial. The 15 m sprint times during Trials 1 and 2 averaged 2.42+/-0.04 s and 2.43+/-0.04 s, respectively. Run time during Part B was 6.3+/-2.0 min for Trial 1 and 6.1+/-1.3 min for Trial 2. The 95% limits of agreement for sprint times and run times during Part B were -0.14 to 0.12 s and -3.19 to 2.16 min respectively. There were no differences between trials for heart rate, rating of perceived exertion, body mass change during exercise, or blood lactate and glucose concentrations during the test. Thus, we conclude that the sprint times and the Part B run times were reproducible within the limits previously stated. In addition, the activity pattern and the physiological and metabolic responses closely simulated the match demands of soccer.     

Composing Film: Multimodality and Production in Elementary Classrooms

Despite the proliferation of technology in contemporary lives, many elementary schools often do not account for other technologically-mediated ways of constructing meaning in their daily curriculum, including film. This article presents insights from 2 filmmaking projects with elementary-aged students illustrating how film allowed students to engage in collaborative, as well as multimodal, literacy practices. Greater instructional flexibility and possibility for nonlinear production are identified as positive benefits in approaching text production situated in filmmaking. Our investigation highlights how technology integration can bolster existing writing practices in the elementary classroom and can benefit students in ways that maximize flexible thinking and include diverse student perspectives.     

Unpacking foreshadowing in mathematics teachers’ planned practices

This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.