Introduction to Usus,a Community Website on Library Usage,and a Discussion about COUNTER 4

Established in 2014, Usus (Latin for usage), supported by Counting Online Usage of NeTworked Electronic Resources (COUNTER), but editorially independent, is a community-run website designed to provide a space for librarians, consortia, publishers, aggregators, repository managers, and scholars to discuss all aspects of usage, including particular ways that use is measured. In this session, Usus Supervisory Board members provided an introduction to Usus, outlined the purpose of the community-run site, and discussed how librarians may utilize the site to submit ongoing and complex usage issues. In addition, the presenters engaged attendees in discussing specific e-resource usage issues they have encountered as well as report changes and additions in the recently released COUNTER Code of Practice 4.     

Helping patrons find locally held electronic resources: An interlibrary loan perspective

The University of North Texas Libraries provide extensive online access to academic journals through major vendor databases. As illustrated by interlibrary loan borrowing requests for items held in our databases, patrons often have difficulty navigating the available resources. In this study, the Interlibrary Loan staff used data gathered from the ILLiad interlibrary loan management system to investigate why patrons request locally available materials. This study resulted in recommendations for the Libraries' linking strategies in EBSCOhost databases. Several user education needs were identified and communicated to the Libraries' Subject Liaisons.     

The Inclusion of Informal Environments in Science Teacher Preparation

Journal of Science Teacher Education -     

Introducing the Microcomputer into English. I. Aspects of classroom organization and their consequences for the curriculum

The organizational problems and decisions associated with introducing the microcomputer into the English curriculum are considered. The factors influencing decisions concerning how many machines to use are identified as availability; the classroom environment, in terms of its physical properties, patterns of use, and availability of resources; resources of teacher time, including previewing materials, organizing equipment, and lesson time. The attitudes of teachers and pupils are contrasted. The organization of classroom activities must facilitate learning through small-group discussion, and so accepted English teaching practices at secondary level are challenged by the introduction of the microcomputer.     

Who'd be an English teacher?

This paper is about the progress of newly qualified teachers of English in London classrooms. Using a case‐study approach, it explores the ways teachers' knowledge of their subject is developed in specific situations and in relation to particular learners. In contrast to media representations of successful teaching that focus on questions of personality and inspiration, the picture of progress offered here is one of negotiation and accommodation, leading to fundamental change and to new understanding of the content and purposes of English.