The Out Loud Assignment: Articulating Library Contributions to First-year Student Success

As more and more libraries consider GPA and year-to-year retention as relevant and meaningful measures of interest, it is important to consider whether these measures are locally appropriate. Several limitations of broadly applying GPA and first-year retention as measures of student success were recently discovered while completing a large exploratory research project. The project assessed the impact of a library assignment offered to students during their first term on campus at a large public research university. Findings revealed the assignment had a greater impact on regional campus students in contrast to the larger central campus, where changes in admission requirements has created an increasingly high-performing cohort of first-year students. Other indicators which may better locally articulate library contributions to student success are needed.     

Flipping the Classroom in Freshman English Library Instruction: A Comparison Study of a Flipped Class Versus a Traditional Lecture Method

A problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English library instruction classes where the works cited page of students final paper was assessed according to a rubric designed to assess the Authority, Timeliness, and Variety of the sources cited. The study compared results of flipped classroom sections against traditional lecture method classes with mixed results.     

Globetrotting Students and Faculty: Adapting Library Instruction to Global Sites

ABSTRACT

As e-resources become more ubiquitous, and the technologies available to access them more sophisticated, libraries have greater opportunities to reach out to global users. However, this same distance means that some users never even set foot in a physical library. This case study will describe how one large academic library started a business, economics, and marketing library online instruction pilot for global users in an effort to replicate library instruction offered at the home institution. Librarians assessed global library use and research needs; prepared unique lesson plans for each global site; and created digital learning objects using synchronous and asynchronous methods to establish an instruction strategy for Business and Economics courses. The goal was to test instruction practices and develop an online instruction template that would be replicable and sustainable for library instruction in other subject areas in New York University Libraries and other institutions.     

E-learning并不能完全取代传统教学

通过对E-Learning与传统教学的理论依据、优缺点的比较,论证了E-Learning并不能完全取代传统教学,二者应该取长补短,才能使教学收到良好的效果.     

基于学习结果分类的教学设计思想

本文简要阐述了加涅的教学设计理论。加涅将信忠加工的学习和记忆的理论与教学实践结合起来，从人类后天习得的性能的角度出发，将学习结果分为五大类型，并以学习结果分类的观点作为其教学设计的框架，建立了一套新颖的教学理论，并提供了一整套教学设计的原则、方法、技术和依据。加涅的教学理论实践性强，对实际教学有很好的借鉴和指导意义。     

煤矸石中Al2O3的溶出条件试验

以天然煤矸石为原料,通过酸溶一步法进行条件试验,并能过正交试验最终确定煤矸石中Al2O3溶出的最佳工艺条件。     

Application of Cognitive Apprenticeship model (CA) to library instruction

The cognitive apprenticeship model, which links apprenticeship learning techniques and classroom practices, offers a flexible framework for planning and implementing library sessions. Originally developed by educators Collins, Brown, and Newman, cognitive apprenticeship illuminates the thought process of teachers and other experts while they deliver instruction in problem solving, close reading, critical thinking, or other higher-order reasoning. This article discusses how librarians can employ the cognitive apprenticeship model to collapse the thought process associated with library research into components that are comprehensible to all levels of students.     

论古代提要和现代摘要的文献观

[目的/意义] 分析古代提要和现代摘要的异同得失,有助于完善文献揭示的技术方法,并为理解"文献的本质是什么"从而进一步反省人类现有的知识观念提供观察视角。[方法/过程] 结合中西方文化差异以及两者对文献本质的不同定位,系统比较古代提要和现代摘要在"陈述什么"和"怎么陈述"上的不同取向。[结果/结论] 先贤从"文以载道"的高度定位文献,因而重视"知人论世",期待通过作者之"人"及其生存境遇之"世"的还原,揭示"文"背后的"道";现代文献只是"记录有知识的一切载体",缺乏形上之"道"的内涵,相应地,现代摘要重在对文献所记录的客观知识的"浓缩",由此形成了形式化、规范化的陈述标准。     

美国中小学研究型多媒体教学模式述评

本文简要回顾了美国中小学研究型课程的历史及研究型多媒体教学产生的背景，对研究型多媒体教学的理论基础，关键特征、操作要领等作了较为详尽的阐述，文中提供了研究型多媒体的典型案例，并对其教学效果和前景作了探讨。     

大学英语中的情感教学探析

随着人文主义心理学的发展,情感教学引起了人们更多的关注。情感因素对于英语教学来说意义重大,积极的情感教学有利于提高语言教学效果,建立融洽的师生关系;有利于发挥学生的主动性和创造性,促进学生的全面发展。