The Emergence Model: An Alternative Pedagogy for Facilitating Self‐Reflection and Theoretical Fit in Counseling Students

The author presents a critical review of counselor education literature that has focused on student acquisition of theoretical orientations in order to identify the potential of these practices to facilitate critical self‐reflection and theoretical fit among students. Two reflective, awareness‐based pedagogical models—radical constructivism (E. von Glasersfeld, 1984) and transformative learning (J. Mezirow, 1997)—are also examined. The author concludes by briefly outlining an alternative pedagogical framework called the “Emergence Model,” which may enhance the ability of counselor educators to facilitate self‐reflection and theoretical fit among counseling students.     

Anonymous personalization in collaborative web search

We present an innovative approach to Web search, called collaborative search, that seeks to cope with the type of vague queries that are commonplace in Web search. We do this by leveraging the search behaviour of previous searchers to personalize future result-lists according to the implied preferences of a community of like-minded individuals. This technique is implemented in the I-SPY meta-search engine and we present the results of a live-user trial which indicates that I-SPY can offer improved search performance when compared to a benchmark search engine, across a variety of performance metrics. In addition, I-SPY achieves its level of personalization while preserving the anonymity of individual users, and we argue that this offers unique privacy benefits compared to alternative approaches to personalization.     

OER evaluation as a means of teaching information literacy in individual and small group settings

ABSTRACT

Open education resources represent a great opportunity to reduce textbook costs, but many of them have not been evaluated for quality. Librarians and former students in an introduction to engineering course collected and evaluated open education resources to supplement the course textbook in future semesters. Both searching for and evaluating these resources created opportunities for the librarians to evaluate information literacy skills of these students and to provide instruction to improve these skills.     

Factor analysis of WISC-R scores for children identified as learning disabled,educable mentally impaired,and emotionally impaired

The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. WISC-R factor loadings were obtained for the scores of children labeled Learning Disabled, Educable Mentally Impaired, and Emotionally Impaired, as well as groups labeled Other and None. Overall, results show the WISC-R to be factorially similar for all groups, with two principal factors emerging which correspond to the Verbal-Performance structure of the test. Significance tests among mean scale scores and IQ scores yielded few meaningful differences across groups.