Documents found
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3041.More information
Objective – This narrative literature review examines how values and a values-based practice framework are positioned as significant to evidence based practice in libraries. This includes examining the partnership between values and evidence in decision making and reflective practice. The review responds to a gap in the literature on the origins and application of values-based practice in evidence based library and information practice (EBLIP). Methods – Searches for this narrative review were conducted in library and information science databases, discovery tools, and individual journals. Forward and backward citation searches were also undertaken. Searches aimed to encompass both the EBLIP and library assessment literature. Research and professional publications were considered for inclusion based on their engagement with values and values-based practice in EBLIP processes and decisions. Results – The findings highlight how values reflect positionality, driving action and decision making in all stages of evidence based practice in libraries. The literature emphasizes the role of values when practitioners engage with critical reflective practice or invite user voices in evidence. An explicit values-based practice approach was evident in the library assessment literature, though not explicitly addressed in the EBLIP literature or EBLIP models. This is despite a partnership between evidence based practice and values-based practice in the health sciences literature, with literature on person-centred approaches aiming to relate evidence to individuals. Conclusions – The EBLIP literature could further examine how values reflect positionality and drive action and decision making across all stages of evidence based practice. Values-based practice offers an opportunity to critically reflect on whose voices, perspectives, and values are reflected in and contribute to the library and information science evidence base.
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3042.More information
This study examined the use of Advancity Learning Management Systems (ALMS) and the Moodle Learning Management Systems (LMS) in learning settings, as well as online exams, within the framework of Transactional Distance Theory. With 146 college students (nfemale = 102, nmale = 44) as voluntary participants, data was gathered through an online questionnaire. A time series design was used for two different LMS sessions, and participants who voluntarily participated in ALMS and Moodle LMS sessions were matched. The findings revealed that while Moodle and ALMS both receive relatively similar assessment ratings for online exams, Moodle scored better in terms of learning setting. When factors of the Learning Management Systems Evaluation Scale (LMSES) based on Transactional Distance Theory were compared, the dialogue and autonomy factors were significantly higher for Moodle LMS than for ALMS. When online exams in the LMS were compared, there was no significant difference between ALMS and Moodle LMS, and for both LMS, the reliability factor was a determinant indicator than the other factors. As a result, in assessing and using an LMS, choices should be based on how well the LMS characteristics address an institution’s demands.
Keywords: learning management systems, e-learning, online exams, transactional distance theory
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3043.More information
Objective – To assess the use of information and communication technology (ICT) for selective dissemination of information (SDI) and current awareness services (CAS) in university libraries in the South-West zone of Nigeria. Methods – A descriptive research design was adopted. The instrument used for data collection was a structured questionnaire administered to a population consisting of 379 librarians, with 353 usable questionnaires retrieved. Results – Findings revealed that most university libraries in the South-West zone of Nigeria do not use ICT in delivery of SDI and CAS. It is evident in this study that despite the known positive effects of ICT in library services, traditional methods were predominantly used for SDI and CAS to the library users. The study revealed that erratic Internet services, insufficient training, inadequate ICT skills, and low support for ICT were hindrances towards ICT use for SDI and CAS. Conclusions – The integration of ICT features in library services for the delivery of CAS and SDI has been a challenge in university libraries in South-West Nigeria. Only a few libraries and a low percentage of librarians had adopted the use of ICT in the delivery of CAS and SDI, while a larger number of libraries resorted to the use of traditional methods. The level of ICT literacy among the librarians in this study is low, as a higher percentage of librarians did not have adequate ICT skill to use available online resources on the Internet and other ICT tools to deliver SDI and CAS in South-West, Nigeria. This is not unconnected to the fact that the training and technical support received by the librarians is inadequate, and the level of support that academic libraries received from their university managements in South-West Nigeria in terms of funding for ICT development is inadequate, which led to low Internet services.
Keywords: selective dissemination of information, current awareness services, marketing strategy, academic library, competitive advantage, ICT tools, librarian, South West, Nigeria.
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3044.More information
Objectives – This project had two stated objectives: 1) to compare the location and concentration of Saskatchewan-based large ensembles (bands, orchestras, choirs) within the province, with the intention to draw conclusions about the history of community-based musical activity within the province; and 2) to enable location-based browsing of Saskatchewan music materials through an interactive search interface. Methods – Data was harvested from MARC metadata found in the library catalogue for a special collection of Saskatchewan music at the University of Saskatchewan. Microsoft Excel and OpenRefine were used to screen, clean, and enhance the dataset. Data was imported into ArcGIS software, where it was plotted using a geo-visualization showing location and concentrations of musical activity by large ensembles within the province. The geo-visualization also allows users to filter results based on the ensemble type (band, orchestra, or choir). Results – The geo-visualization shows that albums from large community ensembles appear across the province, in cities and towns of all sizes. The ensembles are concentrated in the southern portion of the province and there is a correlation between population density and ensemble location. Choral ensembles are more prevalent than bands and orchestras, and appear more widely across the province, whereas bands and orchestras are concentrated around larger centres. Conclusions – Library catalogue data contains unique information for research based on special collections, though additional cleaning is needed. Using geospatial visualizations to navigate collections allows for more intuitive searching by location, and allow users to compare facets. While not appropriate for all kinds of searching, maps are useful for browsing and for location-based searches. Information is displayed in a visual way that allows users to explore and connect with other platforms for more information.
Keywords: mapping, local music, music collections
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3045.More information
Objective – This article describes how librarians systematically compared different e-book platforms to identify which features and design impact usability and user satisfaction. Methods – This study employed task-based usability testing, including the “think-aloud protocol.” Students at the University of Colorado Boulder completed a series of typical tasks to compare the usability and measure user satisfaction with academic e-books. For each title, five students completed the tasks on three e-book platforms: the publisher platform and two aggregators. Thirty-five students evaluated seven titles on nine academic e-book platforms. Results – This study identified each platform’s strengths and weaknesses based on students’ experiences and preferences. The usability tests indicated that students preferred Ebook Central over EBSCO and strongly preferred the aggregators over publisher platforms. Conclusions – Librarians can use student expectations and preferences to guide e-book purchasing decisions. Preferences may vary by institution, but variations in e-book layout and functionality impact students’ ability to successfully complete tasks and influences their affinity for or satisfaction with any given platform. Usability testing is a useful tool for gauging user expectations and identifying preferences for features, functionality, and layout.
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3046.More information
In the April 2022 issue of the Journal of Teaching and Learning, Dr. Jim Cummins responded to the Ontario Human Rights Commission (2022a, 2022b) report on the Right to Read: Public Inquiry into Human Rights Issues Affecting Students with Reading Disabilities. He expressed several views on literacy education that are moderate and consistent with research. However, his very critical appraisal of the report is misdirected. The first section of the present article documents several recommendations and positions that Cummins attributes to the report but that it does not actually contain. The second section identifies five ways in which this report will bring Ontario’s special education policy into the 21st century, which Cummins has missed. The Right to Read report provides a paradigm for special education that Ontario should now apply to additional domains such as mathematics and social and emotional learning.
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3047.More information
The pandemic has greatly affected the teaching profession in Quebec. The objective of this research project is to describe teachers’ experience during this pandemic linked to COVID-19. Twenty-five teachers participated to semi-structured individual interviews. This article specifically presents the case of one of the teachers in order to describe the complex analysis process by categorization, then, discuss the results based on the conceptual framework of competent action. The results present a sawtooth evolution of the teacher’s feelings, and the continuous adaptation modalities used in times of crisis. Also, results present professional learning in critical situations and their subsequent reinvestment.
Keywords: enseignant, teacher, pandémie, pandemic, catégories conceptualisantes, categorization, competent action, agir compétent, professional well-being, bien-être professionnel
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3048.More information
This cross-sectional study investigates the online education intention of undergraduate students in the largest and oldest public university in Bangladesh during the COVID-19 pandemic. Under convenient sampling, 843 undergraduate students with rural and urban backgrounds participated in an online self-administered questionnaire. Partial least squares structural equation modelling (PLS-SEM) was employed to examine the hypothesized relationships. We found that students’ online class intention is significantly influenced by their attitude towards online classes (AOC), perceived usefulness (PU), and facilitating conditions (FC). We further identified that external antecedents have significant indirect effects on the outcome variables. Our findings provide new insights and contribute to a learners’ community on online classes during the COVID-19 pandemic. This study extends the technology acceptance model (TAM) and the theory of planned behavior (TPB) to depict the factors influencing undergraduate students’ intention to attend online classes (IOC) during the COVID-19 pandemic.
Keywords: COVID-19, online class intention, technology acceptance model, theory of planned behavior, Bangladesh
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3049.More information
MOOCs (massive open online courses) have attracted considerable attention from researchers. Fueled by constant change and developments in educational technology, the trends of MOOCs have varied greatly over the years. To detect and visualize the developments and changes in MOOC research, 4,652 articles published between 2009 and 2021 were retrieved from Web of Science and Scopus with the aid of CiteSpace. This study sought to explore the number of publications, co-citation network, cluster analysis, timeline analysis, burstness analysis, and dual-map overlays based on co-citation relationships. The first finding was that the number of publications on MOOCs had increased consistently, and grew especially quickly between 2013 and 2015. Second, the main topic of the top 10 co-cited studies revolved around the problem of learner continuance. Third, blended programs, task-technology fit, and comparative analysis have emerged as popular subjects. Fourth, the development of MOOC research has followed distinct phases, with 2009 to 2012 the starting phase, 2013 to 2015 the high growth phase, 2016 to 2018 the plateau phase, and 2019 to 2021 another peak phase. Lastly, both cluster analysis and dual-map overlays provided empirical evidence of cross-disciplinary research. Our findings provided an in-depth and dynamic understanding of the development and evolution of MOOC research and also proposed novel ideas for future studies.
Keywords: MOOC research, CiteSpace, co-citation analysis, visualization
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3050.More information
The COVID-19 pandemic created an unprecedented disruption to education and schooling at the end of the 2019-20 school year. Operating in a context of great uncertainty, education leaders were tasked with making key decisions with potentially far-reaching impacts on the educational and mental and physical health of students and families. Drawing on 9 cross-sectoral focus groups with school board administrators, representatives from education industry partners, and K-12 educational policy research organizations, this paper provides a historical record of the evolution of decision-making and points to promising lines of inquiry and lessons that can be learned from this moment in education.
Keywords: COVID-19, education, schooling, remote learning, equity