Documents found
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2791.More information
In the 2019–20 academic year, I redesigned a course on the classics to make both the texts and the context in which they were taught more accessible for and relevant to the predominantly female students of Saint Mary’s College, Notre Dame. The course was re-centered on the dialogue between the ever-evolving and diverse cultures within Greece and the Roman empire and surrounding regions such as Egypt, Ethiopia, and Persia; issues caused by slavery and economic inequality; conceptions of gender roles and sexuality, race and ethnicity, and migration and citizenship; the troubling appropriation of classical motifs and texts by fascist groups in the twentieth century and some alt-right groups and sexual predators in the twenty-first century; and on recent initiatives meant to demonstrate the diversity of both Greek and Roman cultures through documentary, artistic, and archaeological evidence (particularly in the digital humanities and in museums and libraries). I also wanted to make the course close to zero cost for students and to shift to digital texts which lent themselves to interactivity and social scholarship. Our librarian, Catherine Pellegrino, obtained multi-user e-books for modern reinterpretations of classical works still in copyright. A LibreTexts grant enabled the co-authors of this article—the course instructor (and lead author) and two paid student researchers—and a team of summer-employed student collaborators to edit, footnote, and create critical introductions and student activities for various key texts for the course. Many of these texts are now hosted on the LibreTexts OER platform. Beta versions of enriched OER texts and activities were user tested in a synchronous hybrid virtual/physical classroom of twenty-five students, who were taking the course (HUST 292) in the fall semester of 2020.
Keywords: classics, Greek, Roman, OER, social scholarship, gender studies, ancient history
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2793.More information
This paper considers how creative research mediated by mobile devices might contribute to upending inherited notions of refugee powerlessness and passivity in galleries and museums. A collaborative project, undertaken in 2019, explored the significance of SIM cards in forging a sense of security, identity, and belonging for Syrian refugees on a resettlement program in the U.K. This “opening up” the “body” of the smartphone in the process of creating artworks reveals the urgent need for deeper appreciation of the meaning and materiality of personal digital ecosystems (Blanke & Pybus 2020) for refugees negotiating a sense of home.
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2794.More information
Libraries are important structures for graduate students in research-intensive universities, such as Memorial University of Newfoundland (MUN). Given the complex needs of those students, it is crucial to have an updated glimpse into what works and does not work for students. The objectives of this survey were to investigate graduate students’ awareness and use of library services and resources at MUN and to explore how important and adequate existing services and resources seemed to MUN graduate students. Fortunately, the survey findings showed favourably in terms of user satisfaction, with many of the library services and resources that were rated as very important also being rated as very satisfactory. Other findings indicated that respondents placed increased importance on access to comprehensive collections of eresources, which is not surprising given the conditions of the COVID-19 pandemic. Also found was an increased need for writing resources and literature search strategies. Overall, a recurring theme for improvement was an increased promotion of our services and resources so that we can better reach our students. The insights gained from the survey will help us target this area of improvement and direct future development of graduate-student-focused services and resources.
Keywords: Bibliothèques universitaires, academic libraries, étudiants diplômés, graduate students, ressources de la bibliothèque, library resources, services de la bibliothèque, library services
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2796.More information
Artificial intelligence (AI) is rapidly transforming various sectors, including healthcare and education. In nursing, AI has the potential to enhance educational outcomes and improve clinical practices. The study aim to explore the nuanced experiences and perceptions of nursing students at Bayero University, Kano, in relation to the use of AI in their academic and clinical environments. A qualitative narrative inquiry was conducted among nursing students at Bayero University, Kano. Focus group discussion was used to collect data from the participants. Thematic analysis was employed to identify and interpret themes related to their experiences and perceptions of AI. The study identified that the majority of students have engaged with AI technologies primarily for academic purposes, such as researching assignments and accessing clinical information. However, they demonstrated limited awareness of nursing-specific AI tools. Participants also reported significant challenges related to network connectivity and data access, which hindered their use of AI. Despite these challenges, the overall perception of AI was positive, with students acknowledging its potential to improve nursing education and practice. Concerns about technical errors, over-reliance, and job displacement were also noted. Nursing students at Bayero University, Kano, recognize the potential benefits of AI in education and clinical practice but face significant challenges due to infrastructural limitations. Their positive perception of AI suggests an openness to its integration into nursing, provided that technological and educational barriers are addressed. The findings highlight the need for improved technological infrastructure, targeted training on AI applications in nursing, and a balanced approach to integrating AI with human expertise.
Keywords: Artificial intelligence, Nursing education, Perceptions, Experiences
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2797.More information
Although online learning has become ubiquitous worldwide, earlier research has neglected the relationship between its actual use and security concerns. Learners’ lack of security awareness while using learning technologies remains rarely studied. This paper integrates Delone and McLean’s information system success (D&M-ISS) model with the security triangle framework. Data from 2,451 higher education students at different universities and a wide variety of disciplines in Iraq were collected. In addition to the effectiveness of the D&M-ISS factors, the research findings based on the structural equation model suggest that the three constructs of the security triangle framework—namely, confidentiality, integrity, and availability—were significant predictors of students’ use of online learning. This research can thus help academic organizations understand factors that can lead to the successful implementation of online learning and learners’ security awareness.
Keywords: online learning, Delone and McLean's information system success model, security triangle framework, higher education
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2798.More information
Objective – Student research habits and expectations continue to change, complicating the design of library spaces and the provision of research support. This study’s intent was to explore undergraduate and graduate student research and study needs at a mid-sized university’s two campuses in the Northeastern United States, and to improve librarians’ understandings of these practices so that more appropriate services and spaces may be developed to support student learning. Methods – The research project utilized a primarily qualitative design for data collection that spanned from fall 2012 to summer 2013, consisting of an online questionnaire, unobtrusive observations, and in-depth semi-structured interviews. Data collection commenced with a questionnaire consisting of 51 items, distributed through campus email to all students and receiving 1182 responses. Second, 32 hours of unobtrusive observations were carried out by librarians, who took ethnographic “field notes” in a variety of Library locations during different times and days of the week. The final method was in-depth interviews conducted with 30 undergraduate and graduate students. The qualitative data were analyzed through the application of a codebook consisting of 459 codes, developed by a data analysis team of 4 librarians. Results – The results address topical areas of student interactions with librarians, contact preferences, and use of library space. Of the interviewees, 60% contacted a librarian at least once, with texting being the most popular method of contact (27%). In being contacted by the library, students preferred a range of methods and generally indicated interest in learning about library news and events through posters and signage. Participants were less interested in receiving library contact via social media, such as Facebook or Twitter. Regarding student use of and preference for library space, prominent themes were students creating their own spaces for individual study by moving furniture, leaving personal items unattended, the presence of unwanted noise, and a general preference for either working nearby other students in groups or in carrels to facilitate individual study. Conclusions – Being aware of student research processes and preferences can result in the ability to design learning environments and research services that are more responsive to their needs. Ethnographic research methods, as part of an ongoing research process, are recommended as a means to better understand library user practices and expectations.
Keywords: ethnographic research, student research behaviors, library space, mixed-methods research
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2799.More information
Objective – The number of graduate nursing programs in the U.S. has increased significantly in recent years. This scoping review seeks to examine the range of literature discussing librarian instruction for graduate nursing students to identity the types of studies being published, the characteristics of instructional sessions, knowledge gaps which may exist, and the evidence available for a subsequent systematic review evaluating instructional effectiveness. Methods – Guidelines established by the PRISMA statement for scoping reviews (PRISMA-Scr) were used to conduct this review. Concepts for library instruction and graduate nursing students were searched in six databases as well as Google Scholar. The two authors used titles/abstracts and when necessary, full-text to independently screen identified studies. Conflicting screening decisions were resolved by discussion. Results – Data was extracted from 20 sources. Thirteen of the sources were descriptions of classes or programs, one was a program evaluation, two were mixed methods studies that looked at library use and program support respectively but did not assess instruction, two were surveys of students’ feelings and attitudes about instruction, and two were quasi-experimental studies which included pre-post instruction quizzes. The most popular format for library instruction was online (synchronous or asynchronous) instruction. Most sources did not include information about the timing or duration of instruction. In addition, most sources did not reference instructional theory although a few mentioned aspects of instructional theory such as active learning. Only one source mentioned using a specific model to develop instructional content. While several sources mentioned assessment of student learning, only four studies included the results of assessment. Conclusions – Sources reporting on instruction for graduate nursing students consisted primarily of descriptions of programs or instructional sessions. Many of the descriptive studies lacked essential information such as specifics of format, timing, and duration which would aid replication at other institutions. Only four sources were research studies that evaluated instructional effectiveness.
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2800.More information
Quality assurance (QA) and quality control (QC) are central to translation practice and research today, as is translation revision, which, today, is increasingly seen as an integral part of quality monitoring. Revision is also explicitly mentioned as a quality requirement in the European Standard for Translation Services EN 15 038, issued by the European Committee for Standardization (2006). Quality issues have also been a recurring topic at audiovisual translation (AVT) conferences, but in AVT, practice levels of QA and QC appear to be subject to fluctuations, and AVT research into QA and QC, including revision, is quite limited. This article will first clarify a number of terminological issues, discuss some of the relevant literature on translation and revision quality parameters and procedures, and report on a detailed survey conducted in 2013 on QA and QC practices in the subtitling industry.
Keywords: assurance qualité, contrôle qualité, révision, traduction audiovisuelle, sous-titrage, quality assurance, quality control, revision, audiovisual translation, subtitling