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Project HERMES, the proposed electronic document delivery service sponsored by the Department of Trade and Industry, is described. HERMES is characterized by the…
Project HERMES, the proposed electronic document delivery service sponsored by the Department of Trade and Industry, is described. HERMES is characterized by the participation of major publishers, industrial and public libraries and national government and by the use of Teletex for both document ordering and delivery. For the first phase of the project, provision of three facilities—electronic document ordering and delivery, automatic document delivery and electronic mail—to a pilot group of some sixty organizations is proposed. The major aim of the project is to promote and gain experience of the use of Teletex within the information and publishing community. [The Department of Trade and Industry announced in December 1984 that it does not intend to proceed with Project HERMES. The Journal of Documentation Editorial Board nevertheless feels that Susan Amy's paper should be published on the grounds that the proposals it details remain one possible approach to the implementation of a demonstration document delivery service based on teletex.]
The purpose of this case study is to discuss the creation of robust preservation functionality within PURR. The study seeks to discuss the customization of the HUBzero…
The purpose of this case study is to discuss the creation of robust preservation functionality within PURR. The study seeks to discuss the customization of the HUBzero platform, composition of digital preservation policies, and the creation of a novel, machine-actionable metadata model for PURR's unique digital content. Additionally, the study will trace the implementation of the Open Archival Information System (OAIS) model and track PURR's progress towards Trustworthy Digital Repository certification.
This case study discusses the use of the Center for Research Libraries Trusted Repository Audit Checklist (TRAC) certification process and ISO 16363 as a rubric to build an OAIS institutional repository for the publication, preservation, and description of unique datasets.
ISO 16363 continues to serve as a rubric, barometer and set of goals for PURR as development continues. To become a trustworthy repository, the PURR project team has consistently worked to build a robust, secure, and long-term home for collaborative research. In order to fulfill its mandate, the project team constructed policies, strategies, and activities designed to guide a systematic digital preservation environment. PURR expects to undertake the full ISO 16363 audit process at a future date in expectation of being certified as a Trustworthy Digital Repository. Through its efforts in digital preservation, the Purdue University Research Repository expects to better serve Purdue researchers, their collaborators, and move scholarly research efforts forward world-wide.
PURR is a customized instance of HUBzero®, an open source software platform that supports scientific discovery, learning, and collaboration. HUBzero was a research project funded by the United States National Science Foundation (NSF) and is a product of the Network for Computation Nanotechnology (NCN), a multi-university initiative of eight member institutions. PURR is only one instance of a HUBzero's customization; versions have been implemented in many disciplines nation-wide. PURR maintains the core functionality of HUBzero, but has been modified to publish datasets and to support their preservation. Long-term access to published data are an essential component of PURR services and Purdue University Libraries' mission. Preservation in PURR is not only vital to the Purdue University research community, but to the larger digital preservation issues surrounding dynamic datasets and their long-term usability.
The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service…
The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
This chapter explores specializations within academic librarian practices, focusing on librarian research and collaboration. Academic librarian roles are transitioning…
This chapter explores specializations within academic librarian practices, focusing on librarian research and collaboration. Academic librarian roles are transitioning from service providers to specialists, researchers, and collaborators. Roles have shifted to incorporate interdisciplinary research and collaboration; embedded librarianship; research data management expertise; information literacy instruction; and core curriculum development. In order to understand this shift in roles, a mixed methods research project undertaken with a Purdue University researcher and Purdue Libraries faculty that prompted the development of a research diagrammatic metaphor modeling the components of librarian-faculty collaboration. The model demonstrates the dynamics and roles in academic collaboration and interdisciplinary research. A generalization of the model applied to two librarian-faculty collaboration scenarios exemplifies how these components facilitate engagement and project management. Potentially the model could be operationalized to understand disciplinary differences and provide a framework of accountability for both faculty and librarians engaged in research projects.
The preparation of future teachers of young children should incorporate attention to the developmental markers at the heart of developmentally appropriate practice and…
The preparation of future teachers of young children should incorporate attention to the developmental markers at the heart of developmentally appropriate practice and ground early childhood subject matter learning in disciplinary perspectives, engagement, and thinking essential for later disciplinary learning. With this focus in mind, I described an instructional sequence designed to engage teacher candidates in historical reasoning tasks where they considered the conceptual resources they used to support their own historical reasoning as a point of entry for considering the conceptual resources young children have at their disposal. I presumed that such a comparison would allow candidates to develop the kind of content knowledge for teaching, enabling them to best leverage children’s historical reasoning as a means of deepening children’s historical knowledge and understanding. The analysis indicated that candidates began to construct initial developmental trajectories of children’s historical reasoning and raised pedagogical questions suggesting they began to envision themselves as teachers of historical inquiry.
In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning…
In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges.
This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education.
Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice.
The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors believe it offers a direction for researchers interested in gaps in the literature related to practice based teacher education and disciplinary-oriented social studies teacher education.
The approach described here offers specific guidance and resources for teacher educators who are struggling with the challenges of the contemporary social studies education landscape and/or who wish to focus methods courses in disciplinary ways.
Research in social studied education has demonstrated that when students are exposed to disciplinary practices in social studies, their literacy skills improve and they learn analytical skills that support their development as citizens (consumption of media, participation in public discourse, ability to discern arguments).
As noted above, the approach described here is novel in elementary social studies education. Combining a disciplinary approach with a practice-based frame in elementary social studies represents an opportunity for empirical research and offers new approaches to the practice of teacher education and early career professional development.
The purpose of this chapter is to examine the corporate water reporting of the selected South African listed food producers with regard to the activities of measuring…
The purpose of this chapter is to examine the corporate water reporting of the selected South African listed food producers with regard to the activities of measuring, managing, engaging with their stakeholders, and disclosing of their water risks.
This chapter examined the sustainability and integrated reports of 14 food producer companies on the Johannesburg Stock Exchange (JSE), for the years 2013 and 2017. The company reports were examined using the Ceres Aqua Gauge™ as the framework.
The findings of this study are that there were improvements in water disclosure from 2013 to 2017. Most companies are disclosing the basic water reporting requirements. However, critical areas around stakeholder engagement and supply chain water management were found to be lacking.
This research contributes to the body of knowledge around water disclosure and increases the awareness of water scarcity and poor water quality in South Africa. Furthermore, the study highlights that the food producers could be doing a lot more with regard to water sustainability in their businesses and the country.
This paper aims to carry out a literature review on the implementation of digital preservation policies, strategies and actions by institutional repositories. The…
This paper aims to carry out a literature review on the implementation of digital preservation policies, strategies and actions by institutional repositories. The objective is to identify, out of the published experiences, at which level they are fulfilling the function of ensuring the long-term availability of the deposited materials.
Using a systematic literature review methodology, a total of 21 articles from international refereed journals published between 2009 and 2020 are reviewed.
The research production on this subject is very limited. The scarce number of published articles proves that the interest of repository managers has been focused on issues other than to assure the long-term availability of the assets they store. The literature review has not found clear evidence about how institutional repositories are implementing digital preservation. It is particularly striking the lack of works focused on the situation in European countries. More field studies are needed. They would allow to extract conclusions and produce best practices to help managers to improve preservation strategies.
This study has shown that one of the main functions of repositories is not being dealt with as promised by repository managers. More work in this area is needed. In particular, it is necessary for a study at the European level to gather detailed data that will allow to draw a portrait of the current situation, extract conclusions and produce best practices to help managers to improve or develop preservation strategies.
Prior to the spring 2020, education in the United States looked very similar to how it had always looked … students attended brick-and-mortar schools, used technology in…
Prior to the spring 2020, education in the United States looked very similar to how it had always looked … students attended brick-and-mortar schools, used technology in their classrooms and homes to supplement their learning, and relied on the support of teachers as needed or wanted. Parents, for their part, were involved in the traditional supportive roles of checking over homework, monitoring attendance, and providing encouragement as warranted, and worked to balance this role with professional and community obligations and responsibilities. The COVID-19 pandemic swept across the globe, and parents as well as teachers were suddenly thrust into different and less familiar roles, as teaching and learning transitioned to a virtual experience. In examining this transition, a team consisting of researchers from Florida and North Carolina sought to determine the effectiveness of the parent roles in schooling from the educator perspective. In this chapter, the findings of this study are explored and analyzed, with recommendations made for research moving forward in this area.