Search results

1 – 6 of 6
Click here to view access options
Article
Publication date: 5 February 2018

Barbara Blummer and Jeffrey M. Kenton

The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes…

Downloads
1337

Abstract

Purpose

The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes: outcomes assessment of library skills instruction, tools for assessing students’ achievement of learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. An understanding of these themes highlights how student learning outcomes are created, assessed, and valued in the academy.

Design/methodology/approach

The methodology centered on a literature review of student learning outcomes and academic libraries from 2001 to the present. To identify relevant articles on this topic, the authors searched the library literature with various combinations of the following keywords: learning outcomes, library, academic, university, college, and higher education.

Findings

An analysis of 81 papers on student learning outcomes and academic libraries revealed the following five themes: outcomes assessment of library skills instruction, assessment tools for student learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes.

Research limitations/implications

The research was limited to articles published in English and after 2000.

Practical implications

The findings can be utilized to inform instructional librarians about creating and assessing student learning outcomes. In addition, the paper can assist librarians in forging partnerships with academic departments and faculty in creating student learning outcomes to support course and departmental outcomes and accreditation efforts.

Originality/value

The research offers librarians opportunities to incorporate student learning outcomes in library instruction as well as collaborate with faculty in creating student learning outcomes.

Details

Performance Measurement and Metrics, vol. 19 no. 1
Type: Research Article
ISSN: 1467-8047

Keywords

Click here to view access options
Article
Publication date: 15 November 2011

Anna Marie Johnson, Claudene Sproles and Robert Detmering

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Downloads
4433

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 39 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Click here to view access options
Book part
Publication date: 12 January 2012

Paul Mooney, Joseph B. Ryan, Philip L. Gunter and R. Kenton Denny

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes…

Abstract

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research informed by ABA in developing prosocial instructional and management practices. Highlighted teaching practices include fostering correct academic responses from students, increasing active student response, and using contingent praise with regularity. The chapter also discusses functional behavioral assessment, positive behavioral interventions and supports, and controversial behavior change issues surrounding seclusion and restraints and medication, topics related to teaching students with or at risk for EBD in general education settings.

Details

Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD
Type: Book
ISBN: 978-1-78052-504-4

Keywords

Click here to view access options
Article
Publication date: 19 May 2021

Nurbazla Ismail, Zulfakar Ramlee and Afridah Abas

There is a broad description of fraud debated by academics around the world. The definition of fraud differs between governments, criminal justice departments and private…

Abstract

Purpose

There is a broad description of fraud debated by academics around the world. The definition of fraud differs between governments, criminal justice departments and private entities. Some questions can make this study important to explain the concept of fraud. This study aims to define the legal concept of fraud. The concept of a word is important to discuss because it explains the meaning of a word and that could answer the question on Macau scam – a fraud?

Design/methodology/approach

The content analysis is the research design of this study. Data were obtained by document analysis, including books, papers, journals, case reports and other records relating to fraud. The methods used to interpret the data for this qualitative research are empirical, deductive and inductive.

Findings

This study found that the concept of fraud has not yet been defined. This can give rise to a broad interpretation, depending on the action taken by the parties in the cases. On the basis of the context of the dictionary, fraud may be said to be the same thing as deception. Sometimes, the use of words to convey things that are different from, and even at odds with, the actual sense of words. Whereas, from a legal point of view, fraud still occurs as a matter of fact to be determined. This study showed that Macau scam is a fraud.

Originality/value

The implication of this analysis is for scholars and legal professionals to assess the principle of fraud prior to the accusation.

Details

Journal of Financial Crime, vol. 29 no. 1
Type: Research Article
ISSN: 1359-0790

Keywords

Click here to view access options
Article
Publication date: 4 February 2014

Anita Louise Hamilton, Jo Coldwell-Neilson and Annemieke Craig

Digital technology has changed how people interact with information and each other. Being able to access and share information ensures healthcare practitioners can keep

Downloads
1169

Abstract

Purpose

Digital technology has changed how people interact with information and each other. Being able to access and share information ensures healthcare practitioners can keep abreast of new and ever changing information and improve services. The purpose of this paper is to present an information management-knowledge transfer (IM-KT) framework which emerged from a study looking at digital literacy in the occupational therapy profession.

Design/methodology/approach

The research was undertaken in three stages. First an in-depth literature review was undertaken, which enabled the creation of an initial conceptual framework which in turn, informed the second stage of the research: the development of a survey about the use of digital technologies. Occupational therapy students, academics and practitioners across five different countries completed the survey, after which refinements to the framework were made. The IM-KT framework presented in this paper emerged as a result of the third stage of the study, which was completed using the Delphi technique where 18 experts were consulted over four rounds of qualitative questionnaires.

Findings

The IM-KT framework assists individuals and groups to better understand how information management and knowledge transfer occurs. The framework highlights the central role of information literacy and digital literacy and the influence of context on knowledge transfer activities.

Originality/value

The IM-KT framework delineates clearly between information and knowledge and demonstrates the essential role of information literacy and digital literacy in the knowledge era. This framework was developed for the occupational therapy profession and may be applicable to other professions striving to keep up to date with best evidence.

Details

VINE: The journal of information and knowledge management systems, vol. 44 no. 1
Type: Research Article
ISSN: 0305-5728

Keywords

Click here to view access options
Book part
Publication date: 30 December 2004

Jongi Klaas

This study examines the experiences and perceptions of boys and girls vis-à-vis racial integration in two former segregated South African secondary schools. The study is…

Abstract

This study examines the experiences and perceptions of boys and girls vis-à-vis racial integration in two former segregated South African secondary schools. The study is presented in a twofold way since it explores the ethnographic methodological understanding and dilemmas of conducting ethnographic race research in South Africa, and the gendered differences and identities through the manner in which the boys and the girls mediated racial integration in a micro school setting. These two dimensions are tied together in order to present a coherent relationship from the conceptual understanding of ethnographic race research to the dominant themes that emerged in the process of generating that knowledge. The study is part of a Ph.D. project, which was conducted in order to understand how the process of racial integration was experienced and perceived by students in two South African Secondary schools. In 1996 the South African government passed legislation desegregating segregated schools. However, a number of exclusive schools had already opened their doors to non-white students in the 1990’s. There had been studies conducted on these former segregated schools, which mirrored different dimensions from racial desegregation of schools to complex processes of racial integration (Bhana, 1994; Carrim & Mkwanazi, 1993; Dolby, 2001; Metcalfe, 1991; Valley & Dalamba, 1999). This study moved from a premise to study racially integrated schools with a relatively stable reputation in order to find out what is happening today in these schools vis-à-vis the process and extent of racial desegregation. What emerged at the end was a dialectic relationship between the gendered reaction to integration and the dominant school ethos.

Details

Identity, Agency and Social Institutions in Educational Ethnography
Type: Book
ISBN: 978-1-84950-297-9

1 – 6 of 6