Search results

The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library.

The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes.

The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important.

This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”

The purpose of this research is to explore innovative aircraft concepts that use flexible wings and distributed propulsion to significantly reduce fuel burn of future transport aircraft by exploiting multidisciplinary interactions.

Multidisciplinary analysis and trajectory optimization are used to evaluate the mission performance benefits of flexible wing distributed propulsion aircraft concepts.

The flexible wing distributed propulsion aircraft concept was shown to achieve a 4 per cent improvement in L/D over a mission profile consisting of a minimum fuel climb, minimum fuel cruise and continuous descent.

The technologies being investigated may lead to mission adaptive aircraft that can minimize drag, and thus fuel burn, throughout the flight envelope.

The aircraft concepts being explored seek to create synergistic interactions between disciplines for reducing fuel burn while capitalizing on the potential benefits of lightweight, flexible wing structures and distributed propulsion.

This article is a broad reflection on some of the most common forms of artistic creation, including music, literature and cinema: – a reflection on how (and why) they may reach us and how they may be used or created effectively.

The openings on aircraft structures can be modeled from an aerodynamical point of view as lid-driven cavities (LDC). This paper aims to show the primary verification and validation (V&V) process in computational fluid dynamics (CFD, and to investigate the influences of numerical settings on the efficiency and accuracy for solving the LDC problem.

To dig into the details of CFD approaches, this paper outlines the design, implementation, V&V and results of an efficient explicit algorithm. The parametric study is performed thoroughly focusing on various iteration methods, grid density discretization terms and Reynolds number effects.

This study parameterized the numerical implementation which provides empirical insights into how computational accuracy and efficiency are affected by changing numerical settings. At a low Reynolds number (not over 1,000), the time-derivative preconditioning is necessary, and k = 0.1 can be the optimal value to guarantee the efficiency, as well as the stability. A larger artificial viscosity (c = 1/16) would relieve the calculating oscillation issue but proportionally increase the discretization error. Furthermore, the iteration method and the mesh quality are two key factors that affect the convergence efficiency, thus need to be selected “wisely”.

The study shows how numerical implementation can enhance an accurate and efficient solution. This workflow can be used to determine the best parameter settings whenever CFD researchers applying this LDC problem as a complementary design tool for testing newly developed solvers.

The studied LDC problem is representative of CFD analysis in real aircraft structures. These numerical simulations provide a cost-effective and convenient tool to understand the parameter sensitivity, solution receptivity and physics of the CFD process.

The basis of this study is Kelley’s (1992) two-dimensional model, which measures five follower types. Previous investigations did not support the validity of Kelley’s model. Although the model is utilized in research, the validity and reliability of the Kelley Followership Questionnaire (KFQ) is still in question. In this study, the KFQ validity was tested after revision of the instrument. Factor analysis revealed a three-factor model disputing the theorized two-factor model. Factors of the KFQ-R convergent validity were supported by significant correlations with critical thinking disposition and work engagement scales. This research project is intended to promote the study of the followership construct.

The purpose of this paper, building on the media richness theory (MRT), is to propose that while communicating product information via streaming video should enhance outcome measures, such an enhancement will be evident mainly for users with equivocal, latent goals (i.e. recreational browsing) rather than for those with less equivocal, concrete goals (i.e. the search of a specific product).

The experiment involved 337 potential online consumers in Canada, and had full factorial design with four conditions (two methods to communicate product information: textual vs streaming video, and two goals: product searching vs recreational browsing). Analysis of covariance was used to test the hypotheses.

The results lent support to the hypotheses. The perceived information quality, trusting competence, and arousal for participants with recreational browsing goals were significantly affected when product information where communicated using streaming video. For participants with concrete goals (product searchers), the traditional textual method was as effective as the streaming video method.

The findings entice practitioners to use rich media such as the streaming video method to communicate online information predominantly for users with experiential browsing goals, and to use lean media for users with less equivocal, concrete goals.

The results contribute to the sparse literature that underscores the key role of user goal in shaping the effectiveness of online information. The results provide empirical support to the prediction of MRT that the use of rich media to communicate information is advantageous for users with latent, equivocal goals.

The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups.

The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding.

This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants.

The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves.

The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways.

The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.

This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.

Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.

This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.