Search results

Purpose – The purpose of this chapter is to explore an application of the gradual release of responsibility (GRR) to the reading comprehension of students in kindergarten to grade five.

Findings – In this chapter, the author provides a brief review of think-alouds as a way for proficient readers to model the comprehension strategies that they apply to a text. The author introduces a three-step process in which students gradually take ownership for such strategies through think-alouds, think-alongs, and think alones. The author demonstrates that when students in kindergarten through grade five have strong models of comprehension through think-alouds, they are able to apply these strategies to their own independent reading. Though a case study of one English language arts teacher, the author shows how the teacher released responsibility to students through think-alouds.

Research limitations/implications – The examples within this chapter are from a second-grade classroom in an urban charter school.

Practical implications – This three-step process is applicable to all content areas as well as text genre and reading levels. This approach is a valuable model for teachers to understand how to gradually release comprehension strategies to students across grade levels.

Originality/value of paper – This chapter provides research-based examples of using the GRR model to build students’ ability to inference. Additionally, the chapter provides “I” language and sentence starters to help students internalize comprehension strategies and apply them to independent reading.

The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service.

This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher.

During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media.

Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion.

Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.

If we want to improve managerial cognition, we need to capture the full spectrum of cognitive functions and the complex processes through which they unfold. I propose two very different methods (one older and low-tech, one newer and high-tech) that allow us to observe cognitive functions and processes directly in real time.

The purpose of this paper is to shed light on the particular information needs of external auditors performing information technology (IT) audits at service providers in cross-organizational settings and to promote a software-based approach towards their satisfaction. The approach is intended to supplement the manual approaches currently adopted by auditors to procure information in such settings.

The authors analyzed data collected by means of a series of 16 interviews and four think-aloud sessions with experienced professionals.

Information procurement is perceived as tedious by auditors and largely relies on repeat interviews and perusal of documents. Given the growing complexity of cross-organizational settings, manual approaches to information procurement are reaching their limits. A considerable portion of the information required is often stored by service providers using software that is inaccessible to auditors. The authors argue that a software-based approach providing an interface for auditors to access relevant information held by such software presents an avenue worth exploring.

The authors outline how the information stored by service providers using software can be made accessible with reasonable effort. Complementing manual approaches to information procurement with an audit interface would reduce workload and increase quality.

The concept of an audit interface represents a novel and promising approach to meeting the information needs of auditors performing IT audits in cross-organizational settings more effectively. Both auditors and service providers would benefit from its implementation.

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

This study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.

Results identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.

Few studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.

This study aims to explore a framework for evaluating and comparing two federated search tools (FSTs) using two different retrieval protocols: XML gateways and Z39.50. FSTs are meta-information retrieval systems developed to facilitate the searching of multiple resources through a single search box. FSTs allow searching of heterogeneous platforms, such as bibliographic and full-text databases, online public access catalogues, web search engines and open-access resources.

The proposed framework consists of three phases: the usability testing, retrievability performance assessment and overall comparison. The think-aloud protocol was implemented for usability testing and FSTs retrieval consistency, and precision tests were carried out to assess the retrievability performance for 20 real user queries.

Participants were directed to assign weights for the interface usability and system retrievability importance as indicators for FST evaluation. Results indicated that FSTs retrievability performance was of more importance than the interface usability. Participants assigned an average weight of 62 per cent for the system retrievability and 38 per cent for interface usability. In terms of the usability test, there was no significant difference between the two FSTs, while minor differences were found regarding retrieval consistency and precision at 11-point cut-off recall. The overall evaluation showed that the FST based on the XML gateway rated slightly higher than the FST based on the Z39.50 protocol.

This empirical study faced several limitations. First, the lack of participants’ familiarity with usability testing created the need for a deep awareness and rigorous supervision. Second, the difficulties of empirically assessing participants’ perspectives and future attitudes called for mixing between a formal task and the think-aloud protocol for participants in a real environment. This has been a challenge that faced the collection of the usability data including user behaviour, expectations and other empirical data. Third, the differences between the two FSTs in terms of number of connectors and advanced search techniques required setting rigorous procedures for testing FSTs retrieval consistency and precision.

This paper has practical implications in two dimensions. First, its results could be utilized by FST developers to enhance their product’s performance. Second, the framework could be used by librarians to evaluate FSTs performance and capabilities. The framework enables them to compare between library systems in general and FSTs in particular. In addition to these practical implications, the authors encourage researchers to use and enhance the proposed framework.

Librarians can use the proposed framework to empirically select an FST, involving users in the selection procedures of these information retrieval systems, so that it accords with users’ perspectives and attitudes and serves the community better.

The proposed framework could be considered a benchmark for FST evaluation.

The purpose of this study is to examine the information needs of earth and environmental scientists regarding how they determine data reusability and relevance. Additionally, this study provides strategies for the development of data collections and recommendations for data management and curation for information professionals working alongside researchers.

This study uses a multi-phase mixed-method approach. The test environment is the DataONE data repository. Phase 1 includes a qualitative and quantitative content analysis of deposited data. Phase 2 consists of a quasi-experiment think-aloud study. This paper reports mainly on Phase 2.

This study identifies earth and environmental scientists’ information needs to determine data reusability. The findings include a need for information regarding research methods, instruments and data descriptions when determining data reusability, as well as a restructuring of data abstracts. Additional findings include reorganizing of the data record layout and data citation information.

While this study was limited to earth and environmental science data, the findings provide feedback for scientists in other disciplines, as earth and environmental science is a highly interdisciplinary scientific domain that pulls from many disciplines, including biology, ecology and geology, and additionally there has been a significant increase in interdisciplinary research in many scientific fields.

The practical implications include concrete feedback to data librarians, data curators and repository managers, as well as other information professionals as to the information needs of scientists reusing data. The suggestions could be implemented to improve consultative practices when working alongside scientists regarding data deposition and data creation. These suggestions could improve policies for data repositories through direct feedback from scientists. These suggestions could be implemented to improve how data repositories are created and what should be considered mandatory information and secondary information to improve the reusability of data.

By examining the information needs of earth and environmental scientists reusing data, this study provides feedback that could change current practices in data deposition, which ultimately could improve the potentiality of data reuse.

While there has been research conducted on data sharing and reuse, this study provides more detailed granularity regarding what information is needed to determine reusability. This study sets itself apart by not focusing on social motivators and demotivators, but by focusing on information provided in a data record.

The purpose of this study is to explore how individuals with overweight and obesity living in the UK respond to the public health and media messaging surrounding COVID-19 and obesity.

Qualitative interview study with a think aloud protocol. A total of 10 participants self-reported to have overweight, obesity or as actively trying to lose weight were recruited through social media and were asked to think aloud whilst exposed to four sets of public health and media materials describing the link between COVID-19 and obesity. Interviews were conducted over zoom, recorded and transcribed verbatim.

Three primary themes were identified through thematic analysis: “flawed messaging”, “COVID-19 as a teachable moment” and “barriers to change”. Transcending these themes was the notion of balance. Whilst the messaging around COVID-19 and obesity was deemed problematic; for some, it was a teachable moment to facilitate change when their future self and physical health was prioritised. Yet, when focussing on their mental health in the present participants felt more overwhelmed by the barriers and were less likely to take the opportunity to change.

Findings hold implications for public health messaging, highlighting the need for balance between being educational and informative but also supportive, so as to achieve maximum efficacy.

This study offers a novel and useful insight into how the public health and media messaging concerning COVID-19 risk and obesity is perceived by those with overweight and obesity.

This paper aims to illustrate how graphic novel adaptations can engage adolescents in conversations about gender and society, particularly when adaptations are weighed against messaging found in a student’s everyday life such as religiously motivated gender normativity.

This paper is based on quantitative and qualitative analyzes of the interview, think-aloud and survey data collected from 15 adolescents who self-identified as Modern Orthodox Jewish women. Texts used for think-aloud were three graphic novel adaptations that critically adapted potentially misogynistic readings and interpretations of religious Jewish texts such as the Bible.

Epistemic network analysis and constructivist grounded theory show that visual elements found in each adaptation can spark deeply personal reflections on topics that are often explicitly or implicitly suppressed by social norms such as gender normativity in Jewish texts and practices.

This paper is timely and contributes to understanding the apparent cultural clash between religious conservativism and movements for social change, using the graphic novel to mediate between them.

College students need more support learning to effectively search for and evaluate online information. Without such skills, students are vulnerable to mis- and disinformation that may appear in their search results, Web browsing and social media feeds. This study investigated four short instructional modules four short instructional modules that were developed to be delivered asynchronously to teach effective approaches to online search and evaluation.

This exploratory study analyzed pre- and post-tests that students in two journalism courses completed before and after the modules. A total of 29 students completed written versions of the pre- and post-tests and 8 students participated in interviews in which they thought aloud while completing the pre- and post-tests. Written and oral responses were analyzed to understand students’ search and evaluation strategies and how, if at all, these shifted from pre- to post-test.

From pre- to post-test, students showed evidence of using strategies that were introduced in the modules to search for and evaluate online content. On the post-test, more students engaged in lateral reading to evaluate unfamiliar websites, used search operators and tools and more critically evaluated elements of the search engine results page.

This study provides initial, positive evidence for the efficacy of embedding short, asynchronous modules in college courses to improve students’ approaches to online searches and evaluations. College students need such support and modules like the ones investigated in this study may be one way to provide it.