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Article
Publication date: 2 May 2019

Susan Lynn Smith, Allyson Rodriguez, Erin DeWitt Miller and Lu Xu

This study aims to uncover factors related to students’ preference for ebooks with hopes that understanding what drives these preferences will help librarians to figure out how to…

730

Abstract

Purpose

This study aims to uncover factors related to students’ preference for ebooks with hopes that understanding what drives these preferences will help librarians to figure out how to increase students’ use of ebooks.

Design/methodology/approach

Based on the unified theory of acceptance and use of technology, researchers developed a model of ebook preference and a survey including constructs related to perceived usefulness and perceived ease of use. Respondents were undergraduate students from a core political science course at a large research university in the USA.

Findings

Ebook performance expectancy and ebook self-efficacy have indirect effects on ebook preference by way of ebook attitude. Ebook attitude and social influence both have direct effects.

Research limitations/implications

One of the limitation include respondents being of a similar age and having a similar experience of technology and ebooks. Prior use of ebooks may partially explain the results.

Practical implications

Librarians should help students develop ebook self-efficacy. Vendors should consider how interfaces may impact ebook self-efficacy. Ebook attitude may be positively influenced by tapping students’ desire to utilize technology.

Originality/value

This research adds to the understanding about ebook preference while expanding research in libraries by applying a theory and model from another research discipline.

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Article
Publication date: 26 May 2022

Clare E.B. Cannon, Regardt Ferreira, Fredrick Buttell and Allyson O'Connor

Few studies investigating disaster have examined the risks associated with surviving both disaster and intimate partner violence (IPV). IPV is psychological or physical abuse in a…

127

Abstract

Purpose

Few studies investigating disaster have examined the risks associated with surviving both disaster and intimate partner violence (IPV). IPV is psychological or physical abuse in a personal relationship. Using an intersectional approach, the purpose of this study is to investigate contributions to and differences in perceived stress and personal resilience during the COVID-19 pandemic among a sample of predominantly female-identified IPV survivors (n = 41) to examine risks associated with this vulnerable population during disaster.

Design/methodology/approach

Using a structured interview guide, IPV survivors were interviewed regarding their perceived stress (i.e. perceived stress scale), personal resilience, (i.e. Connor Davidson Resilience Scale), type of violence experienced (i.e. physical violence), COVID-19-related stressors (i.e. loss of income due to the pandemic) and relevant socio-demographic characteristics (i.e. race).

Findings

These interviews indicate that participants exhibited low levels of resilience and a moderate amount of stress exposure highlighting risk factors associated with experiencing personal violence during disaster.

Originality/value

At the height of their need for support and assistance, the disaster generated additional rent and nutritional stress compounding the pressures violence survivors face. These findings suggest those who are socially vulnerable due to violence need structural support services to cope with disaster and violence-related stresses.

Details

Journal of Aggression, Conflict and Peace Research, vol. 15 no. 2
Type: Research Article
ISSN: 1759-6599

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Article
Publication date: 4 February 2021

John A. Gonzalez, Heeyun Kim and Allyson Flaster

The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study.

445

Abstract

Purpose

The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study.

Design/methodology/approach

This study relies on data from a longitudinal study of PhD students enrolled at a large, research-intensive university in the USA. A group-based trajectory modeling approach is used to examine varying trajectories of well-being and disciplinary identity.

Findings

The authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership.

Originality/value

Although there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 1
Type: Research Article
ISSN: 2398-4686

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Article
Publication date: 5 December 2016

Edward R. Curammeng, Daisy D. Lopez and Allyson Tintiangco-Cubales

Momentum around the institutionalization of Ethnic Studies in US K-12 classrooms is increasing. Opponents have argued that Ethnic Studies does not challenge students academically…

261

Abstract

Purpose

Momentum around the institutionalization of Ethnic Studies in US K-12 classrooms is increasing. Opponents have argued that Ethnic Studies does not challenge students academically and prepare them for high stakes testing (Planas, 2012; Sanchez, 2007). Conversely, research continues to show ways Ethnic Studies contribute to students’ academic achievement, especially for students from marginalized and vulnerable communities (Cabrera et al., 2014; Halagao, 2010; Tintiangco-Cubales et al., 2015). This study aims to demonstrate the possibilities and potential of Ethnic Studies-framed tools for English and Language arts teachers. This moment concerning Ethnic Studies in schools illuminates an important opportunity to demonstrate how Ethnic Studies-framed tools positively affect learning mainstream school content, namely, English and Language Arts. The authors consider the following point: To what extent can Ethnic Studies-framed tools affect approaches for learning English, writing and reading while simultaneously being responsive to a community’s needs? The authors maintain the importance of such tools that exist in how they support the development of community responsive literacies (CRLs).

Design/methodology/approach

This paper examines CRLs through the Ethnic Studies Praxis Story Plot (ESPSP). The authors begin by exploring the development of the ESPSP, first used in Pin@y Educational Partnerships (PEP), an innovative K-college Ethnic Studies teaching pipeline. Next, the authors examine each coordinate of the ESPSP, examining their purpose, theoretical underpinnings and ways the ESPSP offers nuanced approaches for learning literacies.

Findings

The authors then discuss how CRLs emerged to support PEP teachers and students’ reading and writing skills using the ESPSP.

Originality/value

Finally, the authors learn from students’ experiences with the ESPSP and offer implications for English and Language Arts teachers in the pursuit of teaching and serving students in more socially just and community responsive ways.

Details

English Teaching: Practice & Critique, vol. 15 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 30 September 2014

Bridgit Siddall and Chern Li Liew

The purpose of this paper is to explore the frequency with which Internet-based social media (namely, wikis, blogs, forums and electronic mailing lists) are used by cataloguers to…

899

Abstract

Purpose

The purpose of this paper is to explore the frequency with which Internet-based social media (namely, wikis, blogs, forums and electronic mailing lists) are used by cataloguers to seek what Judith Hopkins (2002) defines as “specific (and immediate) current awareness” and “general current awareness”. The aim is to provide some insight into whether social media play a part in day-to-day practice and on-the-job learning of cataloguers.

Design/methodology/approach

A survey research was conducted. An online questionnaire was made available to self-selecting respondents via electronic mailing lists (AUTOCAT, CatSIG listserv, NZLibs listserv) and 176 responses were received.

Findings

The study found that general current awareness information was more frequently sought via Internet-based social media than specific (and immediate) current awareness. A statistically significant, weak positive correlation was found between the variables of “number of cataloguers working in an organization” and “frequency of accessing social media to seek out cataloguing-specific information”. A weak positive correlation was also found within the sample between the variables of “number of cataloguers working in an organization” and “frequency of accessing social media to seek general current awareness information”. Qualitative data were also gathered concerning the reasons respondents sought both specific and general current awareness information.

Originality/value

This research examines the assumption that cataloguers use social media tools to access what Hopkins has dubbed a “community of cataloguers” as one means of accessing informal continuing education.

Details

The Electronic Library, vol. 32 no. 5
Type: Research Article
ISSN: 0264-0473

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