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Article
Publication date: 7 June 2013

Coleen Meyers‐Martin and Lynn D. Lampert

This article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and…

1760

Abstract

Purpose

This article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and resources online for educational opportunity program (EOP) students when considering these students' specific technology usage patterns and the need for face‐to‐face mentoring. The article seeks to make recommendations for libraries that intend to develop successful programming and interactions with transitional students online; and to bring to light the need for future research concerning the creation and usage of online educational support structures that specifically serve the EOP community.

Design/methodology/approach

A literature review discusses technology and academic library outreach programming as well as the historic and current digital divide and learning styles of EOP transitional students. Recommendations are made for how to best meet EOP student needs online to support the traditional in‐person programming in which these students succeed.

Findings

Identifying successful learning structures and potential technology usage patterns of EOP students provided the foundation for this article. Developing library outreach and programming within the online platforms EOP students access and utilize is necessary to support continued face‐to‐face interactions in an academic setting. More research is necessary in order to support transitional students in a digital format.

Originality/value

This article describes digital outreach efforts targeting non‐campus and campus communities, in particular within EOP transitional programming. It inquires about how to best meet transitional students in a digital format when they have historically succeeded in face‐to‐face educational interactions and settings.

Details

Reference Services Review, vol. 41 no. 2
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 December 2004

Lynn D. Lampert

This paper discusses the importance of developing a discipline‐based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of…

4938

Abstract

This paper discusses the importance of developing a discipline‐based approach to the issue of plagiarism in information literacy instruction sessions. Through an examination of how both higher education and academic librarianship view plagiarism, the growing need for anti‐plagiarism instruction, and the role librarians can take in anti‐plagiarism instruction, this article will offer insight into effective ways for librarians to reach out to both faculty and students facing the difficulties inherent in higher education in the wake of the cut and paste age. Practical examples of discipline‐specific, collaborative approaches and process‐based assignments in journalism will be discussed to show how both librarians and discipline faculty can successfully make connections between student needs and collective information literacy instruction activities.

Details

Reference Services Review, vol. 32 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 20 February 2007

Mary M. Somerville, Lynn D. Lampert, Katherine S. Dabbour, Sallie Harlan and Barbara Schader

The purpose of this paper is to provide guidance to those contemplating or preparing to administer a large scale information literacy assessment such as the ETS ICT assessment…

2584

Abstract

Purpose

The purpose of this paper is to provide guidance to those contemplating or preparing to administer a large scale information literacy assessment such as the ETS ICT assessment instrument. The case studies and literature review provide real life examples of how to consider implementing the ETS ICT instrument with special attention to issues such as collaboration, timing, marketing, budgeting, and developing a strategy that includes a discussion of how testing results will inform campus information literacy curriculum development and programming.

Design/methodology/approach

The planning and implementation by two California State University campuses that administrated beta test versions of the ETS ICT assessment instrument are documented. Background about ICT and guidance for future administrations of large scale assessments on university and college campuses are discussed.

Findings

The paper provides background information, techniques and guidance for academic librarians contemplating future administrations and usages of large scale assessments of student information and communication technology skills, like the ETS ICT assessment. Examples of necessary planning stages and collaboration are provided as well as a discussion of the value of large scale assessments for students, campuses and information literacy programs.

Practical implications

This paper offers guidance for academic librarians and libraries interested in assessing their information literacy programs and/or working within their university to conduct a large scale assessment of student ICT literacy skills using the ETS ICT assessment instrument.

Originality/value

The strategies and ideas presented in this paper will help inform other academic libraries and librarians faced with administrating and implementing a large scale assessment instrument such as the ETS ICT instrument.

Details

Reference Services Review, vol. 35 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Available. Content available
Article
Publication date: 2 March 2010

Kay Neville

1052

Abstract

Details

Library Review, vol. 59 no. 2
Type: Research Article
ISSN: 0024-2535

Keywords

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Book part
Publication date: 29 November 2019

Janne Fauskanger and Raymond Bjuland

Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying fundamental…

Abstract

Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying fundamental teaching practices. Findings reported from structured literature reviews on lesson study have revealed that incorporating a lesson study approach in Initial Teacher Education is challenging. This chapter considers how lesson study might adapt fundamental teaching practices and make use of new tools to enhance lesson study as an approach for improving student-teachers’ teaching practice. The four tools discussed here are lesson study with given activities, practicing talk moves in lesson study, rehearsing research lessons and research lessons with time-outs. The authors argue that these activities are tools which can help student-teachers enhance their learning of the complex work of teaching when involved in lesson study cycles. To illustrate these approaches, we use examples from the teaching of mathematics.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

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Article
Publication date: 14 November 2008

Anna Marie Johnson, Sarah Jent and Latisha Reynolds

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

4383

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 identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.

Findings

The paper provides information about each source, 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. 36 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 1 April 2006

Marnix Assink

The purpose of this paper is to examine why large firms often fail to develop disruptive innovations. This study identifies several key inhibitors or barriers that hinder those…

22086

Abstract

Purpose

The purpose of this paper is to examine why large firms often fail to develop disruptive innovations. This study identifies several key inhibitors or barriers that hinder those developments. A conceptual model is presented that examines the interrelationship and interdependence of these inhibiting factors, in an effort to provide a better understanding of how companies can improve their disruptive innovation capabilities.

Design/methodology/approach

This paper focuses on disruptive innovation rather than incremental innovation and is limited to research findings on large corporations. Recently published works (1990‐2004) have examined success factors as the determinants of disruptive innovation capability. A complementary approach is to examine the inhibitors of disruptive innovation and investigate their interrelationship and interdependence. The study is based on an extensive review of literature available, and examines both internal and external inhibiting factors to develop a conceptual model of disruptive innovation capabilities.

Findings

Many large corporations fail to develop disruptive innovations. It is argued that the basic constraints to creating successful disruptive innovation stem in large part from several inhibiting factors, and we have identified different clusters of interrelated and partly‐interdependent inhibitors: the inability to unlearn obsolete mental models, a successful dominant design or business concept, a risk‐averse corporate climate, innovation process mismanagement, lack of adequate follow‐through competencies and the inability to develop mandatory internal or external infrastructure. The conceptual disruptive innovation capability model provides a better understanding of the interrelationship among these limiting factors. There is still a vast gap between intention and actual disruptive innovation capability. Developing distinctive capabilities to bridge this gap should be an integral part of a company's strategy for growth.

Research limitations/implications

This paper is based on an extensive review of literature on disruptive innovation barriers. In it is proposed a conceptual interrelationship model of innovation inhibitors as a basis for determining and improving a company's disruptive innovation capability. It is suggested that, in addition to the theory presented in this paper, further empirical research studies be carried out to validate the key inhibitors of our conceptual model, their interrelationship and interdependence, and the impact on disruptive innovation development.

Originality/value

The study is intended to provide practical insight into clusters of inhibiting factors that prevent large organisations from improving their disruptive innovation capability. The conceptual model facilitates the development of distinctive competencies and mindsets to improve these capabilities.

Details

European Journal of Innovation Management, vol. 9 no. 2
Type: Research Article
ISSN: 1460-1060

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Article
Publication date: 15 February 2011

Nancy Snyder Gibson and Christina Chester‐Fangman

The paper aims to discuss the ways in which librarians of different types are addressing the issue of plagiarism at the institutional and pedagogical levels.

5176

Abstract

Purpose

The paper aims to discuss the ways in which librarians of different types are addressing the issue of plagiarism at the institutional and pedagogical levels.

Design/methodology/approach

A 25‐question non‐quantitative online survey was conducted regarding: the institutional role of librarians in plagiarism prevention; the collaborations among librarians and instructors in helping students understand what plagiarism is and how to avoid it; and the interactions among librarians and students involved in combating plagiarism.

Findings

More than 90 percent of the 610 respondents report that they have assisted students with citing sources. Over 70 percent have instructed students about plagiarism in class. Approximately a quarter have collaborated with other departments regarding plagiarism, conducted or attended workshops on plagiarism, worked with instructors to redesign assignments, or helped faculty with tracking possible instances of student plagiarism.

Research limitations/implications

This paper reports on a survey which is not statistically valid. The results of this survey, however, can shed light on the librarian's role to date in combating plagiarism and suggest future directions.

Practical implications

This survey reports what librarians are doing to address plagiarism at all levels, and it reflects what is being practiced in the field.

Originality/value

While many librarians have written about plagiarism strategies, this national survey focuses on the work of librarians at the institutional and pedagogical levels.

Details

Reference Services Review, vol. 39 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 13 November 2009

Anna Marie Johnson, Claudene Sproles and Latisha Reynolds

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

4878

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

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information 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. 37 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Available. Content available
Book part
Publication date: 13 November 2023

Jelena Balabanić Mavrović

Abstract

Details

Eating Disorders in a Capitalist World
Type: Book
ISBN: 978-1-80455-787-7

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