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Publication date: 17 September 2014

Laura I. Spears and Marcia A. Mardis

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking in the…

Abstract

Purpose

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking in the United States. Because broadband has been cited as an essential element of contemporary learning, this study sought to identify gaps in the attention given to the role of broadband in the information seeking environment of youth.

Approach

The researchers conducted a mixed method synthesis of academic research published in peer-reviewed journals between 1991 and 2011 that reported the information seeking of children aged 5–18 years. Quantitative and qualitative data were gathered from leading databases, analyzed separately, and conclusions drawn from integrated results.

Results

The results of this study indicated that broadband is rarely considered in the design of children’s information seeking published in peer-reviewed research journals. Only 15 studies showed any presence of broadband in study design or conclusions. Due to the small number of qualifying studies, the researchers could not conduct the synthesis; instead, the researchers conducted a quantitative relationship analysis and qualitative content analysis.

Practical implications

Given the focus of policymaking and public discussion on broadband, its absence as a study consideration suggests a crucial gap for scholarly researchers to address.

Research limitations

The data set included only studies of children in the United States, therefore, findings may not be universally applicable.

Originality/value

Despite national imperatives for ubiquitous broadband and a tradition of information seeking research in library and information science (LIS) and other disciplines, a lack of academic research about how broadband affects children’s information seeking persists.

Details

New Directions in Children’s and Adolescents’ Information Behavior Research
Type: Book
ISBN: 978-1-78350-814-3

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Article
Publication date: 13 November 2017

Faye R. Jones, Marcia A. Mardis, Charles R. McClure, Jinxuan Ma, Chandrahasa Ambavarapu and Laura I. Spears

The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for…

933

Abstract

Purpose

The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for four-year IT programs.

Design/methodology/approach

The researchers text mined specified skills from 86 internship postings and compared them to the competencies outlined in the ACM/IEEE Body of Knowledge.

Findings

Results indicated that students can expect to gain experience and exposure to both technical and general competencies. Though research and policy relating to technical fields have emphasized professional competencies such as teamwork, communication, and professionalism, this analysis suggested that the internship postings greatly emphasized technical skills at the expense of general competencies.

Research limitations/implications

The most frequently occurring competencies suggest future research opportunities for considering contextual factors of internship sites. The researchers conclude with implications for using text mining as a tool for comparing internship intent vs outcomes as well as suggestions for policies, standards, and curricula worthy of further exploration.

Originality/value

Employers, educators, and professionals agree that internships offer a promising means to link course content and practical workplace skills, especially in technical fields like IT. However, less clear are the ingredients of effective IT internships.

Details

Higher Education, Skills and Work-Based Learning, vol. 7 no. 4
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 9 October 2017

Jonathan M. Hollister, Laura I. Spears, Marcia A. Mardis, Jisue Lee, Charles R. McClure and Elizabeth Liebman

In response to recent calls for research relating to employers’ perceptions of the workplace readiness of new graduates in a variety of fields, the purpose of this paper is to…

1175

Abstract

Purpose

In response to recent calls for research relating to employers’ perceptions of the workplace readiness of new graduates in a variety of fields, the purpose of this paper is to report North Florida employers’ perceptions of information technology (IT) program graduates’ workplace readiness. These findings are relevant to stakeholders in growing technology regions.

Design/methodology/approach

Researchers conducted 18 semi-structured interviews with IT employers in North Florida. Data were deductively coded with codes derived from national standards. Interviewee verbatim was also inductively coded by theme.

Findings

While employers valued a blend of technical and general skills and hands-on experience, they also sought new professionals who possessed fundamental understandings of business and computer programming to tailor their problem-solving skills to the specific company environment.

Research limitations/implications

This research represents a limited number of employer viewpoints in one representative community.

Practical implications

Ongoing industry input into curricula and expanded experiential opportunities may ensure that graduates are prepared to address current and future IT developments. Because the region under study was typical of many regions with growing technology sectors, these findings may inform partnerships, curriculum, and program design.

Originality/value

Given the rapid growth and constant advances of the IT sector, institutions with IT degree programs are challenged to ensure that their curricula are current and meeting the needs of employers. This study’s findings may offer timely insight into elements of workforce preparedness.

Details

Education + Training, vol. 59 no. 9
Type: Research Article
ISSN: 0040-0912

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Book part
Publication date: 27 March 2006

Marcia A. Mardis and Ellen S. Hoffman

Digital libraries (DLs) are currently in place or being developed for a variety of educational applications. These resources offer support for instructional innovation…

Abstract

Digital libraries (DLs) are currently in place or being developed for a variety of educational applications. These resources offer support for instructional innovation, traditional curricula, and equitable access to learning resources. Yet, the carrot of instructional innovation is often overwhelmed by the stick of conflicting educational policy priorities. This chapter will define and situate the term “educational digital libraries,” and discuss the ways in which sustained use through school libraries and lessons learned from exemplary projects can transform the contemporary educational policy, reform, and learning landscape.

Details

Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools
Type: Book
ISBN: 978-0-76231-280-1

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Book part
Publication date: 17 September 2014

Abstract

Details

New Directions in Children’s and Adolescents’ Information Behavior Research
Type: Book
ISBN: 978-1-78350-814-3

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Book part
Publication date: 27 March 2006

Diana Betout is a graduate student at the University of Illinois, Department of Curriculum and Instruction. She is studying teacher education. She plans to pursue her career as an

Abstract

Diana Betout is a graduate student at the University of Illinois, Department of Curriculum and Instruction. She is studying teacher education. She plans to pursue her career as an elementary teacher.

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Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools
Type: Book
ISBN: 978-0-76231-280-1

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Book part
Publication date: 27 March 2006

Sharon Tettegah

David M. Marcovitz suggests that public education has not changed very much in the last 100 years, in spite of information and communication technology (ICT). Is ICT simply…

Abstract

David M. Marcovitz suggests that public education has not changed very much in the last 100 years, in spite of information and communication technology (ICT). Is ICT simply another educational fad or will it have a lasting impact on K-12 education? Lisa C. Yamagata-Lynch and Sharon Smaldino maintain there have been several examples of effective uses of technology in K-12. However, the inability of public schools and higher education to properly train teachers has severely limited the success of using computer technology in most public schools. Sharon Tettegah, Diana Betout, and Kona Taylor describes cyber-bullying, as a phenomenon that is creating difficulty for educators and has led to the humiliation of many students across the nation. David Williamson Shaffer and Kurt D. Squire argue that researchers of educational technology should study Pasteur's Quadrant for “use-inspired basic research” to create better models to evaluate educational practices and the use of technology. John Keller and Matthew J. Stuve discuss teacher quality, a topic that has taken on greater importance since NCLB. They also talk about the use of “teacher as brand” as a construct to further affect teacher quality. In connection, branding has been a very successful venture in the commercial context.

Details

Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools
Type: Book
ISBN: 978-0-76231-280-1

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Book part
Publication date: 17 September 2014

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Details

New Directions in Children’s and Adolescents’ Information Behavior Research
Type: Book
ISBN: 978-1-78350-814-3

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Book part
Publication date: 10 February 2025

Cindy Pierard and Anne Schultz

Disasters, including health crises and weather emergencies, are increasingly prevalent. While many people are highly resilient, the traumatic experience of emergencies and…

Abstract

Disasters, including health crises and weather emergencies, are increasingly prevalent. While many people are highly resilient, the traumatic experience of emergencies and disasters can affect individuals and communities, including library staff and library users. Traumatic effects can persist long after the immediate impact of an event and may be magnified by cumulative exposure to traumatic events. Libraries are not immune from emergencies and disasters and also experience many other hazards. With attention to trauma and a focus on resilience, libraries can build strong organizations even during difficult circumstances presented by emergencies and disasters. This chapter shares research-based approaches from the literature along with promising practices shared by contributing libraries.

Details

Trauma-Informed Leadership in Libraries
Type: Book
ISBN: 978-1-83797-881-6

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Book part
Publication date: 27 March 2006

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Details

Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools
Type: Book
ISBN: 978-0-76231-280-1

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