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.
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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…
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.
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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…
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.
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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.
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.
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.
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.