Jennifer Brook, Margaret Weaver, David Pattern and Sheila Anderson
The two year INHALE Project, begun in November 2000 at the University of Huddersfield, is one of forty‐four projects supported nationally by the JISC as part of the DNER…
Abstract
The two year INHALE Project, begun in November 2000 at the University of Huddersfield, is one of forty‐four projects supported nationally by the JISC as part of the DNER (Distributed National Electronic Resource) learning and teaching development programme. This article describes the creation, design, utilization and evaluation of the project’s innovative interactive information retrieval skill materials.
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Sheila Anderson and Tobias Blanke
The purpose of this paper is to analyse the steps taken to produce new kinds of integrated documentation on the Holocaust in the European Holocaust Research Infrastructure…
Abstract
Purpose
The purpose of this paper is to analyse the steps taken to produce new kinds of integrated documentation on the Holocaust in the European Holocaust Research Infrastructure project. The authors present the user investigation methodology as well as the novel data design to support this complex field.
Design/methodology/approach
The paper is based on the scholarly primitives framework. From here, it proceeds with two empirical studies of Holocaust archival research and the implementation steps taken. The paper employs key insights from large technology studies in how to organise such work. In particular, it uses the concepts of social-technical assemblages and intermediation.
Findings
The paper offers a number of findings. First from the empirical studies, it presents how Holocaust researchers and archivist perceive the way they currently do research in archives. It then presents how the intermediation and digital transformation of such research can be enabled without violating its foundations. The second major insight is the technical research into how to use graph databases to integrate heterogeneous research collections and the analysis opportunities behind.
Originality/value
The paper is based on existing work by the authors but takes this work forward into the world of real-life existing historical research on archives. It demonstrates how the theoretical foundations of primitives are fit for purpose. The paper presents a completely new approach on how to (re)organise archives as research infrastructures and offers a flexible way of implementing this. Next to these major insights, a range of new solutions are presented how to arrange the socio-technical assemblages of research infrastructures.
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Jennifer Brook, David Pattern and Sheila Anderson
To examine the INHALE Project, completed at the end of February 2003, which evaluated the information‐seeking skills of over 1,600 students and also developed a dynamic database…
Abstract
Purpose
To examine the INHALE Project, completed at the end of February 2003, which evaluated the information‐seeking skills of over 1,600 students and also developed a dynamic database (now known as the INFORMS database) of information skills teaching and learning objects for use across the broad spectrum of subjects taught in higher education (HE)/further education (FE).
Design/methodology/approach
This is a follow‐on article to one already published (VINE, Vol. 126 No.1, 2002, pp. 24‐34) and provides an overview of the results of key evaluations undertaken during the project; the factors identified as having an impact on the delivery of effective information skills teaching and learning across an institution; plus the developments of the INHALE (now INFORMS) database of information skills resources.
Findings
Reveals that the evaluation of student information seeking behaviour clearly points to the continuing need for information skills teaching within the HE community and for librarians to embrace this need within the evolving information environment.
Originality/value
This article holds useful information for understanding the information‐seeking skills of students and how these can be facilitated.
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Lisa M. O’Brien, Alejandra Salinas, Kelly C. Reinhart and Jeanne R. Paratore
Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the…
Abstract
Structured Abstract
Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the underlying technologies.
Design – This mixed methods investigation employed designed-based research in that as the authors observed and gathered data on PSTs’ outcomes within the context of a literacy methods course, the authors also engaged in an iterative process of collaborative design to develop a sustainable instructional model across three academic semesters with three cohorts of PSTs. The authors analyzed pre- and post-PST surveys measuring their knowledge of, disposition toward, and self-efficacy with technology and technology in teaching as well their intent to use technology in their future teaching. The authors also coded and analyzed PST lesson plans completed across each semester for instances of meaningful integration of multimodal texts and the underlying technology, and sound literacy instruction. Finally, the authors closely examined differences in how the course was shaped and “reshaped” across all three iterations and noted any differences in PST outcomes related to these shifts.
Findings – Overall findings suggest that enrollment in the literacy methods course improved both PSTs’ self-efficacy and knowledge about teaching with technology while also supporting PSTs’ ability to develop sound literacy instructional plans. Moreover, strategic positioning of multimodal texts and technology, in which integration is seamless, can help PSTs meaningfully and effectively weave multimodal text sets into their literacy lesson plans.
Practical Implications – This chapter contributes to the literature on integrating multimodal texts and the underlying technologies into PST programs by providing explicit, research-based recommendations for how teacher educators can meaningfully and seamlessly infuse multimodal text sets into core curricula and instructional practices.
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This paper seeks to study the metadata requirements for setting up a digital repository in ceramics resources that would provide researchers and ceramic art professionals with…
Abstract
Purpose
This paper seeks to study the metadata requirements for setting up a digital repository in ceramics resources that would provide researchers and ceramic art professionals with access to the information as per their requirements.
Design/methodology/approach
The paper first reviews and analyzes various metadata standards and formats already available. Open software (Greenstone) is used to develop the repository and the paper discusses its metadata provisions. Thereafter, the paper focuses on ceramics resources and attempts to determine the metadata elements required to describe and organize ceramic resources. Existing controlled vocabularies to standardize content metadata of the repository are also reviewed.
Findings
The paper finds that selected metadata elements of Dublin Core and Categories for the Description of Work of Art can be used to describe and organize the ceramics resources. Local qualifiers are added when necessary to describe the resources. As Categories for the Description of Work of Art metadata standards are not provided in Greenstone, these were defined using GEMS to describe and organize ceramic art works. It also found that existing controlled vocabularies are not sufficient to standardize the content metadata of the repository.
Research limitations/implications
A digital repository should also contain information resources such as video and audio‐video information resources. The study has not considered studying metadata requirements to describe such information resources.
Originality/value
This paper could be useful for others who want to develop their repositories in various disciplines.
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Cheryl Yandell Adkisson, Ron Adkisson, Sheila Dolores Arnold, Jill Balota Cross, William J. Fetsko, Theodore D. R. Green, Valarie Gray Holmes, Christy L. Howard, Lawrence M. Paska, Teresa Potter, Jocelyn Bell Swanson, Kathryn L. Ness Swanson, Darci L. Tucker and Dale G. Van Eck
This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources…
Abstract
This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.
Pericles Ramón Mejía-Vásquez, Roberto Sánchez-Gómez, Sheila Serafim da Silva and Luis Vázquez-Suárez
This research seeks to discover how the organisational form (franchising vs vertical integration) of 384 fashion stores belonging to a Spanish franchise chain influences…
Abstract
Purpose
This research seeks to discover how the organisational form (franchising vs vertical integration) of 384 fashion stores belonging to a Spanish franchise chain influences unit-level performance measured through three key indicators commonly used in the retail literature: sales per square metre, sales per employee and service quality scores.
Design/methodology/approach
The authors have analysed this research question using bivariate and multivariate analyses, with a panel dataset that includes quarterly establishment-level data covering the period from January 2018 to December 2019.
Findings
The aggregated data initially reveal weaker outcomes among franchised establishments. However, after controlling for other variables related to the fashion stores and their local markets, the authors have found that franchised establishments record higher sales both per square metre and per employee than vertically integrated stores. The findings also reveal that franchised establishments record lower service quality scores than their company-owned counterparts.
Originality/value
Nothing has been published on the differences between franchising and company ownership in terms of establishment-level performance in fashion retailing.