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Descriptors:
Notetaking; Reading Writing Relationship; Communication (Thought Transfer); Information Dissemination; Documentation; Technological Advancement; Information Technology; Electronic Publishing; Access to Information; Information Management; Educational History; Educational Psychology; Conferences (Gatherings)

Abstract:
Considering how much attention people lavish on the technologies of writing--scroll, codex, print, screen--it's striking how little they pay to the technologies for digesting and regurgitating it. One way or another, there's no sector of the modern world that is not saturated with note-taking--the bureaucracy, the liberal professions, the sciences, the modern firm, and especially the academy, whose residents, transient and permanent, have more right than anyone else to claim that taking notes is what they do. Taken, made, jotted, foot, or head: Notes are necessary interventions between the things people read and the things they write. (Contains 6 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Electronic Libraries; Library Services; Focus Groups; Librarians; Libraries; Surveys; Error Patterns; Web Sites; Access to Information; Information Seeking; Information Technology; Information Needs

Abstract:
This report explores the changing world of library services by exploring the activities at libraries that are already in transition and the kinds of services citizens would like to see if they could redesign libraries themselves. It is part of a larger research effort by the Pew Research Center's Internet & American Life Project that is exploring the role libraries play in people's lives and in their communities. The research is underwritten by the Bill & Melinda Gates Foundation. This report contains findings from a survey of 2,252 Americans ages 16 and above between October 15 and November 10, 2012. The surveys were administered on half on landline phones and half on cellphones and were conducted in English and Spanish. The margin of error for the full survey is plus or minus 2.3 percentage points. There were several long lists of activities and services in the phone survey. In many cases, the authors asked half the respondents about one set of activities and the other half of the respondents were asked about a different set of activities. These findings are representative of the population ages 16 and above, but it is important to note that the margin of error rises when only a portion of respondents is asked a question. There are also findings in this report that come from an online panel canvassing of librarians who have volunteered to participate in Pew Internet surveys. Some 2,067 library staff members participated in the online canvassing that took place between December 17 and December 27, 2012. No statistical results from that canvassing are reported here because it was an opt-in opportunity meant to draw out comments from patrons and librarians, and the findings are not part of a representative, probability sample. Instead, the authors highlight librarians' written answers to open-ended questions that illustrate how they are thinking about and implementing new library services. In addition, the authors quote librarians and library patrons who participated in focus groups in-person and online that were devoted to discussions about library services and the future of libraries. One batch of in-person focus groups was conducted in Chicago on September 19-20. Other focus groups were conducted in Denver on October 3-4 and in Charlotte, N.C. on December 11-12. Some 2,067 library staff members participated in the online panel. (Contains 2 tables and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Research; Educational Researchers; Research Methodology; Multivariate Analysis; Research Design; Experimental Groups; Control Groups; Intervention; Academic Achievement; Computation; Classrooms; Access to Information; Sampling; Scores; Standardized Tests; Reading Tests; Mathematics Tests; Science Tests; Grade 1; Grade 2; Grade 3; Grade 5; High School Students

Abstract:
This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools--which comprise three levels of clustering (students in classrooms in schools)--to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing. This situation arises frequently in practice because many available data sets identify the schools that students attend but not the classrooms in which they are taught. Do studies conducted under these circumstances yield results that are substantially different from what they would have been if this information had been available? The paper first considers this problem in the context of planning a school randomized study based on preexisting two-level information about how academic outcomes for students vary across schools and across students within schools (but not across classrooms in schools). The paper next considers this issue in the context of estimating intervention effects from school-randomized studies. Findings are based on empirical analyses of four multisite data sets using academic outcomes for students within classrooms within schools. The results indicate that in almost all situations one will obtain nearly identical results whether or not the classroom or middle level is omitted when designing or analyzing studies. (Contains 9 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Information Technology; Access to Information; Outcomes of Education; Innovation; Education Work Relationship; Educational Objectives; Barriers; Federal Government; Federal Regulation; Government Role; Technology Uses in Education; Technological Advancement; Influence of Technology; Federal Legislation; Performance Factors

Abstract:
With educational outcomes inadequate, resources tight, and students' academic needs growing more complex, America's education system is certainly ready for technological innovation. And technology itself is ripe to be exploited. Devices harnessing cheap computing power have become smart and connected. Voice recognition, artificial intelligence, and ubiquitous access to information have enabled a profusion of mobile, economically important, and educationally remarkable activities. For some students with disabilities, specialized software and cheap, connected devices such as tablet computers have radically altered how their education is delivered. Replicating these innovations, and going much further, must be a top priority if the United States is to remain economically competitive. Technology-driven innovation has increased demand for workers with cognitive skills that require substantial investments in education. Given its high wage basis, America's economic competitiveness is especially sensitive to its schools' failure to produce graduates who are ready for college or a career. Despite a high rate of unemployment, in several high-tech fields, such as aerospace, oil, and information technology, employers simply can't find enough skilled workers in some labor markets to fill openings for well-paying, technically demanding jobs. In response to threats to U.S. economic competitiveness, the federal government should be doing all it can to promote technology-driven innovation for schoolchildren. Instead, federal policy stands in the way of innovation, both actively and passively. This doesn't have to be the case. With greater support for the federal efforts that already exist, and modifications to rules that discourage innovation, the U.S. government can lead the charge in ensuring that all stakeholders--school systems, educators, private companies, and above all students--make the most of the technological challenges and opportunities in front of Americans. (Contains 33 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Information Seeking; Information Needs; Access to Information; Information Sources; Geography; Information Services; Intervention; Models; Secondary School Teachers; Preservice Teachers; Focus Groups; Questionnaires; Interviews; Content Analysis; Mixed Methods Research

Abstract:
Introduction: This study investigates the information needs and information-seeking patterns of secondary level geography teachers in Lesotho to guide the design and implementation of an information service for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking served as a theoretical framework but was overlaid with other models such as that of Savolainen and Wilson. Method: Data were collected from in-service teachers through focus group discussions, prospective teachers with a questionnaire, and key actors in Lesotho's secondary geography education context through individual interviews. Analysis: The Statistical Package for Social Sciences was used to analyse the questionnaire responses. Content analysis was used to analyse the verbal responses as well as an open-ended question on the questionnaire. Triangulation was applied through using three sets of participants and different data collection techniques for each. It allowed comparative analysis of responses and data collection techniques used in the study. Results: The work environment of in-service geography teachers is revealed including their work roles, associated tasks, information needs and information-seeking patterns. An information service model for Lesotho secondary level geography teachers (including possible interventions) is proposed. Conclusions: Lesotho geography teachers need information to fulfil their work related roles and tasks that might be addressed through an information service. An implementation agency, information specialist(s) and collaborative approach to service delivery are crucial for the implementation and sustenance of the proposed information service. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Developmental Disabilities; Generalization; Research Design; Search Engines; Intervention; Periodicals; Coding; Incidence; Citations (References)

Abstract:
The literature pertaining to training staff, parents, and peers to implement interventions for individuals with developmental disabilities was reviewed for training procedures that incorporated strategies to promote generalization. The search engines for the "Journal of Applied Behavior Analysis" and Pubmed[C] were used to find relevant studies. Studies met the inclusion criteria if they sufficiently operationalized their training procedure, took data on individual trainees' performance, and used a single-subject experimental design. The training procedures were coded for generalization procedures as per Stokes and Baer. Of the 54 studies, 46 considered used procedures to promote generalization. The most prevalent generalization procedures were use of common stimuli, followed by using sufficient exemplars and mediated generalization. Studies demonstrated empirical support for these procedures producing generalized use of newly acquired direct-care skills. The remaining generalization procedures cited in Stokes and Baer were absent or far less prevalent. Future research should explore the use of these procedures and their effectiveness as a technology to bring about generalized responding of interventionists' skills. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Cultural Pluralism; Content Analysis; Research Design; Research Methodology; Periodicals; Counseling Psychology; Federal Legislation; Educational Legislation; Multicultural Education; Intervention

Abstract:
We conducted an exploratory content analysis of disability research in 5 major counseling psychology journals between 1990 and 2010. The goal was to review the counseling psychology literature to better understand the prevalence of disability research, identify research methods most often conducted, and elucidate the types of concerns most studied. We searched 5 journals ("Journal of Counseling & Development," "Journal of Counseling Psychology," "The Counseling Psychologist," "Journal of Multicultural Counseling and Development," and "Cultural Diversity and Ethnic Minority Psychology") using keywords derived from disability terms defined by the Individuals With Disabilities Education Improvement Act of 2004 (IDEA). Articles were categorized by methodology and disability category examined. We found that disability research continues to comprise an extremely small amount (from less than 1% to 2.7%) of the counseling psychology literature, with the frequency of articles plateauing in recent years. The research design of articles published has changed, with an increased number of empirical articles and a decrease in literature reviews. We conclude by calling for increased empirical investigation of disability among journals specific to counseling psychology to recognize disability as an important aspect of diversity within the field. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Design; Intervention; Periodicals; Educational Research; Behavioral Science Research; Psychological Studies; Correlation

Abstract:
The purpose of this study was to identify the characteristics of a representative sample of single-case designs that appear in the published literature. The study located, digitized, and coded all 809 single-case designs appearing in 113 studies in the year 2008 in 21 journals in a variety of fields in psychology and education. Coded variables included the specific kind of design, number of cases per study, number of outcomes, data points and phases per case, and autocorrelations for each case. Results indicate that although studies of the effects of interventions are a minority in these journals, within that category, single-case designs are used more frequently than randomized or nonrandomized experiments. The modal study uses a multiple-baseline design with 20 data points for each of three or four cases, where the aim of the intervention is to increase the frequency of a desired behavior; but these characteristics vary widely over studies. The average autocorrelation is near to but significantly different from zero; but autocorrelations are significantly heterogeneous. Results show that single-case designs are widely used to study the effects of interventions, and suggest that more work needs to be done to find ways to include such studies in reviews of evidence-based practice. (Contains 4 tables, 1 footnote, and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Seniors; High Achievement; Economically Disadvantaged; Access to Education; College Applicants; Guidance; Student Costs; Access to Information; Intervention; Educational Research; Program Effectiveness; College Admission; Enrollment

Abstract:
This study examined the effects of providing low-income, high-achieving high school seniors with college application guidance and information about the costs of college. The "application guidance" included information about deadlines and requirements for college applications at nearby institutions, at the state's flagship institution, and at in- and out-of-state selective colleges. The study reported that the intervention increased the percentage of students who: (a) applied to a selective institution (from 55% to 67%), (b) were admitted to a selective institution (from 30% to 39%), and (c) enrolled in a selective institution (from 29% to 34%). Students in the intervention group also completed more admissions applications, and were admitted to more colleges, than students in the comparison group. All of these differences were statistically significant. The study is a randomized controlled trial. As such it could potentially "meet What Works Clearinghouse (WWC) evidence standards without reservations." However, there was attrition in the overall study sample, and more information is needed to determine whether attrition rates were similar in the intervention and comparison groups. A more thorough review (forthcoming) will explore this issue further and will determine the final study rating. [The following study is reviewed in this "Quick Review": Hoxby, C., & Turner, S. (2013). "Expanding college opportunities for high-achieving, low income students." Stanford, CA: Stanford Institute for Economic Policy Research.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Information; Information Seeking; Interviews; Scholarship; Models; Information Science; Information Science Education; Information Technology; Grounded Theory; Research

Abstract:
The term "information world" has been widely used by LIS scholars in a rather cursory manner. Building upon a range of existing concepts in LIS literature, and drawing on evidence from interviews of 40 people of different social statuses, this paper offers a redefinition of the "information worlds of individuals" concept within the framework of three definitional elements: substance or contents, dimensional boundaries and dynamic for change. It is meant to be a concept that describes individuals and their aggregates rather than communities or social environments. In this way, it parallels the "way of life" concept of Savolainen but differs from the "small world" concept of Chatman and the "information use environment" concept of Taylor. Through such a reconceptualization, this study aims to enhance the term's analytical utility for such issues as information poverty, information inequality and information behaviour. In particular, it hopes to offer a broader conceptual basis for information inequality analysis than that based on information access; it also hopes to help bridge the divided perspectives on work-related information behaviour and everyday life information-seeking behaviour when an integrated approach is called for. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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