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Descriptors:
Information Literacy; Librarian Teacher Cooperation; College Faculty; Coordinators; College Curriculum; Integrated Curriculum; Curriculum Development; Writing Instruction; Outcomes of Education; Barriers; Faculty Development

Abstract:
This narrative describes collaboration among librarians, writing program coordinator, and professors on an information literacy task force. Their attempts to infuse the University's curriculum with information literacy are described. Authors define the term, explain its history with three professional organizations, and describe processes for engaging the faculty in grasping the range to ACRL [Association of College and Research Libraries] Standards, performance indicators, and outcomes. Authors show how mapping outcomes may be foundational for designing curriculum in response to the needs of learners and educators amidst constantly evolving systems. Collaborative efforts at integrating IL [Information Literacy] workshops into Core writing courses are described. In a culture of evolving digital literacy, infusing IL skills at points of need, and developing accessible guides about using resources in evolving systems are described. The following are appended: (1) Writing Across the Curriculum Survey Administered Electronically through the University's System in Spring 2010; (2) Information Literacy Learning Outcomes, Pedagogy, Assessment & Standards by Course: English 101 and English 102 in AY 2009-2010; (3) 2009-2010 Feature Analysis Rubric for Analytic Writing; (4) Scoring Guide for Writing Samples 2010-2011: Assessing Writing for Overall Quality and for Isolated Features; (5) Screen Capture of Online LibGuides 2009-2010; and (6) Screen Capture of LibGuide for EfolioPA 2009-2010. (Contains 1 footnote and 2 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:
Mothers; Personality; Prenatal Influences; Drug Use; Attention; Child Development; At Risk Persons; Brain

Abstract:
Background: Preliminary evidence indicates that fetal drug exposure may be associated with alterations in temperament. However, studies often do not dissociate the potential effects of drug exposure from other perinatal or environmental factors that could influence temperament phenotypes. Methods: High risk children (n = 120) were followed from birth to 6 months of age to determine the effects of fetal drug exposure on temperament, after controlling for the child's gender, gestational age, medical morbidity, ethnicity, and maltreatment as well as the mother's stress, income adequacy, and quality of caregiving. Methods included medical chart review, questionnaires, and videotapes of mother-child interaction. Results: Preliminary analyses indicated that fetal drug exposure was associated with both distractibility and intensity of children's responses to the environment at 6 months of age. After adjusting for potentially confounding variables, drug exposure accounted for 12% of the variance in distractibility but was not a significant predictor in the regression model for intensity. Conclusions: Findings suggest that drug-exposed children may experience difficulty sustaining their focus of attention and be more easily distracted by environmental stimuli than non-drug-exposed children. Results converge with previous research to implicate cortical hyperarousal, stemming from teratogenic effects on the dopaminergic system during fetal development. 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:
Body Weight; Stimulation; Infants; Motor Development; Mothers; Tactual Perception; Parent Child Relationship; Nutrition; Coding; Risk; Perinatal Influences; Brain; Child Development; Video Equipment

Abstract:
The purpose of this study was to determine the relationship of early maternal touch to the neurodevelopmental status of low birth weight (LBW) infants. One hundred and eight LBW infants and their mothers were videotaped during a typical feeding when the infant was 3 months old. This tape was used to analyze both the mother's touch and other facets of caregiving behavior using standardized coding systems. Data on perinatal medical risk were also acquired through chart review, and neurodevelopmental tests were administered to the infants at age 1 year. Results indicate that infants whose mothers used more stimulating touch during caregiving had better visual-motor skills at 1 year of age. In addition, infants of mothers who touched them frequently had more advanced gross motor development. Findings suggest that stimulating and frequent touch may help to compensate for early neurosensory deficits and promote neurodevelopment for LBW infants. Infant birth weight made the strongest contribution to all measures of infant neurodevelopmental status at age 1 year. (Contains 6 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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