Finding Sound and Score: A Music Library Skills Module for Undergraduate Students

2016 ◽  
Vol 42 (3) ◽  
pp. 215-221 ◽  
Author(s):  
Amanda Myers ◽  
Yusuke Ishimura
Keyword(s):  
Undergraduate Students ◽  
Library Skills

Assessing Students' Library Skills and Knowledge: The Library Research Strategies Questionnaire

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1619-1628 ◽  
Author(s):  
R. Eric Landrum ◽  
Diana M. Muench
Keyword(s):  
Undergraduate Students ◽  
Validity And Reliability ◽  
Research Strategies ◽  
Bibliographic Instruction ◽  
Library Research ◽  
Reliable Instrument ◽  
Writing Assignment ◽  
Multiple Choice Items ◽  
Library Skills ◽  
Qualitative Responses

3 studies were conducted to develop a questionnaire on strategies of library research which showed demonstrable psychometric qualities such as validity and reliability, to aid in assessing the effectiveness of bibliographic instruction of psychology students. In Study 1, 31 undergraduate students were interviewed about their use of the library and the strategies they use when confronted with a paper-writing assignment. In Study 2, the qualitative responses from Study 1 were used to develop a pool of multiple-choice items for testing, to examine whether a psychometrically valid and reliable instrument could be created. 64 students were tested. Using the results from Study 2, Study 3 refined the original questionnaire; reliability measures and factor analysis based on responses of 246 students were used to confirm 4 factors composing the Library Research Strategies Questionnaire, namely, person-specific skills, library-specific skills, paper-specific skills, and reference-specific skills.

Information literacy learning as epistemological process

2014 ◽  
Vol 42 (3) ◽  
pp. 403-413 ◽  
Author(s):  
Patrick K. Morgan
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Personal Experience ◽  
Literacy Learning ◽  
Open Approach ◽  
Short Term ◽  
Content Type ◽  
Information Interaction ◽  
Approach To Teaching ◽  
Library Skills

Purpose – The purpose of this article is to discuss the reasons for an approach to teaching information literacy (IL) as an epistemological process of discovery, in which emphasis is shifted away from short-term mastery of library skills and re-centered on higher-order intellectual concerns. Design/methodology/approach – The study is based on evaluation of personal experience, readings within and outside the field of teaching librarianship and research into the ways students interact with information. Findings – An open approach to working with undergraduate students offers a fruitful way forward for teaching librarians and IL learners, both of whom stand constantly on the edge of an unpredictable information universe. Originality/value – Learner-oriented approaches to teaching IL are quite common, but relatively few studies have considered, in any depth, the possibility for a truly open model for IL learning that approaches the world of information as unified but not monolithic. This study draws on a variety of perspectives from outside librarianship to present a different vision for the future of information interaction and its facilitation by teaching librarians.

scholarly journals Increasing Library Skills of Horticulture Students

1991 ◽  
Vol 1 (1) ◽  
pp. 126-128
Author(s):  
Steven E. Newman ◽  
Susan H. Ellsbury
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Latin American ◽  
The United States ◽  
Asian Students ◽  
American Students ◽  
Post Test ◽  
Library Skills ◽  
Latin American Students ◽  
The University

A library skills workbook was developed for horticulture students to provide them with instruction in the use of bibliographic research materials and services available to them from the university library system. The effectiveness of the library skills workbook was tested by comparing pre- and post-test scores of undergraduate and graduate students. International and national graduate students were compared. Graduate students scored higher on the pre-test than did undergraduates. Students from the United States scored higher than Asian students, but not higher than Latin American students. Students' knowledge of the library collection and layout were improved 21.3%; however, undergraduate students' knowledge increased 13% more than that of graduate students.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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