scholarly journals Collaborations between Libraries and Writing/Tutoring Services are Diverse and Provide Opportunities to Support Student Success and Information Literacy Outcomes

2018 ◽  
Vol 13 (3) ◽  
pp. 91-93
Author(s):  
Brittany Richardson
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Writing Center ◽  
Writing Centers ◽  
The United States ◽  
Strategic Partnership ◽  
Center Staff ◽  
Literacy Outcomes ◽  
Shared Space ◽  
Writing Tutoring

A Review of: Jackson, H. A. (2017). Collaborating for student success: An e-mail survey of U.S. libraries and writing centers. The Journal of Academic Librarianship, 43(4), 281-296. https://doi.org/10.1016/j.acalib.2017.04.005 Abstract Objective – To collect information on the existence and characteristics of collaborative partnerships between libraries and writing centers/writing tutoring services. Design – Email survey questionnaire. Setting – Academic libraries, writing centers, and writing tutoring services at two-year, four-year, and graduate/professional institutions across the United States of America. Subjects – 1,460 librarians, writing center staff, and tutoring services staff. Methods – Subjects were invited to participate based on a “. . . random sampling of 33% of each institutional “Size and Setting” group from the 2010 Carnegie Classification of Institutions of Higher Education” and the availability of contact information for the library or writing center at the randomly sampled institutions (p. 282). Respondents who identified an existing partnership between the library and writing center/tutoring services answered questions regarding collaboration methods, training, and promotion as well as open-ended questions on goals, assessment, ideal relationship qualities, strengths, and weaknesses. In the absence of a known partnership, questions focused on potential for, and ideal methods of, collaboration. Main Results – The survey had a response rate of 13.5%, based on the 197 responses that met the criteria for inclusion in the results. Of the respondents, 117 identified as librarians, 59 as writing center staff, and 21 as tutoring services staff. Respondents were affiliated with institutions in 43 states and the District of Columbia. 65% of respondents reported that a collaborative relationship between the writing center and library existed at their institution. Of those without a known current partnership, 77% believed there was potential for collaboration. Top existing collaborations included instruction (21%), student orientations (16%), appointments (14%), classroom presentations (14%), and writing tutors embedded in the library (14%). Only 35% identified strategic goals for collaborations. Respondents engaged in partnerships highlighted shared space, referrals, a unified focus on student success, and defined roles as top ideal partnership characteristics. Key partnership strengths included teamwork/relationship, focus on student success, and shared goals/knowledge/resources. Common weaknesses included lack of communication, planning, shared space, patron awareness, funding, staff, and collaboration. Conclusion – Diverse collaborations between libraries and writing centers/writing tutoring services exist. These collaborations may provide opportunities to support student success and information literacy outcomes. Based on survey results, the author suggested that improved communication between partners could mitigate identified weaknesses and assist in achieving partnership ideals. Additionally, increased creation and assessment of strategic partnership goals may strengthen communication and planning. Many respondents were interested in shared library and writing center space, an area which requires further research. Ultimately, the author concluded that more investigation is needed to inform best practices for partnerships.

scholarly journals Mining writing center data for information literacy practices

2017 ◽  
Vol 45 (1) ◽  
pp. 100-116 ◽  
Author(s):  
Stephanie J. Graves ◽  
Kathy Christie Anders ◽  
Valerie M. Balester
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Writing Center ◽  
Literacy Practices ◽  
Writing Centers ◽  
Literacy Intervention ◽  
Content Type ◽  
Research Libraries ◽  
Institutional Boundaries

Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

HBCU Writing Centers Claiming an Identity in the Academy

2016 ◽  
pp. 38-47
Author(s):  
Dwedor Morais Ford
Keyword(s):  
North Carolina ◽  
Writing Center ◽  
Writing Centers ◽  
Institutional Context ◽  
The Other ◽  
Center Staff ◽  
The North

Due to the dearth of literature regarding HBCU writing centers a team of writing center professionals at a North Carolina started “The Conversation” to claim an identity and to secure a place for HBCU writing centers in the larger institutional context. The team invited the writing center staff of the other 10 North Carolina HBCUs to join in the effort. Within a few months, “The Conversation” evolved into the North Carolina HBCU Writing Center Consortium.In this chapter, the author shares the history and future of the organization.

scholarly journals International Students’ Enhanced Academic Performance: Effects of Campus Resources

2015 ◽  
Vol 5 (2) ◽  
pp. 132-142 ◽  
Author(s):  
Delphine N. Banjong
Keyword(s):  
United States ◽  
Academic Performance ◽  
International Students ◽  
Student Success ◽  
Writing Center ◽  
Counseling Center ◽  
The United States ◽  
Use Of Resources ◽  
Language Difficulties ◽  
Performance Effects

This article investigates international students’ challenges, such as financial, English proficiency, loneliness/homesickness in the United States. In addition, it assesses how these students coped with such difficulties by making use of resources on campus, such as an international center, writing center, counseling center, and the student success center. Based on 344 responses, the results indicated that international students with language difficulties sought help from the writing and student success centers while those who reported financial stress and loneliness had visited the counseling center.

scholarly journals Intertwining Concerns of Libraries and Writing Centers

2021 ◽  
pp. 270-275
Author(s):  
Wesley Custer
Keyword(s):  
Information Literacy ◽  
Writing Center ◽  
Writing Centers ◽  
Organizational Structures ◽  
Instructional Designer ◽  
Theological Seminary ◽  
Graduate Level ◽  
Potential Conflict ◽  
Introductory Course ◽  
Collaborative Efforts

Through 2020, Asbury Theological Seminary largely built an introductory course for those preparing for graduate-level study in seminary disciplines. Through that work and the collaborative efforts between our research librarian, Writing Center, and instructional designer, we have discovered shared concerns, knowledge, and new insights into how to help our students. Great synergy was found in terms of information literacy, citations, using information well, and a desire to see students/patrons succeed. Points of divergence were found in terms of organizational structures (siloes) and a potential conflict between a “do for” rather than “teach how” staff focus. Recommendations also are given at the close regarding having writing resources available for patrons in contexts where there is not a writing center.

The Sino–Russian Strategic Partnership

2018 ◽  
Author(s):  
Paul J. Bolt ◽  
Sharyl N. Cross
Keyword(s):  
The United States ◽  
Strategic Partnership ◽  
Relative Power ◽  
Mutual Respect ◽  
Major Power ◽  
The West ◽  
The World ◽  
Key Players ◽  
Common Interests ◽  
The Relationship

The Conclusion reviews the volume’s major themes. Russia and China have common interests that cement their partnership, and are key players in shaping the international order. Both seek better relations with the West, but on the basis of “mutual respect” and “equality.” While the relationship has grown deeper, particularly since 2014, China and Russia are partners but not allies. Thus, their relationship is marked by burgeoning cooperation, but still areas of potential competition and friction. Russia in particular must deal with China’s growing relative power at the same time that it is isolated from the West. While the Russian–Chinese relationship creates challenges for the United States and Europe and a return of major power rivalry, there is also room for cooperation in the strategic triangle comprising China, Russia, and the West. Looking ahead, the world is in a period of dramatic transition.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

Would You Share This Video? Factors Influencing Willingness to Share Online Health Misinformation. (Preprint)

2021 ◽  
Author(s):  
Alla Keselman ◽  
Catherine Arnott Smith ◽  
Gondy Leroy ◽  
David R. Kaufman
Keyword(s):  
Immune System ◽  
Information Sharing ◽  
Information Literacy ◽  
Online Survey ◽  
Science Literacy ◽  
Survey Methodology ◽  
Interpersonal Trust ◽  
The United States ◽  
Evidence Based ◽  
Information Competencies

BACKGROUND The rapidly evolving digital environment of the social media era increases the reach of both quality health information and misinformation. Platforms such as YouTube enable easy sharing of attractive, if not always evidence-based, videos with large personal networks as well as the general public. While much research has focused on characterizing health misinformation online, it has not sufficiently focused on describing and measuring individuals’ information competencies that build resilience. OBJECTIVE This study 1) assesses individuals’ willingness to share a non-evidence-based YouTube video about strengthening the immune system, 2) describes types of evidence that individuals view as supportive of the claim by the video, and 3) relates information-sharing behavior to several information competencies: information literacy, science literacy, knowledge of the immune system, interpersonal trust, and trust in health authority. METHODS The study employs an online survey methodology with 150 individuals across the United States. Participants were asked to watch a YouTube excerpt from a morning TV show featuring a wellness pharmacy representative promoting an immunity-boosting dietary supplement produced by his company; answer questions about the video and say whether they would share it with a cousin who was frequently sick; and complete instruments pertaining to the information competencies outlined in the objectives. RESULTS Most participants (105 out of 150) said that they would share the video with their cousin. Their confidence in the supplement would be further boosted by a friend’s recommendations, positive reviews on a crowdsourcing website, and statements of uncited effectiveness studies on the producer’s website. While all information literacy competencies analyzed in this study had a statistically significant relationship with the outcome, each was also highly correlated with each other. Information literacy and interpersonal trust independently predicted the largest amount of variance in the intent to share the video (17% and 16%). Interpersonal trust was negatively related to the willingness to share the video. Science literacy explained 7% of the variance. CONCLUSIONS People are vulnerable to online misinformation and are likely to propagate it online. Information literacy and science literacy are associated with lesser vulnerability to misinformation and lesser propensity to spread it. Of the two, information literacy holds the greater promise as an intervention target. Understanding the role of different kinds of trust on information sharing merits further research.

scholarly journals Poland, Ukraine, and the Idea of Strategic Partnership

1999 ◽  
pp. 46
Author(s):  
Stephen R. Burant
Keyword(s):  
United States ◽  
Public Relations ◽  
Security Policy ◽  
The United States ◽  
Strategic Partnership ◽  
Foreign And Security Policy ◽  
Political Differences ◽  
The Relationship

Both Ukrainian and Polish policymakers have come to use the term strategic partnership to characterize the relationship between their two countries. Teodozii Starak, an adviser to the Ukrainian Embassy in Poland, has stated that strategic partnership "means that both [Ukraine and Poland] demonstrate coordinated stances and support each other in the most important political areas. " However, Ukrainian President Leonid Kuchma also regularly uses the term to characterize his country's relations with Russia. In addition, Ukrainian officials have labeled China, the United States, Germany, and Bulgaria as Ukraine's strategic partners. The use of the term with reference to Russia-with which Ukraine throughout the 1990s has had serious political differences-or Bulgaria or China, which are not priorities for Ukrainian foreign and security policy, appears to strip it of any significance; the term implies, at best, a goal, or, at worst, a public relations effort.

scholarly journals CHINA AND THE UNITED STATES: OPPORTUNITIES FOR COOPERATION AND GLOBAL SECURITY

2021 ◽  
Author(s):  
Alina Nikitina ◽  
Anastasia Budniak ◽  
Victoria Petimko
Keyword(s):  
United States ◽  
Bilateral Trade ◽  
The United States ◽  
Economic Cooperation ◽  
Strategic Partnership ◽  
Foreign Economic Policy ◽  
Global Security ◽  
Current Period ◽  
Modern Development ◽  
Depth Analysis

The article examines the factors influencing the development of modern American-Chinese relations in the context of the problems of ensuring regional and global security. The necessity and expediency of in-depth analysis of the relations between the USA and the People's Republic of China (PRC) are substantiated, as the latter is of great importance for understanding the essence of modern relations between the two countries and future directions of foreign and foreign economic policy as world community leaders. The main trends in the development of relations between the United States and China for the current period and the near future are considered. The first steps in shaping relations between the two countries during the Trump administration are highlighted. The features of the modern development of China and the United States, the volume of trade between the PRC and the United States, as well as the global danger in the context of relations between China and the United States are analyzed. Thus, analysis of statistics on the level of trade in different periods showed that trade between China and the United States increased by 8.3% year on year to $ 586.72 billion in 2020. Chinese exports to the United States increased by 7.9% to $ 451.81 billion imports of American products increased by 9.8% to $ 134.91 billion. It is proved that at the present stage of China's development to establish the latest leadership ambitions remains the establishment of relations with other countries and not only by significantly increasing economic aid. To improve China's perception of the world, it needs to change its priorities for economic development to create a harmonious society, free from the current huge diversification in society. It was grounded that the expansion of trade and economic cooperation between China and the United States is a sincere desire of the Chinese and the American side. The Governments of both countries are focusing their efforts on providing a favorable and stable environment for the long-term development of bilateral trade and economic cooperation. In addition, senior management provides a solid foundation for achieving a trade balance between the two countries to improve bilateral trade and economic relations. The prospects for a US-China strategic partnership are also outlined. But the intensity of passions is also not observed. The positive and negative factors of this alliance are identified.

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