scholarly journals Investigating the use of a digital library in an inquiry-based undergraduate geology course

2007 ◽  
Vol 33 (2) ◽  
Author(s):  
Xornam S. Apedoe
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Research Study ◽  
Classroom Observations ◽  
Qualitative Research Study ◽  
Search Mechanism ◽  
Premier Cycle ◽  
Field Notes

This paper reports the findings of a qualitative research study designed to investigate the opportunities and obstacles presented by a digital library for supporting teaching and learning in an inquiry-based undergraduate geology course. Data for this study included classroom observations and field-notes of classroom practices, questionnaires, and audiotapes and transcripts of interviews conducted with student and instructor participants. The findings suggest that although both the instructor and students recognized a number of opportunities presented by the digital library to support teaching and learning (e.g., provides access to various types of data), they encountered a number of obstacles (e.g., difficulty with the search mechanism) that discouraged them from taking advantage of the resources available. Recommendations are presented for (a) developers of digital libraries, and (b) instructors wishing to integrate use of a digital library for supporting their teaching and student learning in an inquiry-based course. Le présent article rend compte des conclusions d’une étude de recherche qualitative élaborée afin d’examiner les occasions et les obstacles que présente une bibliothèque numérique appuyant l’enseignement et l’apprentissage dans le cadre d’un cours de géologie de premier cycle axé sur la recherche. Les données pour cette étude comprenaient les observations effectuées en salle de classe et les notes d’excursion des pratiques en salle de classe, les questionnaires, les bandes audio ainsi que les transcriptions des entrevues menées auprès des étudiants et de l’instructeur participant. Les conclusions laissent entendre que bien que l’instructeur et les étudiants reconnaissent un certain nombre d’occasions que présente la bibliothèque numérique en appui à l’enseignement et à l’apprentissage (p. ex. accès à divers types de données), ils ont dû surmonter un certain nombre d’obstacles (p. ex. difficulté avec les mécanismes de recherche) qui les ont découragés de profiter des ressources disponibles. Des recommandations sont présentées pour les a) développeurs de bibliothèques numériques et b) les instructeurs qui veulent intégrer l’utilisation d’une bibliothèque numérique afin d’appuyer leur enseignement et l’apprentissage de leurs étudiants dans le cadre d’un cours axé sur la recherche.

scholarly journals Perceptions of usability and usefulness of digital libraries

2012 ◽  
Vol 6 (1-2) ◽  
pp. 133-147 ◽  
Author(s):  
Krystyna K. Matusiak
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ease Of Use ◽  
User Intention ◽  
Negative Effect ◽  
Content Coverage ◽  
Visual Materials

This paper provides an overview of a case study research that investigated the use of Digital Library (DL) resources in two undergraduate classes and explored faculty and students' perceptions of educational digital libraries. This study found that students and faculty use academic DLs primarily for textual resources, but turn to the open Web for visual and multimedia resources. The study participants did not perceive academic libraries as a useful source of digital images and used search engines when searching for visual resources. The limited use of digital library resources for teaching and learning is associated with perceptions of usefulness and ease of use, especially if considered in a broader information landscape, in conjunction with other library information systems, and in the context of Web resources. The limited use of digital libraries is related to the following perceptions: 1) Library systems are not viewed as user-friendly, which in turn discourages potential users from trying DLs provided by academic libraries; 2) Academic libraries are perceived as places of primarily textual resources; perceptions of usefulness, especially in regard to relevance of content, coverage, and currency, seem to have a negative effect on user intention to use DLs, especially when searching for visual materials.

TLCS: A Digital Library with Resources to Teach and Learn Computer Science

2019 ◽  
Vol 13 ◽  
pp. 3-20
Author(s):  
Sébastien COMBÉFIS ◽  
Guillaume DE MOFFARTS ◽  
Mile JOVANOV
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Computer Science ◽  
Data Structures ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Education Level ◽  
Binary Representation ◽  
Information Sheet

Nowadays, teaching and learning computer science is done at various ages, for several topics and for different reasons. Depending on the country, it can start from the primary school and it finishes at the higher education level, or even later if we take continuing education into consideration. Topics to be learned can be as simple as binary representation or basic programming concepts that can be taught to children to introduce them to computer science. It is also possible to teach and learn advanced data structures or algorithms optimisation, which are interesting skills for Olympiad in Informatics contestants, for example. Recently, there is a prominent number of websites and applications that have been created to help the teaching and learning of many informatics concepts. This paper presents a platform that has been designed to browse a database of resources that can be used to teach or to learn computer science. This digital library contains freely accessible resources and can be searched efficiently thanks to the proposed structure for its content. It has been designed to maximise the user’s experience and to fit modern models of digital libraries. For each resource, a detailed information sheet has been produced, containing among other things pedagogical information to help teachers and learners use the resources as best as possible. This platform can also be used to train candidates to Olympiad in Informatics and other related and similar competitions.

Digital libraries in the classroom: Secondary school teachers’ conception

2011 ◽  
Vol 43 (4) ◽  
pp. 224-236 ◽  
Author(s):  
A Abrizah ◽  
AN Zainab
Keyword(s):  
Secondary School ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Digital Resources ◽  
Teachers Perceptions ◽  
History Curriculum ◽  
Use Of The Internet

This paper presents findings from a case study investigating secondary school teachers’ understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and (2) What are the teachers’ perceptions of the initiative to develop a collaborative digital library for school projects? A series of interviews were carried out on six History subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the Internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on History subject teachers’ perceptions of the initiative to develop a collaborative digital library for History projects, perception of its potential use, pointing out the conditions that facilitate its use in the classrooms. The paper also points out the relevance of digital libraries to the History curriculum which will make readers understand that using the technology is relevant to the teaching of all subjects.

scholarly journals LEADing the way in Early Childhood Education and Care Through a Mentor/Protégé Program

2017 ◽  
Vol 42 (1) ◽  
pp. 23
Author(s):  
Tina Bonnett ◽  
Krista Ly
Keyword(s):  
Service Learning ◽  
Career Advancement ◽  
Research Study ◽  
Group Discussion ◽  
Entry Level ◽  
Qualitative Research Study ◽  
Childhood Education ◽  
Education And Care ◽  
Field Notes ◽  
One Year

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Mentoring is an approach utilized by many professions because it has been deemed to be advantageous, most notably for entry-level practitioners, those in search of career advancement, and students engaged in service learning. </span><span>Research exploring elements that inform meaningful mentor/ </span><span>protégé relationships in the Canadian childcare sector is, however, lacking. This qualitative research study seeks to </span><span>unearth attributes that influence a formal mentor/protégé experience. Fourteen professionals participated in a one-year </span><span>program in Ontario. Applied thematic analysis was employed </span><span>to explore journals, focus group discussion transcripts, and researcher field notes. Predominant themes uncovered include </span><span>structures that support the pairing, reciprocity, outcomes, goals and motivators, and recommendations for delivery of future mentor/protégé programs. </span></p></div></div></div></div>

scholarly journals Teaching For and About Critical Pedagogy in the Post-Secondary Classroom

2009 ◽  
Vol 3 (2) ◽  
pp. 247-262 ◽  
Author(s):  
Mary Breunig
Keyword(s):  
Qualitative Research ◽  
Critical Pedagogy ◽  
Group Work ◽  
Classroom Practices ◽  
Research Study ◽  
Post Secondary ◽  
Qualitative Research Study ◽  
Secondary Classroom ◽  
The Social ◽  
Study Participants

While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and experiential activities. This paper critically examines the social justice-oriented nature of these critical classroom practices.

scholarly journals Period Poverty in context of women on road: A study in New Delhi

2020 ◽  
Author(s):  
Sasmita Swain ◽  
Rituparna Dey
Keyword(s):  
Research Study ◽  
Water Security ◽  
Structured Interview ◽  
New Delhi ◽  
Intervention Model ◽  
Qualitative Research Study ◽  
Individual Interviews ◽  
Research Article ◽  
Depth Interview ◽  
Field Notes

<p><i>Present research article aims at examining the concept of “Period Poverty” with special reference to women living on road and proposing possible interventions for improving condition. A qualitative research study was carried out in Delhi. In-depth interview of various stakeholders i.e.; women on road, gynaecologist, and NGO members were taken using semi structured interview guides. The responses were transcribed verbatim. Field notes of the group and individual interviews were also taken. The data was analysed using the Rigorous and accelerated data Reduction (RADaR) technique. The findings indicate women on road faces the issues of privacy, lack of toilets and water, security, lack of scientific knowledge, and adoption of unhygienic menstrual materials. Based</i> <i>on the responses of various stake holders an intervention model is suggested. </i></p>

TLCS: A Digital Library with Resources to Teach and Learn Computer Science

2019 ◽  
Vol 13 ◽  
pp. 3-20 ◽  
Author(s):  
Sébastien COMBÉFIS ◽  
Guillaume DE MOFFARTS ◽  
Mile JOVANOV
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Computer Science ◽  
Data Structures ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Education Level ◽  
Binary Representation ◽  
Information Sheet

Nowadays, teaching and learning computer science is done at various ages, for several topics and for different reasons. Depending on the country, it can start from the primary school and it finishes at the higher education level, or even later if we take continuing education into consideration. Topics to be learned can be as simple as binary representation or basic programming concepts that can be taught to children to introduce them to computer science. It is also possible to teach and learn advanced data structures or algorithms optimisation, which are interesting skills for Olympiad in Informatics contestants, for example. Recently, there is a prominent number of websites and applications that have been created to help the teaching and learning of many informatics concepts. This paper presents a platform that has been designed to browse a database of resources that can be used to teach or to learn computer science. This digital library contains freely accessible resources and can be searched efficiently thanks to the proposed structure for its content. It has been designed to maximise the user’s experience and to fit modern models of digital libraries. For each resource, a detailed information sheet has been produced, containing among other things pedagogical information to help teachers and learners use the resources as best as possible. This platform can also be used to train candidates to Olympiad in Informatics and other related and similar competitions.

scholarly journals Thinking Maps to Promote Critical Thinking through the Teaching of Literature in the ESL Context

2016 ◽  
Vol 1 (1) ◽  
pp. 23 ◽  
Author(s):  
Ainon Omar ◽  
Intan Safinas Mohd. Ariff Albakri
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
English Language ◽  
Ministry Of Education ◽  
Thinking Maps ◽  
Qualitative Research Study ◽  
Global Era ◽  
Response Strategies ◽  
Language Data ◽  
Field Notes

The Malaysian education system has emphasized on the importance of producing students as thinking individuals in order to survive in the global era today. The i-Think program which was introduced in schools consists of eight cognitive teaching tools known as thinking maps that teachers can use to mediate students’ thinking, learning, and promote metacognitive behaviours in their lessons. The purpose of this qualitative research study was to determine whether the teachers’ implementation of the Thinking maps promoted critical thinking during the teaching of Literature in the ESL classroom.  This case-study was conducted in a secondary school which was one of the pioneer schools selected by the Ministry of Education to implement the thinking maps in the teaching and learning of English language. Data were collected through observations, interviews and field notes. The findings revealed that the teachers were able to engage students to think critically through the use of the thinking maps during their literature lessons. The teachers also employed the Reader-Response strategies to complement the thinking maps in promoting critical thinking in the teaching of literature.

Curriculum Contents of Digital Library Education (DLE) in Europe

2014 ◽  
pp. 273-296 ◽  
Author(s):  
Nafiz Zaman Shuva ◽  
Ragnar Andreas Audunson
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Information Science ◽  
Faculty Members ◽  
Library And Information Science ◽  
Library Education ◽  
Library Research ◽  
Literature Reviews ◽  
The World

Digital library research has attracted much attention around the world. Much of the research and projects funded by several agencies and governments around the world focus on how DLs can aid education; very few studies and projects are funded that address teaching and learning about digital libraries. There has been very little literature on digital library education in Europe. This chapter explores the existing Digital Library curriculum scenario in European Library and Information Science (LIS) schools as well as to find out the preferred DL curriculum contents as rated by the European LIS faculty members. Survey research methodology is used in this study. Three directories of institutions of higher education in LIS (i.e. IFLA, EUCLID, and BAILER) were consulted to find the potential respondents of the current study. The questionnaire was sent to 159 LIS schools/departments in Europe; of those, 54 LIS schools/departments participated in this study. The result indicates that the majority of LIS schools/departments have already integrated the concept of digital libraries into their curriculum. A list of preferred content by LIS faculty members for DL education is presented. Comprehensive literature reviews on DL education aspects have been conducted. The findings of the study would help creating a uniform DL curriculum for Europe and other regions of the world.

Problems, Philosophy, and Motivation: Trail Blazing Instructors for the Digital Frontier

1997 ◽  
Vol 17 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Matthew Dirks
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Research Study ◽  
Multiple Case Study ◽  
The Internet ◽  
College Level ◽  
Qualitative Research Study ◽  
Key Concepts ◽  
Multiple Case

A qualitative research study was conducted of innovative instructors who use the Internet to deliver college level courses. The study focuses on key concepts expressed by all of the Pioneers as important and develops recommendations for other instructors beginning to use the Internet for instructional purposes. Results are presented on the problems encountered, the Pioneers' philosophies toward teaching and learning, and the Pioneers' motives for moving their courses to the Internet. This research is a multiple case study that used four instructors from a university in the South concerning three courses being taught over the Internet during the Spring term of 1996.

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