scholarly journals Libraries: Sustaining the Digital Reader Experience

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Elisabet Brynge ◽  
Holly Case ◽  
Ellen Forsyth ◽  
Gary Green ◽  
Ulf Hölke
Keyword(s):  
Full Range ◽  
Online Discussions ◽  
Online Reading ◽  
Reading Groups ◽  
Web Based ◽  
Face To Face ◽  
Reading Materials ◽  
Different Types ◽  
Reader Experience ◽  
Present Text

As librarians involved with two online reading groups, Read Watch Play (a regular themed Twitter chat) and Read With Me (a live Web-based, face-to-face discussion using Adobe Connect), we consider how we present text in these specific online environments, and how this impacts the reader’s experience. Formats and interfaces used by both groups result in different types of reading experiences – including brief, mobile-based reads (Twitter chats) or more in-depth reads (blogs). Both groups recognize that reading is a critical skill required for discussions about books. We also recognize the value of face-to-face online discussions. This presents challenges for libraries in how they connect and interact with readers: encouraging reading discussions online, offering tools focused on reading, and connecting these with the full range of reading materials available in libraries, both online and off.

Herramientas digitales para recolección, procesamiento y presentación de datos de campo como instrumento para afrontar la contingencia COVID-19

2021 ◽  
Vol 5 ◽  
pp. 96-104
Author(s):  
Didier Haid Alvarado Acosta
Keyword(s):  
Learning Curve ◽  
Training Programs ◽  
Communication Technologies ◽  
Field Work ◽  
Web Based ◽  
Face To Face ◽  
The Past ◽  
Online Platforms ◽  
Virtual Libraries ◽  
Different Types

In March of 2020, the COVID-19 outbreak forced people to lock themselves inside their homes and begin the process of transitioning from face-to-face activities at work, schools and universities to a 100 % virtual method. Even when Communication Technologies (ICT) and online platforms have seen growth over the past two decades, including various virtual libraries developed by database publishers or web-based training programs that appear to shorten the learning curve (Lee, Hong y Nian, 2002), many people were unprepared for this transition and all of them are now dedicated to entering the new reality. In this order of ideas, the activities that have traditionally required the assistance of the staff have had to adapt with the use of new tools, which meet daily needs. A clear example is the field work collection tasks. In this group, there are different types such as surveys, photographs, reviews or on-site inspections. The current work presents the use of tools for collecting, validating, analysing and presenting data remotely and in real time. All of them based on the ArcGIS Online platform.

scholarly journals PELATIHAN LSM PERPUSTAKAAN BJ SCHOOL BERBASIS WEB PADA YAYASAN BAITUL JIHAD BEKASI

DEVOSI ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 1-6
Author(s):  
Seta Samsian ◽  
Setyo Supratno ◽  
Andi Hasad ◽  
Sri Marini ◽  
Rika Sylviana ◽  
...  
Keyword(s):  
Management System ◽  
Online Discussions ◽  
Automation System ◽  
Web Based ◽  
Library Management ◽  
Library Automation ◽  
Face To Face ◽  
Library Management System ◽  
Training Activities ◽  
Online Book

The progress of the library automation system (Library Management System) in the library has now been carried out, especially during a pandemic that requires maintaining distance and face-to-face contact. Starting from that thought, the UNISMA community service team is interested in holding library NGO (Library Management System) training activities Web-based BJ School. This BJ Scholl library website serves to present various information on books, journals and magazines, history and school vision and mission, member data, online book lending and book return data. Apart from the web, it also displays a link feature with several online libraries from several agencies. The training was carried out offline for 1 day and continued with online discussions. The training begins with the introduction of several topics about the website, followed by downloading and installation. Prior to the training, 100% of the participants had never created a website, either with wordpress or with other applications. And after the training, 60% of the participants have been able to apply website creation for their library. Some of the participants were constrained by a slow network and computer damage, so they were late in following the material given. All participants stated that this training was very useful.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals Access to care and worsening eating disorder symptomatology in youth during the COVID-19 pandemic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Rebecca Spigel ◽  
Jessica A. Lin ◽  
Carly E. Milliren ◽  
Melissa Freizinger ◽  
Julia A. Vitagliano ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Eating Disorder ◽  
Access To Care ◽  
Treatment Quality ◽  
Related Factors ◽  
Web Based ◽  
Face To Face ◽  
Recovery Study ◽  
And Behaviors

Abstract Background Shelter-in-place orders and social distancing guidelines, in response to the COVID-19 pandemic, have limited traditional face-to-face interactions and led to many clinical providers transitioning to the use of videoconferencing platforms. The present study aims to assess how the COVID-19 pandemic has impacted adolescents’/young adults’ (AYA) eating disorder (ED)-related care, and how access to, changes in, perceived disruptions to, and quality of care are associated with ED thoughts and behaviors. Methods AYA enrolled in the RECOVERY study, a pre-existing web-based longitudinal study, and completed a COVID-19-specific survey (n = 89). We examined bivariate associations of four markers of care: i) access to care, ii) changes in care, iii) perceived disruption to care, and iv) quality of care. Using multiple logistic regression, we examined the associations of pandemic-related markers of care with changes in ED thoughts and behaviors. We excluded those not engaged in treatment pre-pandemic (n = 16). Results In the remaining 73 participants, reported access to care was high, with 92% of respondents continuing care with at least one ED provider during the pandemic; however, 47% stopped some treatment during the pandemic. Nearly one-third (32%) perceived a disruption in treatment. Quality of care remained high with 67% reporting care to be better than or as good as pre-pandemic. Respondents acknowledged heightened symptomatology: 81% reported increased ED thoughts and 81% reported increased ED behaviors due to COVID-19-related factors. However, none of the markers of care described were significantly associated with ED thoughts or behaviors in regression analyses adjusting for demographic variables and baseline characteristics, except our quality of care measure which was approaching significance (p = 0.07). Conclusions Our findings show the majority of AYA who had care prior to the pandemic continued receiving some element of their multi-disciplinary ED treatment and perceived their care as high quality. None of the markers of care described were statistically associated with increased ED thoughts and behaviors.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

Abstract 247: Pilot Study Examining Heart Failure Patient Internet Use and Adherence to a Web Based Portal Designed to Support Self-Care.

2013 ◽  
Vol 6 (suppl_1) ◽  
Author(s):  
Redah Z Mahmood ◽  
Judith Grossi ◽  
Todd M Koelling
Keyword(s):  
Computer Use ◽  
Healthcare Providers ◽  
Intervention Group ◽  
Self Care ◽  
Web Based ◽  
Face To Face ◽  
Clinical Events ◽  
Home Based ◽  
Care Information ◽  
Use Of Internet

Background: Experts agree that HF patients should practice appropriate self-care behaviors to minimize the risk of adverse clinical events, including early unplanned readmissions. We sought to understand patient perceptions and adherence to a web-based system designed to support self-care of HF patients. Methods: 100 HF patients were surveyed regarding their computer use and attitudes toward using an internet based web-portal (WP) to support self-care, provide patient education, and communicate with healthcare providers (HCP’s). We then consented 42 patients to participate in a 12 week trial of using the WP to track clinical parameters (daily weights, blood pressure, sodium/fluid intake, exercise), provide links for HF self-education, and update HCP’s on their progress. Patients received a face to face teaching session on accessing and using the WP. Results: The computer use survey (N=100) demonstrated that 72% of patients reported having a computer at home, 67% used email and 71% used the internet. In the WP intervention group (N=41) only 24 (58.5%) were able to successfully access the WP and enter data during the pilot (see table 1). Conclusions: Pilot data showed a significant positive correlation (see table 1) between patients indicating use of internet to access heaIth care information (HCI) and adherence with the WP. Despite strong interest to use a home based WP for self-care and communication with providers, we found that many hurdles prevented patients from using the WP. Internet based educational tools for HF patients may be desirable, but limitations in patients’ ability to access internet based programs may ultimately render the tools ineffective.

Current practice in treating chronic venous disease by Canadian vascular surgeons

2018 ◽  
Vol 34 (6) ◽  
pp. 414-420
Author(s):  
Gary K Yang ◽  
Jerry C Chen
Keyword(s):  
Full Range ◽  
Perceived Barriers ◽  
Chronic Venous Disease ◽  
Venous Disease ◽  
Compression Stockings ◽  
Web Based ◽  
Endovenous Ablation ◽  
Training Background ◽  
Current Guidelines ◽  
Question Survey

Objective To evaluate the practice patterns and interests of vascular surgeons in Canada in the treatment of chronic venous disorder. Methods A web-based 19-question survey was sent to 155 active members of the Canadian Society for Vascular Surgery. Questions assessed training background, interest in venous disease, practice site, venous treatments offered, and obstacles to therapy. Results A total of 64 responses (41%) were acquired. Respondents were roughly equal from academic (55%) and community (45%) sites with an even distribution of years in practice. Only 43% offered full range of therapy, which includes compression stockings, sclerotherapy, vein surgery, and endovenous ablation. The main challenges hindering venous practice include lack of time due to overwhelming arterial pathologies (67%), equipment cost/office space limitations (53%), and lack of knowledge or skills in contemporary procedures (28%). The majority of surgeons felt that their residency and fellowship did not prepare them for an active venous practice (69%). Fifty-four percent of the respondents perceived barriers in getting venous ultrasound imaging for their patients. Only 19% of the surgeons find venous disease interesting. Characteristics of these interested surgeons were analyzed and found to be very different from surgeons who did not expressed interest. An overwhelming 92% of all respondents believe that vascular surgeons should be leaders in delivering care for venous disease. Conclusion The treatment of chronic venous disorder has advanced over the last few decades but significant obstacles exist for Canadian surgeons to deliver venous therapy in accordance with current guidelines.

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