Learning Resource Center Research Articles

TECHNOLOGY AND LANGUAGE LEARNING AT BYU

This article summarizes the efforts to apply high technology to the teaching and learning of languages at Brigham Young University. These efforts are largely centered around three separate departments. These are: 1) The Learning Resource Center which in addition to the normally expected audio and visual equipment, courseware and other resources also offers courses on the TICCIT Computer System; 2) the David O. McKay Institute of Education which did pioneer research work in the area of videodiscs and associated technology; 3) and the Humanities Learning Resource Center which offers several facilities for the benefit of the language student and which provides an Apple Language Lab for those students.

Comparison of Private and Public School Library Services in Kuwait: A Case Study

This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in addition to the time allocated to inventory in the private and public school systems. The elements studied make a strong case for private LRCs. The private school Learning Resources Specialists (LMSs) all share their views and convictions, to varying degrees, about their roles and about how to improve the LRC services, facilities, and collection resources.

NewGenLib 3: an integrated open source library management system that makes your library visible in web

PurposeThe purpose of this paper is to provide an introduction to NewGenLib 3.0, as well as a case study which seeks to document the experiences of using NewGenlib3.0.Design/methodology/approachThe paper provides description on technology used and the architecture of NewGenlib3.0. It also documented the experience of using NewGenlib 3.0 in the Learning Resource Center of Indira Gandhi Institute of Technology as well as views about NewGenLib3.0 from participants of OSS workshops.FindingsUse of well designed system analysis along with well tested and widely supported OSS components and opens standards makes it a very user friendly and reliable Integrated Library Management software which can be easily implemented in a library without much technical hand or a rigorous training program. The open source development process facilitated the sharing and collaboration that made this rapid improvement possible.Research limitations/implicationsIn this paper, NewGenLib version 3.0.3 U5 has been tested and used, but 3.0.4 R1 released recently has not been tested.Practical implicationsThe paper will help other libraries that are considering the possibility of using Open Source Integrated Library Management software in determining the most suitable one.Originality/valueThe paper provides a unique account of a library's experience as well as software architectures and some evaluation by workshop participants.

LA ALFABETIZACIÓN EN INFORMACIÓN COMO DIMENSIÓN DE UN NUEVO MODELO EDUCATIVO: LA INNOVACIÓN DOCENTE DESDE LA DOCUMENTACIÓN Y LOS CRAI

One of the most crucial aspects in the analysis of the educational impact of Cyberspace is the relevance of competencies in education and their formative social outreach. It is the fundamental base for the development of information literacy, which is approached in this paper from its conceptual, regulatory and methodological perspective. The educational dimension of information literacy is considered here as a competency in the evaluation of digital learning resources provided with models of its own that will be able to allow students to efficiently understand and generate knowledge from digital reading, hypermedia writing and editing. The impact of information literacy is, then, proved to be efficient by means of appropriate digital resources (learning objects and blogs, among others) in their natural setting, the CRAI (Learning Resources Centers), whose instruments, project and formative trends are also tackled in this paper.

Reflexiones sobre calidad en el sistema de bibliotecas escolares de Costa Rica

This article examines the topic of quality and its relationship to the work undertaken since the Education Libraries and Learning Resources Centres (LRC) by the educative librarians. It also proposes actions that could be done to support and enforce the guidelines set forth in the document “Quality education center as the hub of Costa Rica education”, approved by the Upper Council of Education like an Educative Policy with a view to improve the quality in the National Educative System.

Do school libraries make a difference?

PurposeThis paper aims to introduce a research project investigating school library impact across the four home nations of the UK. The research aims to identify whether there are key contributions afforded by a school library or learning resource centre and by a school librarian, and if so, to offer case models and approaches which may be used to inform strategy and practice. The paper also aims to discuss the pilot phase of the research and explore the nature of impact assessment for school libraries adopted in American studies and UK literacy research, weighing their advantages and drawbacks. Consequent on this, it seeks to define a mixed‐method approach for this study, combining multiple surveys and more detailed interviewing and focus group research within a selected and balanced sample of schools across the four home nations, and a correlation with school performance ranking.Design/methodology/approachAn online survey has been developed for circulation to secondary school students in all four of the UK home nations, mapping their perceptions and expectations of the place of the LRC and of the librarian within their school experience. Secondary schools in all four home nations were ranked according to Ofsted evaluation and league table performance. A sample of schools was selected from each nation and interviews are currently being conducted with management, teaching staff, librarians and with focus groups of school pupils. This is complemented by a survey of a sample of higher education students in different disciplines to identify their view of the contribution of the school library to preparedness for university study.FindingsFindings from the pilot phase of the research tend to support the hypothesis that a correlation may be traced between good library provision and positive pupil engagement with reading and information skills. Should the full research project discover positive stories in schools without an active library or librarian, this will complement the identification of critical success factors, towards informing possible library advocacy action and policy approaches. A key issue identified from the pilot phase for impact research in schools is that pupils and teachers both have considerable difficulty in articulating how they experience the differences that libraries and librarians contribute. A case bank of good practice material collected is being developed at University College London.Research limitations/implicationsFor maximum validity, the in‐depth sample schools should include examples with and without a LRC and/or a school librarian, and both high and low performing schools. It is anticipated that the final profile may under‐represent schools without a LRC and/or school librarian, where it has been found harder to engage cooperation from head teachers in participation in this study. Ideally, evidence of impact would require close mapping, at the individual pupil level, of performance and engagement with the library; this research does not include such mapping at a systematic level across all the sample schools.Originality/valueThis research contributes to a key recommendation emerging from the work of the School Library Commission, by filling a gap in impact research on British secondary school libraries.

La alfabetización informacional en las universidades españolas. Niveles de incorporación a partir de la información publicada en los sitios web de sus bibliotecas-CRAI

Training in information competencies or information literacy is one of the current challenges facing academic libraries-LRC (Learning Resources Center). The possibilities for accessing vast quantities of electronic information resources require a better understanding and application of selection and assessment criteria for retrieving high quality information of the greatest relevance to information needs. Given this situation, Ibero-American university libraries-LRCs (Latin-America, Spain and Portugal) have been slowly incorporating information literacy training, such as direct training programs offered by the library or working collaboratively with teaching staff and academic departments concerning curricula for the entire university as a whole or for specifi c disciplines. Using content analysis, the article reviews information presented on the websites of Spanish university libraries-LRCs about this core training activity, as well as describing and classifying the degree to which information literacy has been implemented.

STRATEGI IMPLEMENTASI KEWIRAUSAHAAN PUSAT SUMBER BELAJAR BERSAMA DALAM MENINGKATKAN KOMPETENSI TENAGA KEPENDIDIKAN

: The Strategy of Implementing Entrepreneurial Mutual Learning Resource Center in Im­proving the Education Personnel Competence. This study is aimed at identifying the strategic position and performance of the Mutual Learning Resource Center through analysis of balanced scorecard, inter­nalization process of cultural entrepreneurship in schools and implementation of business and its implica­tions on the learning process. With the quantitative-qualitative approach, the results show that through an aggressive strategy of performance management in the finance, customer and internal process perspectives are good, while the learning and growth perspective is considered to be moderate. The process of internaliz­ing the entrepreneurial values of through written and oral media, and actions supported by a visionary and transformational leadership in schools and implementation of entrepreneurial culture runs very effectively.

A Conceptual Framework on Promotional Activity Practices in Malaysian Education Resource Center

Objective - The purpose of this study is to provide an understanding whether there is a significant influence contributed by the activity in enhancing the education resource center's performance. The terms education resource center, school resource center, learning resource center and many others had been used interchangeably to represent a school library. The research intended to answer the following questions: What kind of promotional methods used by the education resource center in conducting promotional activities? What are the challenges faced by media teacher in conducting promotional activities? Do promotional activities affect the education resource center performance? Methodology/Technique - There should be an active encouragement towards a continuous usage of the education resource center, thus promotional activity can be seen as a vital approach in the delivery of comprehensive along with efficient services. Findings - Consequently, this can facilitate in building the perception of need and improve the image of the library. Novelty - Education resource center is vital to learning and act as a central point for engagement with all kinds of reading, access to information and knowledge building. Type of Paper: Conceptual Keywords: Education resource center; School library; Promotional activity; Media teacher.

Assessment of Tutoring Laboratories in a Learning Assistance Center

The Learning Resource Center at Lincoln University, Pennsylvania, provides tutoring laboratories that are required for developmental reading, writing, and math courses. This article reviews the processes used to plan and determine the effectiveness of the tutoring laboratories, including logic models, student learning outcomes, and the results of an analysis of the differences between pretest and posttest scores using a t test and eta2 (measure of effect). The pretest and posttest scores of students who attended at least six lab sessions were examined. The t test results indicated a high level of significance and the eta2 score indicated a moderate to strong effect. Students in the tutoring laboratories showed gains in academic skills from the pretest to the posttest, supporting the effectiveness of the tutoring laboratories, and the assessment process provided accessible information that was used to improve the tutoring laboratory program.

Are nursing students’ clinical skills competency and self-confidence levels improved via video iPods? A randomized controlled pilot study

Background: Mobile technologies allow students the opportunity to enhance learning while away from the traditional classroom setting. However, educational outcome research is lacking in the use of mobile health (m-health) applications in healthcare professional practice development. Objectives: The aim of this pilot study was to discover whether male and female urinary catheter insertion videos delivered via iPods increases students’ skills competency and self-confidence levels. Methods: A prospective replicated study including second year, semester two, undergraduate nursing student participants (NSP) (N=16) was conducted: nine control participants (no video iPods) and seven intervention participants (video iPods). Nursing students attending a mandatory skills class in a learning resource center (LRC) in a School of Nursing located in Northern California were asked to participate in the study. NSP completed a questionnaire regarding previous clinical exposure to urinary catheterizations and levels of competency and confidence in performing the skills prior to taking a required skills course. Directly following the completion of the questionnaire, the participants’ viewed a professional video and a clinical faculty demonstrating the skills. Thereafter the NSP were provided practice time with evaluative feedback. At the completion of the class, the intervention group was provided video iPods and the control group was afforded no technology for a period of two weeks. Following the two weeks, the NSP completed a follow-up questionnaire and a clinical evaluation of their urinary catheterization skills in the LRC. Results: Close to zero variation in urinary catheterization competency scores were determined because all of the NSP scored high in this area and, therefore meaningful comparisons were not determined. The confidence levels for performing the catheterization skills did not significantly change by group, procedure, or time and neither were the two-way interactions between group and time, nor between procedure and time significant. Conclusions: Video iPods may be used to enhance nursing skills. However, the results of this pilot study do not suggest a significant change in competency or confidence levels in performing the clinical skills. Further investigation is necessary because increasing the number of participants, video-viewing time, and monitoring the length of time-on-learning may have a positive influence on future student affect and learning outcomes.

A long-finned variant of the Japanese sea bass Lateolabrax japonicus from Enshu-nada, Japan

Recently, an unusual sea bass specimen, with all fin rays being extremely long (Fig. 1), was collected from Enshu-nada waters, central Japan. From its general features, the specimen was considered to belong to the genus Lateolabrax, presently known from three species, including the Japanese sea bass, Lateolabrax japonicus, spotted sea bass, Lateolabrax maculatus (sensu Kim et al. 2001; Liu et al. 2006), and flat sea bass, Lateolabrax latus. This study aimed to identify the longfinned specimen on the basis of morphological and genetic comparisons with the above Lateolabrax species. The long-finned specimen was collected by trawl in waters off the Tenryu River estuary (34 3804000N, 137 4704000E) on 23 March 2010. Following 3 days storage in ice water, the specimen was frozen at -20 C, before subsequent thawing and removal of the liver and muscle tissues for isozyme analysis. The specimen was then fixed in 10% formalin and deposited in Shizuoka Prefecture Nature Learning Resources Center (catalogue no. SPMN-h 40001). Morphological and genetic examination methods followed Yokogawa and Seki (1995). However, the pectoral scaly area length (PSAL), as defined by Yokogawa and Seki (1995), is given as a proportion of standard length as opposed to pectoral fin length, since the latter was extremely long in the present specimen (Fig. 1). Measurement data for L. japonicus and L. maculatus were based on Yokogawa and Seki (1995), and for L. latus, obtained from 11 specimens deposited in the Laboratory of Marine Biology, Faculty of Science, Kochi University (BSKU 100553, 100554, 100556–100561, 101826 and 101835) and the Tokushima Prefectural Museum (TKPM-P 00972), all from the Seto Inland Sea, Japan. Further, for osteological comparisons, the long-finned specimen was radiographed together with L. japonicus specimens (TKPM-P 00352, a sample lot) from the Seto Inland Sea. For isozyme analyses, control samples utilizing frozen preserved tissues from 7 L. japonicus (SPMN-h 40002– 40008, from Lake Hamana, Japan), 4 L. maculatus (BSKU 100540, 100542, 100545, 100551, from Mokpo, Korea) and 4 L. latus (BSKU 100554, 100556, 100557, 101826) were used for mobility comparisons with electrophoretogram bands from the long-finned specimen. Allelic frequency data for the former three species were also taken from Yokogawa (1998). Isozymic loci definitions generally followed Yokogawa (1998), with some modifications in Yokogawa (2004) (viz. GAPDH-1* and GAPDH-2* loci renamed G3PDH-1* and G3PDH-2*, respectively; LDH-1* locus newly added, the LDH* locus being renamed as LDH-2*; PROT-2* locus reidentified as CK* and PROT-3* locus renamed as PROT-2*). Genetic relatedness between individuals (Rxy) of three Lateolabrax species (data based on Yokogawa 1998) and the long-finned specimen was calculated following Queller and Goodnight (1989), and it was converted into distance between individuals (D) following Noguchi et al. (2003) (D = 1 Rxy). Subsequently, a dendrogram was constructed from the D values by using the unweighted pair group method with arithmetic mean (UPGMA) with the MEGA software created by Tamura et al. (2007). Morphological characters. Morphological measurements clearly demonstrated that the proportional lengths of K. Yokogawa (&) 13-5 Higashihama, Tadotsu-cho, Nakatado-gun, Kagawa 764-0016, Japan e-mail: gargariscus@ybb.ne.jp

Responding to user's expectation in the library: innovative Web 2.0 applications at JUIT Library

PurposeThis paper seeks to provide an insight into the implementation of some of the innovative Web 2.0 applications at Jaypee University of Information Technology with the aim of exploring the expectations of the users and their awareness and usage of such applications.Design/methodology/approachThe study was undertaken at the Learning Resource Centre (LRC), Jaypee University of Information Technology (JUIT), Solan, Himachal Pradesh, India. The LRC at JUIT serves its patrons in supplementing their research needs while creating an ambience for teaching, learning and research. The emergence of digital technologies and information and communications technology (ICT) tools in libraries has encouraged the implementation of a wide range of applications, such as digital libraries, video on demand, reference services and database services into library services. The advent of next‐generation web technologies, known as Web 2.0 applications, has prompted a number of other pertinent services to be implemented to enhance the information literacy skills of the existing services. A survey method was used to understand the basic awareness and expectations of library users, and the usability of resources.FindingsThe LRC has made a number of provisions to adopt some Web 2.0 applications in its library services to create information literacy. The users of the JUIT library still lack awareness about various Web 2.0 applications necessary for teaching and learning.Practical implicationsThe paper suggests that Web 2.0 applications can be used effectively to create information literacy amongst users. Library and information science (LIS) educators should take advantage of advances in the field of ICT and consider the learning preferences of information natives as well as information immigrants. Web 2.0 supports a constructivist approach to information awareness tools, and has great potential to socialise learning and information delivery to a greater extent. Web 2.0 technologies should be implemented as a medium of information communication, taking into account the pedagogical perspectives.Originality/valueThe case study is a practical application at the Jaypee University of Information Technology. The LRC has implemented some Web 2.0 applications in the Library. The study was undertaken at the university to understand the basic awareness of Web 2.0 and to create information literacy amongst users through it.

Effect of High-Fidelity Simulation on Pediatric Nursing Students’ Anxiety

This study examined the effect of practice with a high-fidelity infant simulator on anxiety in undergraduate student nurses before the first head-to-toe assessment of a hospitalized child. Students were assigned to experimental (N = 27) and attention intervention (N = 25) groups. The experimental group provided postoperative assessments using the SimBabyTM manikin, and the attention intervention group administered infant formula and oral medications through a gastrostomy button without a manikin. State anxiety (STAI), self-confidence, and satisfaction with the learning experience were measured before and after simulated experiences in the Learning Resources Center, and before and after assessing a hospitalized child. On the students’ first clinical day, anxiety scores were significantly lower than attention intervention students by 12 points before the assessment of a hospitalized child for students who practiced assessment with the manikin. Students provided suggestions for additional pediatric simulations.

Creating an Introductory Video Library to Set the Simulation Stage

Faculty in the Frances Payne Bolton School of Nursing at Case Western Reserve University created a series of brief videos to introduce their simulation experiences. Rather than simply reading a case study to students, faculty use the introductory videos to bring to life the clinical scenario and provide students with a visual introduction to each simulation activity. Every clinical course is paired with a unique and clinically focused simulation throughout all 4 years of the baccalaureate curriculum.

La medición de impacto y evaluación de programas de alfabetización en información para bibliotecas escolares

This article analyzes the theoretical approach and methodological development of a project of applied research, as well as offering an approximation to the early results. The aim of the project, financed by the Ministry of Education, was to propose a model of indicators for information literacy competency for school libraries. In considering information literacy as a competency for knowing and learning via networks, and the school library as a Teaching and Learning Resource Center, the authors propose a design for qualitative indicators to measure the progress and quality of information literacy programs in school libraries. The design of the model of indicators is presented, with the model categorized according to skills, abilities and competencies. These criteria were introduced into a questionnaire based on educational levels and covering selected digital resources. The applicability of this tool was tested in Asturias, Navarre and Madrid. The application of the questionnaire in these three regions of Spain, the nature of the questions, the processing of the resulting data, and an initial interpretative analysis by educational levels are described. Finally some initial conclusions are put forward for a future project, as are recommendations for developing a Knowledge Society beginning with an effective plan for information literacy programs in school libraries to be transformed into Teaching and Learning Resource Centers.

Building a community of evaluation practice within a multisite program

AbstractNew and novel uses of evaluation processes and findings are possible when a community of practice develops as evaluation stakeholders participate in multisite evaluations in multiple ways. Developing such communities takes advantage of what makes multisite evaluations special. This chapter uses the example of the Innovative Technology Experiences for Students and Teachers Program's Learning Resource Center, funded by the National Science Foundation, to articulate how the provision of evaluation technical assistance to a large, multisite program and its funded projects can contribute to evaluation use. © Wiley Periodicals, Inc., and the American Evaluation Association.

Introduction of virtual patients onto a final year anesthesia course: Hong Kong experience

e-Learning has revolutionized the way in which undergraduate medical education is delivered. One e-learning tool of note is the virtual patient (VP), a type of computer software that simulates real-life clinical scenarios, in which the learner emulates the role of health care provider to obtain the history, conduct examination, and make diagnoses and management decisions. VPs have been in use since 1993. Early designs were based on serial screen-cards of patient history, examination, investigations, diagnoses, treatment, and outcome, which the learner explored. With the development of web technology, VPs can now be accessed via the Internet and are more versatile, supporting different structural designs to suit a variety of learning objectives, and they can branch via different routes through a case. Using VPs has a number of advantages: 1) VPs improve access to learning material, 2) VPs help learners to acquire higher order cognitive skills like strategic thinking and decision making, 3) VPs provide a safe environment to practice, 4) VPs help to teach interdisciplinary care, and 5) VPs can be used instead of patients for examination. A number of well-known VP player systems are in use today: CASUS, CAMPUS, web-based Simulation of Patients, OpenLabyrinth, and vpSim. At the Chinese University of Hong Kong, we have also developed a web-based VP authoring and player system called Formative Assessment Case Studies (FACS), which is run by our Teaching and Learning Resources Centre. FACS has been integrated into Year-5 Anesthesia teaching since 2006. Three VP products have been developed: Anaesthesia FACS (six cases) that teaches preoperative assessment, Acute Pain Management FACS, and an eight-part longitudinal VP which tells the story of a patient’s stay, and anesthesia care, for routine gynecological surgery. Students spend about 3 hours on each during a 2-week clinical attachment. Our VPs have been well received and have overcome problems of providing adequate clinical exposure.

Knowledge Management System Design Using Extended Gaia

An efficient Learning resource centre can be achieved with the help of a network of collaborating, coordinating and communicating software agents. Agent-oriented techniques represent an exciting new means of analysing, designing and building complex software systems. The designing of the interacting agents is done with the help of Gaia, extended for the multiagent systems. Gaia is a methodology for agent-oriented analysis and design proposed by M. Wooldridge [9].

University of Michigan Medical School

University of Michigan Medical School