32,203 research outputs found

    Introduction (to Special Issue on Tibetan Natural Language Processing)

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    This introduction surveys research on Tibetan NLP, both in China and in the West, as well as contextualizing the articles contained in the special issue

    Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

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    Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

    The Crescent Student Newspaper, December 13, 1977

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    Student newspaper of Pacific College (later George Fox University). 16 pages, black and white.https://digitalcommons.georgefox.edu/the_crescent/1937/thumbnail.jp

    A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

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    Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

    The Faculty Notebook, December 2006

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    The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

    Index to Library Trends Volume 38

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    published or submitted for publicatio

    Chinese localisation of Evergreen: an open source integrated library system

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    Purpose - The purpose of this paper is to investigate various issues related to Chinese language localisation in Evergreen, an open source integrated library system (ILS). Design/methodology/approach - A Simplified Chinese version of Evergreen was implemented and tested and various issues such as encoding, indexing, searching, and sorting specifically associated with Simplified Chinese language were investigated. Findings - The paper finds that Unicode eases a lot of ILS development problems. However, having another language version of an ILS does not simply require the translation from one language to another. Indexing, searching, sorting and other locale related issues should be tackled not only language by language, but locale by locale. Practical implications - Most of the issues that have arisen during this project will be found with other ILS-like systems. Originality/value - This paper provides insights into issues of, and various solutions to, indexing, searching, and sorting in the Chinese language in an ILS. These issues and the solutions may be applicable to other digital library systems such as institutional repositories

    Language and the Subjects of Study in the Digital Humanities

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    This article considers some of the problems associated with the development of the digital humanities in the Western sphere with a focus on text-based scholarship and the English language. It is part of growing initiatives which seek to address concerns about the anglophone dominance within digital humanities and move towards greater inclusivity and diversity.It seeks to ask questions about the causes of the clear lack of engagement with some geographical areas ( here considering mainland China) and how we might make positive steps to bring us all together to create a truly global digital humanities to the benefit of us all

    Multilingual Information Access: Practices and Perceptions of Bi/multilingual Academic Users

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    The research reported in this dissertation explored linguistic determinants in online information searching, and examined to what extent bi/multilingual academic users utilize Multilingual Information Access (MLIA) tools and what impact these have on their information searching behavior. The aim of the study was three-pronged: to provide tangible data that can support recommendations for the effective user-centered design of Multilingual Information Retrieval (MLIR) systems; to provide a user-centered evaluation of existing MLIA tools, and to offer the basis of a framework for Library & Information Science (LIS) professionals in teaching information literacy and library skills for bi/multilingual academic users. In the first phase of the study, 250 bi/multilingual students participated in a web survey that investigated their language choices while searching for information on the internet and electronic databases. 31 of these participants took part in the second phase which involved a controlled lab-based user experiment and post experiment questionnaire that investigated their use of MLIA tools on Google and WorldCat and their opinions of these tools. In the third phase, 19 students participated in focus groups discussions and 6 librarians were interviewed to find out their perspectives on multilingual information literacy. Results showed that though machine translation has alleviated some of the linguistic related challenges in online information searching, language barriers do still exist for some users especially at the query formulation stage. Captures from the experiment revealed great diversity in the way MLIA tools were utilized while the focus group discussions and interviews revealed a general lack of awareness by both librarians and students of the tools that could help enhance and promote multilingual information literacy. The study highlights the roles of both IR system designers as well as LIS professionals in enhancing and promoting multilingual information access and literacy: User- centered design, user-modeling were found to be key aspects in the development of more effective multilingual information retrieval (MLIR) systems. The study also highlights the distinction between being multilingually information literate and being multilingual information literate. Suitable models for instruction for bi/multilingual academic users point towards Specialized Information Literacy Instruction (SILI) and Personalized Information Literacy Instruction (PILI)

    Special Libraries, January 1962

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    Volume 53, Issue 1https://scholarworks.sjsu.edu/sla_sl_1962/1000/thumbnail.jp
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