3,963 research outputs found

    Undergraduate Students\u27 Attitudes About the Collection, Use, and Privacy of Search Data in Academic Libraries

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    The purpose of this study was to understand undergraduate students’ attitudes about search data privacy in academic libraries and their preferences for how librarians should handle information about what students search for, borrow, and download. This is an important area of study due to the increasingly data-driven nature of evaluation, accountability, and improvement in higher education, along with libraries’ professional commitment to privacy, which has historically limited the amount of data collected about student use. Using a qualitative approach through the lens of interpretive description, I used the constant comparative method of data collection and analysis to conduct semi-structured interviews with 27 undergraduate students at a large, urban public research institution. Through inductive coding, I organized the data into interpretive themes and subthemes to describe students’ attitudes, and developed a conceptual/thematic description that illustrates how they are formed. Students revealed that a variety of life experiences and influences shaped their views on search data privacy in academic libraries. They viewed academic library search data as less personally revealing than internet search data. As a result, students were generally comfortable with libraries collecting search data so long as it is used for their benefit. They were comfortable with data being used to improve library collections and services, but were more ambivalent about use of search data for personalized search results and for learning analytics-based assessment. Most students expressed a desire for de-identification and user control of data. Some students expressed concern about search data being used in ways that reflect bias or favoritism. Participants had moderate concern about their library search data privacy being used by government agencies to protect public safety. Although some disagreed with the practice in concept, most did not feel that the search data would be useful, nor would it reveal much about their personal interests or selves. Students who were not comfortable with the idea of search data collection in academic libraries often held their convictions more strongly than peers who found the practice acceptable. The results of this study suggest that academic libraries should further explore student perspectives about search data collection in academic libraries to consider how and if they might adjust their data collection practices to be respectful of student preferences for privacy, while still meeting evaluation and improvement objectives. This study achieved the intended purpose of contributing a foundational body of knowledge about student attitudes regarding search data privacy in academic libraries. It positions librarian-researchers to develop studies that further this line of inquiry in an area that has significant implications for both user privacy and libraries’ practices for assessment and evaluation. Limitations of this study include its limited generalizability as a result of the qualitative research design, and the fact that it relied primarily on a convenience sampling method

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    Academic Catalog: 2022-23

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    Curriculum Committee Report - January 22, 2015

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    2018-2019 Undergraduate Course Catalog

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    Undergraduate Bulletin 2017-2019

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    https://collected.jcu.edu/undergrad_bull/1000/thumbnail.jp

    Adapting Project-Based Learning For English-Language Learners In Middle-School Social Studies

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    This research project addresses the question, how can Project-Based Learning (PBL) be adapted to enhance middle school social studies lessons and learning outcomes for English Language Learners and other struggling students? It reviews theory and practice for middle-school social studies teachers to invite ELLs and others reading below grade level into authentic PBL. Supports for PBL should include effective language acquisition scaffolds like Guided Language Acquisition Design (GLAD) and content engagement through non-text, multimedia strategies like Visual Thinking Strategies (VTS) to invite students into deeper critical thinking and rigorous collaborative projects. Research connections are made to constructivist theories of Dewey and Kilpatrick, social learning theories of Vygotsky, language acquisition theories of Krashen, Project-Based Learning design of Boss, Larmer, and Misco, culturally-relevant teaching of Ladson-Billings and Milner, and VTS implementation of Housen and Yenawine. Findings were that educators can use scaffolding for ELLs in PBL work along with structured roles and routines, small group work, and modeling as needed to facilitate research, writing, and critical discussion. PBL with ELL scaffolds increases literacy and language acquisition because it engages students to solve problems using social learning using both academic and common English. Other outcomes include gains in critical thinking skills, cultural literacy, writing skills, and student self-concept
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