Online Library Tutorials: A Literature Review

In 2009, the Journal of Web Librarianship published a literature review covering best practices for creating library online tutorials. These principles included (1) knowing the tutorial’s purpose, (2) using standards, (3) collaborating with others, (4) engaging students, and (5) conducting evaluations. The purpose of this current essay is to serve as an updated literature review, culling and synthesizing seven other pedagogical facets from newer literature: (1) technology updates, (2) tutorial maintenance and revision, (3) multimedia learning by gaming, (4) cognitive load theory and chunking, (5) adult education theory, (6) blended and flipped learning, and (7) the importance of ongoing engagement

Citation Recommendation: Approaches and Datasets

Citation recommendation describes the task of recommending citations for a given text. Due to the overload of published scientific works in recent years on the one hand, and the need to cite the most appropriate publications when writing scientific texts on the other hand, citation recommendation has emerged as an important research topic. In recent years, several approaches and evaluation data sets have been presented. However, to the best of our knowledge, no literature survey has been conducted explicitly on citation recommendation. In this article, we give a thorough introduction into automatic citation recommendation research. We then present an overview of the approaches and data sets for citation recommendation and identify differences and commonalities using various dimensions. Last but not least, we shed light on the evaluation methods, and outline general challenges in the evaluation and how to meet them. We restrict ourselves to citation recommendation for scientific publications, as this document type has been studied the most in this area. However, many of the observations and discussions included in this survey are also applicable to other types of text, such as news articles and encyclopedic articles.Comment: to be published in the International Journal on Digital Librarie

ACHIEVING AN ETHNICALLY AND RACIALLY DIVERSE STUDENT POPULATION IN HIGHER EDUCATION

Leaders in higher education continue to pursue the lofty goal of diversifying their college and university environments. Although improvements are evident in larger percentages of racially and ethnically diverse students and faculty on campuses, college and university leaders have much work left to do. The benefits associated with diversifying higher education environments have yet to be fully achieved. This article provides an overview of the diversity issue and identifies its importance not only to the welfare of those invested in higher education but also to the health and well-being of all people groups, nationally and globally. To illuminate the current condition of diversity, this paper includes an examination of past and present key policies and laws. To address and analyze the diversity problem, this exam presents existing research. Finally, this paper concludes with suggestions for embracing and affirming difference in college populations that leads to achieving the benefits of diversity for higher education institutions and society

Citation recommendation: approaches and datasets

Citation recommendation describes the task of recommending citations for a given text. Due to the overload of published scientific works in recent years on the one hand, and the need to cite the most appropriate publications when writing scientific texts on the other hand, citation recommendation has emerged as an important research topic. In recent years, several approaches and evaluation data sets have been presented. However, to the best of our knowledge, no literature survey has been conducted explicitly on citation recommendation. In this article, we give a thorough introduction to automatic citation recommendation research. We then present an overview of the approaches and data sets for citation recommendation and identify differences and commonalities using various dimensions. Last but not least, we shed light on the evaluation methods and outline general challenges in the evaluation and how to meet them. We restrict ourselves to citation recommendation for scientific publications, as this document type has been studied the most in this area. However, many of the observations and discussions included in this survey are also applicable to other types of text, such as news articles and encyclopedic articles

Proposing Thematic Diversity Reference Model for Essay Writing and Assessment

The tertiary level learners show inadequacy in thematic diversity in their essay writing in English, especially in non-English speaking countries. The learners’ effectiveness in developing the topic is unsatisfactory, affecting their creativity and performance and, finally, the evaluation of their essays. Though there are guidelines and textbooks for developing writing skills, inadequate training with a proper practice model reflects weak performance at the university level. Writers can develop a topic in diverse ways from multidisciplinary, spatial, and temporal perspectives. Therefore, a simplified guiding Model is proposed for facilitation. This paper describes the Model and application instruction in the pre-writing, writing and post-writing processes. It can be an efficient tool for students in their written course assignments, essay questions in examinations, and creative writing. In addition, it can be an effective tool for teachers to teach and assess expressive language skills like essay writing. A visually designed Thematic Diversity Reference Model for textual production and assessment developed in this research addresses this thematic non-diversity. The topic is approached at four levels: 1) Content, 2) Strategic, 3) Tactic, to 4) Logical Approaches. It stimulates feelings, ideas and activities in abstract and concrete ways and from different perspectives, as described in the schema theory of J. Piaget (1957) and the Social Learning Theory of Albert Bandura (1999), thus diversifying and enhancing the theme or topic and the sub-themes consequently. The researchers analysed an essay written in English to explain its usefulness in writing and assessment. The analysis was dominantly qualitative. The application reveals a significant failure in all four approaches. It identifies the absence of multidisciplinary nature, critical, creative, temporal, spatial, and contextual expansion, statistical, ideological, experiential, and referential information, causal and logical relationships, cohesion, and coherence. Thus, the Model assists the writer and the reader, advocating pedagogical solutions in developing writing strategies for better performance and assessment. It applies to interdisciplinary and multidisciplinary writings, social sciences, and humanities. KEYWORDS: Essay writing, Thematic diversity, Creativity; Evaluation; Reference mode

Black Male Student Success in Higher Education: A Report From the National Black Male College Achievement Study

The report presents insights from interviews with successful male African-American college students, highlighting factors that helped them succeed in a range of contexts: getting to college, choosing colleges, paying for college, transitioning to college, matters of engagement, and responding productively to racism

Teacher Education Program Recruitment and Admissions: A Multiple Case Study of Three Minority-Serving Institutions in California

In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers