235 research outputs found
The feasibility of electronic journals: some studies in human–computer interaction
Computer-based tools for communication are a recent technological
development. They promise to provide new routes by which to communicate
with others and to transform some communications that have hitherto been
dependent on media such as paper. One example is the possibility of
supporting scholarly communication by the use of electronic systems, which
also promises a method by which the information explosion might be handled.
The research is an examinat4on of whether or not the support of scholarly
communication in this way is feasible. To investigate communication
systems requires a large scale study over a long period. Accordingly the
research rests on a study programme on 'electronic journals', BLEND, which
ran from 1980 to 1984, funded by the British Library Research and
Development Department. The feasibility of ielectronic journals is
investigated by exploring the usability, utility, likeability and
cost-effectiveness of the communications system.
An analysis of the frequency and distribution of the use of the
computer-based communications system showed that many things seemed to get
in the way of accessing it. Several techniques were used to examine this:
transaction recording, interviews, telephone surveys, questionnaires and
analysis of requests for help. Once the system was accessed, a comparison
of users' aims with actual use shows that different forms of the journal
should be explored in the future. Two reasons for the access rate and type
of use made of the system was the degree to which researchers were able to
accommodate the use of a new communications system into existing patterns
of work and the level of usability of the system. One area in usability
that is explored in detail is the way that text can be read easily on a
screen. The cost-effectiveness of the system is examined by projecting
from actual costs and patterns of use. The final chapters bring together
the studies in a 'Barrier' framework for understanding the use of a
communications system and look forward to the future of electronic
journals
Electronic Publishing : the evolution and economics of a hybrid journal.
The technical, social and economic issues of electronic publishing are examined by using as a case study the evolution of the journal Electronic Publishing Origination, Dissemination and Design (EP-odd) which is published by John Wiley Ltd. The journal is a `hybrid' one, in the sense that it appears in both electronic and paper form, and is now in its ninth year of publication. The author of this paper is the journal's Editor-in- Chief. The first eight volumes of EP-odd have been distributed via the conventional subscription method but a new method, from volume 9 onwards, is now under discussion whereby accepted papers will first be published on the EP-odd web site, with the printed version appearing later as a once-per-volume operation. Later sections of the paper lead on from the particular experiences with EP-odd into a more general discussion of peer review and the acceptability of e-journals in universities, the changing role of libraries, the sustainability of traditional subscription pricing and the prospects for `per paper' sales as micro-payment technologies become available
Fifty years of UK research in information science
An attempt is made to discern the main research themes in British information science over the past half-century. Within these themes, emphasis is placed on research in the UK that has had some impact on the international information science community. The major factors affecting information research in the UK are also briefly considered
The quiddity of inclusion: an interpretative phenomenological study of early childhood teachers experiences of the LINC (Leadership for Inclusion in the early years) programme on perceptions and practice of inclusion.
This interpretative hermeneutic phenomenological (IHP) study focuses on the lived experiences of early years educators engaged in the Leadership for Inclusion (LINC) programme, a continuing professional development (CPD) programme aimed at developing knowledge, practices and values relating to inclusive practice. The primary aim of this study was to examine educators’ perceptions of inclusion of children and consider the influence of the LINC programme on their pedagogical practice. The research strategy involved initial interviews with fourteen early years educators identifying experiences and understanding of inclusion prior to commencement of the LINC programme. On completion, participants hosted a field visit to their individual preschools and engaged in a second follow-up interview. In addition, conversations with children and observation of pedagogical practice was conducted during these visits to understand the life-world of the educators in practice. Using the philosophical principles of IHP, this study illustrates the value of practitioner research in coming to understand and interpret educators’ experiences through an empathic lens.
Research findings validate the quality of content of the LINC programme and the positive influence of this learning on educators’ perceptions and practices of inclusion in the early years setting. Engagement with the LINC programme resulted in reported confidence in their work with children and families through development of new strategies in practice to support participation in the early years’ environment. There is an evidenced shift in perspective and awareness of children’s rights by those who engaged with the module content. However, consideration of the contextual reality of participants illustrates a confluence of factors which mitigate against the learning outcomes of the LINC programme. A salient finding from this study indicates how professional identity and the perception of the role of the educator influences engagement with learning. Furthermore, concern is expressed by learners on the programme about how they will be facilitated and supported to take on additional responsibilities of leading inclusion as the Inclusion Coordinator (INCO) in their setting.
A key recommendation is to expand access to the LINC programme for all early years educators so there is a shared understanding of inclusion to support children’s participation as well as supporting the leadership role of the INCO in practice. A framework for learning and development for educators has been designed to support reflection and action within settings to guide inclusive practice. This study also proposes that relational pedagogy, guided by the national quality (Siolta, CECDE, 2006) and curricular frameworks (Aistear, NCCA, 2009), should be embedded in initial professional education programmes as underpinning the implementation of quality and inclusive early childhood education. In telling the stories of educators on the LINC programme using phenomenology, an approach underused in early years scholarship, this study offers insights on how inclusion can be embedded in practice by acknowledgement of different perspectives and providing practical recommendations for creating a shared understanding of quality and inclusive early years education and care.N
Information Outlook, September 2004
Volume 8, Issue 9https://scholarworks.sjsu.edu/sla_io_2004/1008/thumbnail.jp
Information Outlook, September 2004
Volume 8, Issue 9https://scholarworks.sjsu.edu/sla_io_2004/1008/thumbnail.jp
Information Outlook, September 2004
Volume 8, Issue 9https://scholarworks.sjsu.edu/sla_io_2004/1008/thumbnail.jp
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