Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

Beyond the happy sheets! Evaluating learning in information skills teaching

This paper reviews three years of data measuring students' immediate reactions to a computer-assisted learning package in information skills and reports on work in progress to establish a more comprehensive programme of evaluation which will assess the longer term impact on learning of both the courseware itself and the way the courseware is delivered to students. The GAELS courseware was developed in the late 1990s as part of a collaborative project between the Universities of Glasgow and Strathclyde, with funding from the Scottish Higher Education Funding Council. The courseware was designed to teach higher level information skills and was initially developed for use with postgraduate engineering students; it has subsequently been adapted for use with students in other subject areas, including biological and physical sciences, and has been embedded for several years now in workshop sessions undertaken with postgraduate and undergraduate students across the Faculties of Science and Engineering at the University of Strathclyde. The courseware is introduced at the start of the academic session and made available on the Web so that students can use it as needed during their course and project work. During the first year, the courseware was used in isolation from other teaching methods (although a librarian was present to support students), whilst in the second and third years it was integrated into more traditional workshop-style teaching sessions (led by a librarian). Following work described in Joint (2003), library staff now wish to assess the longer term impact on learning of both the courseware itself and the way the courseware is delivered to students. However, the existing evaluation data does not adequately support this type of assessment. Teaching sessions are routinely evaluated by means of simple feedback forms, with four questions answered using a five-point Likert scale, collected at the conclusion of each session. According to Fitzpatrick (1998), such feedback forms measure students' reactions and represent but the first level of evaluation. Learning, which can be defined as the extent to which a student changes attitudes, improves knowledge and/or increases skill as a result of exposure to the training, is the second level and is not being measured with these forms. A more comprehensive programme of evaluation, including logging usage of the courseware outside teaching sessions and follow-up of students several months after their introduction to the courseware, is now being established to support a more meaningful assessment of impact of the courseware on student learning

Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

Values of sexual behaviour in Central and Eastern Europe

Despite the profusion of social cognitive models for the prediction of sexual behaviour, we have only limited knowledge as to the role of individual values in predicting risky sexual activity. This study assessed the relationship between a recently developed value structure and sexual behaviour in the context of rising HIV infection in central and eastern Europe. Five hundred and three respondents (business people, doctors and nurses) from Estonia, Georgia, Hungary, Poland and Russia completed Schwartz’s Portrait Values Questionnaire and reported their condom use, partnership history and record of sexual disease. Results indicated that values had a moderate but consistent relationship with sexual behaviour, with riskier sexual activity reported by those high on Openness to Change, Hedonism and Self-Enhancement. These findings are discussed in the context of the need for culturally sensitive interventions in order to tackle the growing HIV epidemic in this region.This project was supported by a research grant from the Research Support Scheme operated by the Soros Foundation, Prague

Estimating offsets for avian displacement effects of anthropogenic impacts

Biodiversity offsetting, or compensatory mitigation, is increasingly being used in temperate grassland ecosystems to compensate for unavoidable environmental damage from anthropogenic developments such as transportation infrastructure, urbanization, and energy development. Pursuit of energy independence in the United States will expand domestic energy production. Concurrent with this increased growth is increased disruption to wildlife habitats, including avian displacement from suitable breeding habitat. Recent studies at energy-extraction and energy-generation facilities have provided evidence for behavioral avoidance and thus reduced use of habitat by breeding waterfowl and grassland birds in the vicinity of energy infrastructure. To quantify and compensate for this loss in value of avian breeding habitat, it is necessary to determine a biologically based currency so that the sufficiency of offsets in terms of biological equivalent value can be obtained. We describe a method for quantifying the amount of habitat needed to provide equivalent biological value for avifauna displaced by energy and transportation infrastructure, based on the ability to define five metrics: impact distance, impact area, pre-impact density, percent displacement, and offset density. We calculate percent displacement values for breeding waterfowl and grassland birds and demonstrate the applicability of our avian-impact offset method using examples for wind and oil infrastructure. We also apply our method to an example in which the biological value of the offset habitat is similar to the impacted habitat, based on similarity in habitat type (e.g., native prairie), geographical location, land use, and landscape composition, as well as to an example in which the biological value of the offset habitat is dissimilar to the impacted habitat. We provide a worksheet that informs potential users how to apply our method to their specific developments and a framework for developing decision-support tools aimed at achieving landscape-level conservation goals

The pain of low status: the relationship between subjective socio-economic status and analgesic prescriptions in a Scottish community sample

There is a strong positive relationship between objective measures of socioeconomic status (OSS) and general health. However, there is an increasing interest in the relationship between health and subjective socioeconomic status (SSS), which describes one’s perceived rank in relation to the rest of society, based on factors such as income, occupation, and education. While the relationship between SSS and general health is well2established, the relationship between SSS and pain has received little attention. Gathering both self2report questionnaire data and General Practitioner medical data from a large representative community sample in Scotland between 2012 and 2013 ( N = 1824), we investigated the relationship between SSS and prescriptions for analgesic drugs. We found that higher levels of SSS significantly predicted lower odds of participants having been prescribed at least one analgesic drug in the previous six months. We obtained this result even after controlling for OSS2related variables (education, occupational status, and geographical location) and demographic variables (age and gender). This suggests that, just like the relationship between SSS and general health, SSS has important effects on pain that go beyond the influence of OSS

Marine phytoplankton in a high CO2 world

Marine phytoplankton is responsible for ~50% of global primary productivity, it supports the oceanic food web and affects biogeochemical cycles. I participated in a large mesocosm experiment that observed altered community structure and carbon drawdown in response to increased CO2. There was a 27% reduction in community primary production at the peak of an Emiliania huxleyi-dominated bloom in mesocosms initially at 760 ppm CO2 compared to present day pCO2. There were changes in community structure but not dominance; Synechococcus and large pico-eukaryote abundances were reduced by ~60%, E. huxleyi was reduced by ~50%. A number of E. huxleyi strains persisted throughout the experiment in both treatments and no malformation or significant change in lith size occurred at increased CO2. In a second field experiment in the oligotrophic ocean off the Canary Islands, 760 ppm pCO2 did not change community structure or cell division rates of Synechococcus, Prochlorococcus or pico-eukaryotes.In laboratory experiments, I maintained the diatom, Thalassiosira pseudonana CCMP1335 at 760 ppm and present day pCO2 for ~100 generations in gas equilibrated continuous cultures – one of the longest experiments that has been attempted to investigate the effect of increased CO2 on marine phytoplankton. No clear evidence of adaptation or acclimation to increased CO2 was found, neither were there consistent changes in transcription of RuBisCO or carbonic anhydrase genes. Non-calcified E. huxleyi CCMP1516 and calcified CCMP371 grown in gas equilibrated semi-continuous cultures for several weeks showed no change in cell division rate at 760 ppm CO2. An understanding of the underlying changes in communities is required for modelling responses to increasing CO2, molecular tools may prove useful for this task. The strong community response in the mesocosms shows that rising atmospheric CO2 can greatly affect phytoplankton productivity and biogeochemical cycling.EThOS - Electronic Theses Online ServiceNatural Environment Research CouncilGBUnited Kingdo

Benefits of joint LIGO -- Virgo coincidence searches for burst and inspiral signals

We examine the benefits of performing a joint LIGO--Virgo search for transient signals. We do this by adding burst and inspiral signals to 24 hours of simulated detector data. We find significant advantages to performing a joint coincidence analysis, above either a LIGO only or Virgo only search. These include an increased detection efficiency, at a fixed false alarm rate, to both burst and inspiral events and an ability to reconstruct the sky location of a signal.Comment: 11 pages 8 figures, Amaldi 6 proceeding