Website Design and Evaluation Workshop

Workbook on website design prepared for presentation at LIBRARIES IN THE DIGITAL AGE 2004: HUMAN INFORMATION BEHAVIOUR AND COMPETENCIES FOR DIGITAL LIBRARIES includes chapters on pre-planning, card sort technique, focus groups, usability, site architecture, accessibility, and assessmentunpublishednot peer reviewe

From the Editor

Welcome to the 2nd issue of volume 5 of Gifted Children, the electronic journal of the AERA Special Interest Group (SIG) for Research on Giftedness, Creativity, and Talent. It is with great excitement that I announce several major changes to Gifted Children. The SIG leadership decided last year at the annual AERA meeting to change the journal to a peer-reviewed format, with SIG executive committee members serving as editorial board reviewers. In addition, Marcia Gentry worked with Purdue University Libraries to establish online manuscript submission and publication for the journal. As a result, all future issues of Gifted Children will be processed and published through the Libraries’ Purdue e-Pubs system and all previous issues of Gifted Children are now available in this system. The first issue using Purdue e-Pubs was published in December 2011, and this current issue is the first peer-reviewed issue of Gifted Children using the e-Pubs system for handling manuscripts. Already I have noticed that using this system results in a streamlined approach for finding reviewers, communicating with authors, and publishing the journal. I am also delighted to report that changing Gifted Children to a peer-reviewed journal has resulted in more manuscript submissions. I am no longer begging for submissions! Visit http://docs.lib.purdue.edu/giftedchildren/ to view past issues of Gifted Children, as well as to submit new manuscripts for consideration for publication in the journal

The IFLA Trend Report and Library Horizons

The IFLA Trend Report was published in August of 2013 to provide library and information professionals with a view of the possible futures for the information society. Experts from around the world were called together to explore societal and technological issues that might be driving society in the future. Chosen not from the library world, but from a range of different disciplines and organizations, these individuals provided IFLA with a broader view of the global information environment. The trends identified included new technologies, online education, privacy and data protection, hyper-connected societies and the transformation of the global information environment. Here the results of these deliberations are explored and discussed to develop a better understanding of what might lie ahead for the information society. The Trend Report, along with other documents from the area of  igher education futures can provide all libraries with the information they require to move smoothly and swiftly into the next version of the information society.El Informe de Tendencias de IFLA se publicó en agosto de 2013 para proporcionar a los profesionales bibliotecarios y de información con una panorámica de los futuros posibles para la sociedad de la información. Expertos de todo el mundo se unieron para explorar temas sociales y tecnológicos que podrían estar conduciendo a la sociedad en el futuro. Sin elegir desde el mundo de las bibliotecas, pero a partir de una gama de diferentes disciplinas y organizaciones, estas personas le dieron a IFLA una visión más amplia del entorno global de la información. Las tendencias identificadas incluidas en las nuevas tecnologías fueron: la educación en línea, privacidad y protección de datos, las sociedades hiper-conectadas y la transformación del entorno global de la información. Aquí los resultados de estas deliberaciones se exploran y analizan para desarrollar una mejor comprensión de lo que podría deparar el futuro para la sociedad de la información. El informe de tendencias, junto a otros documentos pueden proporcionar a todas las bibliotecas con la información una necesitan para moverse sin problemas y rápidamente una nueva versión de la sociedad de la información

Being Shy at School

In our commentary on “Bashful boys and coy girls: A review of gender differences in childhood shyness” by Doey et al. (2013) we provide an analysis of limitations to the study of shyness in children as well as future avenues of research that may be fruitful for better understanding implications of shyness in school. Our focus is primarily on shyness in the classroom context, but we first discuss persistent difficulties in the measurement of shyness in childhood. Like Doey et al., our commentary reflects research in samples from the United States and Canada, unless otherwise noted. We then delve into potential school-related moderators of relations between shyness and children’s academic and social success, such as language skills and self-regulation, which are also associated with gender. To extend work summarized in Doey et al. (2013) regarding gender differences in teachers’ perceptions of shy students, we report on a new analysis of a longitudinal data set to examine gender as a moderator between children’s shyness in preschool and teacher-child relationships in early elementary grades. We conclude with a brief description of research on classroom support as a buffer for shy boys and girls

Review of \u3ci\u3eOrdinary Magic: Resilience in Development\u3c/i\u3e by Ann S. Masten

The notion of risk has been a mainstay of research in child development for decades. Studying and understanding risk have led to important discoveries that have informed policy and practice, particularly for children living in situations where risk is abundant. More recently, there has been attention to cumulative risk, or the idea that single indicators of risk – for example, poverty, hunger, and home insecurity – tend to co-occur. Individuals and families facing higher levels of cumulative risk are thought to have compounded problems, regardless of the risks themselves, because these multiple stressors together wear down a family’s resources and ability to combat the forces of risk

Review of \u3ci\u3eOrdinary Magic: Resilience in Development\u3c/i\u3e by Ann S. Masten

The notion of risk has been a mainstay of research in child development for decades. Studying and understanding risk have led to important discoveries that have informed policy and practice, particularly for children living in situations where risk is abundant. More recently, there has been attention to cumulative risk, or the idea that single indicators of risk – for example, poverty, hunger, and home insecurity – tend to co-occur. Individuals and families facing higher levels of cumulative risk are thought to have compounded problems, regardless of the risks themselves, because these multiple stressors together wear down a family’s resources and ability to combat the forces of risk