616 research outputs found

    The Case for Impurity in Philosophical Writing

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    Instructional elements in an online information literacy Open Educational Resource (OER) and their influence on learner achievement, satisfaction, and self-efficacy

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    This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements

    Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students

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    The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the Internet. Data were collected from N = 253 undergraduate students participating in a broader information literacy research study. Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives

    Risk Factors for Course of Posttraumatic Stress Disorder Among Vietnam Veterans: A 14-Year Follow-Up of American Legionnaires

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    Risk factors affecting the course of posttraumatic stress disorder (PTSD) are poorly understood. As part of a larger study on characterizing exposure to herbicides in Vietnam, the authors investigated this issue in a random sample of 1,377 American Legionnaires who had served in Southeast Asia during the Vietnam War and were followed over a 14-year period. High combat exposure, perceived negative community attitudes at homecoming, minority race, depression symptoms at Time 1, and more anger at Time 1 predicted a more chronic course. Community involvement at Time 1 was protective and associated with decreased risk at Time 2. Discomfort in disclosing Vietnam experiences was associated with an increased risk for developing PTSD but did not predict its course. Combat exposure predicted PTSD course more strongly than any other risk factor. Findings suggest recovery from PTSD is significantly influenced by perceived social support

    Youth Single-Sport Specialization in Professional Baseball Players.

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    Background: An increasing number of youth baseball athletes are specializing in playing baseball at younger ages. Purpose: The purpose of our study was to describe the age and prevalence of single-sport specialization in a cohort of current professional baseball athletes. In addition, we sought to understand the trends surrounding single-sport specialization in professional baseball players raised within and outside the United States (US). Study Design: Cross-sectional study; Level of evidence, 3. Methods: A survey was distributed to male professional baseball athletes via individual team athletic trainers. Athletes were asked if and at what age they had chosen to specialize in playing baseball at the exclusion of other sports, and data were then collected pertaining to this decision. We analyzed the rate and age of specialization, the reasons for specialization, and the athlete\u27s perception of injuries related to specialization. Results: A total of 1673 professional baseball athletes completed the survey, representing 26 of the 30 Major League Baseball (MLB) organizations. Less than half (44.5%) of professional athletes specialized in playing a single sport during their childhood/adolescence. Those who reported specializing in their youth did so at a mean age of 14.09 ± 2.79 years. MLB players who grew up outside the US specialized at a significantly earlier age than MLB players native to the US (12.30 ± 3.07 vs 14.89 ± 2.24 years, respectively; Conclusion: This study challenges the current trends toward early youth sport specialization, finding that the majority of professional baseball athletes studied did not specialize as youth and that those who did specialize did so at a mean age of 14 years. With the potential cumulative effects of pitching and overhead throwing on an athlete\u27s arm, the trend identified in this study toward earlier specialization within baseball is concerning
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