Producing storytime: A collectivist analysis of work in a complex communicative space

Storytime programs for young children are ritual events in the everyday life of the public library. This article analyzes data from two such programs to identify and analyze the work carried out by program leaders, their adult and child participants, and other social actors in other settings (e.g., library CEOs) in order to enable the program to happen. The study builds on research on the public library as a physical space and on the library in the life of the user by describing the often invisible literacy, information, and caring work that goes into accomplishing social settings within the physical space of the library. We contend that the work carried out to produce storytime is both discursively bound and value laden and that storytime participants constitute an emerging discourse community whose work coordinates and is simultaneously coordinated by the ongoing creation and maintenance of its discursive boundaries

Who is entitled to authoritative knowledge? Category entitlements of parents and professionals in the literature on children’s literacy learning.

This paper critically analyses representations of librarians, teachers and parents in texts pertaining to children\u27s\u27 literacy development

Похибка розрахунку характеристик гармонійного сигналу

Встановлено основні джерела похибок програм визначення коефіцієнта гармонік для звичайної та подвійної точності розрахунку. Аналізуються похибки заокруглення, пов’язані із знаходженням тригонометричних функцій стандартними програмами, похибки розрахунку коефіцієнта гармонік гармонійного сигналу, на який накладено постійний складник, похибки розрахунку коефіцієнта гармонік від кількості дискретних відліків на періоді сигналу, похибки квантування по рівню, величина яких залежить від розрядності аналогово-цифрового перетворювача (АЦП). Шляхом моделювання визначено величину порогу чутливості по коефіцієнту гармонік.The basic sources of the errors of software for calculation of the harmonic factor for an ordinary and double accuracy of calculation are established. Errors in rounding, related to the calculation of trigonometric functions by standard programs, errors of calculation of the harmonic factor of a harmonic signal with an imposed permanent constituent, errors of calculation of the harmonic factor from the number of discrete counts on the signal period, errors of quantum by level the value which depends from the value ADC bits are analyzed. The threshold value of sensitivity by a harmonic factor was evaluated by modelling.Рассмотрены основные источники погрешностей программ расчета коэффициента гармоник с обычной и двойной точностью вычислений. Анализируются погрешности округления, связанные с вычислением тригонометрических функций стандартными программами, погрешности расчета коэффициента гармоник гармонического сигнала с постоянной составляющей, погрешности расчета коэффициента гармоник от количества дискретных отсчетов на периоде гармонического сигнала, погрешности квантования по уровню, величина которых зависит от разрядности аналого-цифрового преобразователя (АЦП). Путем моделирования определена величина порога чувствительности по коэффициенту гармоник

Under Our Own Umbrella: Mobilizing Research Evidence for Early Literacy Programs in Public Libraries

A critical perspective on evidence is taken as axiomatic in the practice of librarianship. MLIS students are schooled in techniques for evaluating information sources; policymakers, program developers, practitioners, and LIS educators are encouraged to base decisions on a solid foundation of research evidence; practitioners are urged to provide library users with a range of sources from which to choose. Rarely, however, are critical questions asked about the nature of research evidence, the purposes for which research evidence is mobilized and the political, economic, social, and material consequences that may attend privileging one form of evidence over another. The article seeks to raise such questions. First we discuss how research and evidence have been mobilized in professional literature for children’s services librarians working in public libraries and in children’s services librarians’ actual activities and talk about their support of children’s early literacy. We then consider the forms of evidence being used by children’s services librarians and ask what interests are served by the use or nonuse of particular forms of evidence. Finally we identify implications of our findings. We argue, as does John Budd (2006), that more is at stake than which methods or studies are most effective. We argue too that consequences attend the selection of research evidence, and that the choice of research evidence has implications – often unexpected and sometimes negative -- for public libraries and for their users and staff. Indeed, we seek to demonstrate that the privileging of one form of evidence over others does not further the public library’s democratic mission and may well undermine children’s services librarians’ efforts to advocate for library services

Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program

Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master’s level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies. Dans cet article, basé sur une étude de cas qualitative de pratiques et de pédagogies de rédaction menée dans un programme universitaire d’éducation de cycle supérieur dans une université canadienne, il est question des rôles et des responsabilités des instructeurs concernant l’enseignement et les travaux de rédaction universitaire de soutien au niveau de la maîtrise. Les données ont été recueillies à partir d’entrevues individuelles approfondies, semi structurées, auprès de 14 étudiants de cycle supérieur et de huit professeurs. Les entrevues ont ensuite été analysées de manière thématique. La discussion se place dans le cadre pédagogique des littéracies universitaires (ACLITS - Academic Literacies Pedagogical Framework). Les données suggèrent que les attentes en matière de travaux de rédaction universitaire peuvent être des sources de stress extrême pour les étudiants de cycle supérieur. Les étudiants et les instructeurs n’ont pas de langue commune pour discuter les textes produits par les étudiants. En l’absence de pédagogies explicites en matière de travaux de rédaction universitaire, les étudiants et les instructeurs se tournent parfois vers des avis simplistes obtenus à l’école. Cet article présente également les défis pédagogiques associés à l’enseignement des genres disciplinaires de travaux de rédaction dans des domaines qui présentent des perspectives multiples tels que les études du curriculum

The "Ten-Year Road:" Joys and Challenges on the Road to Tenure

This paper explores the pre-tenure experiences of five assistant professors employed in the faculty of education of a research-intensive university. Acting as co-researchers, the authors researched their experiences through a critical narrative approach. The analysis, informed by critically-oriented writing that extends Wenger's Communities of Practice. takes as axiomatic the notion that globalized processes of economic restructuring are mediating work in the academy and examines its local manifestations. Discussions explore issues of power, equity, shifting identities, and the need for improved navigational resources. The authors found that the process of critically and collaboratively researching their pre-tenure experiences offered insight into sites of personal and professional agency and also served as the impetus to form the social semiotic spaces that encouraged a sense of community. The Dean, a tenured member, but also a newcomer, serves in the role of critical friend