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Journal articles on the topic 'Library institutes and workshops'
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N.E, Okore, Anaehobi E.S., and Haliru Y.U. "Level of Awareness of Open Access Electronic Resources by Scientists in Agricultural Research Institutes in Edo State, Nigeria." International Journal for Innovation Education and Research 3, no. 8 (August 31, 2015): 110–18. http://dx.doi.org/10.31686/ijier.vol3.iss8.416.
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Purpose: This study was conducted to determine the level of awareness of open access electronic resources (OAER) by scientists in agricultural research institutes in Edo State, South – South geopolitical zone of Nigeria.Methodology: Descriptive survey research design was adopted. One hundred and fifty research scientists in agricultural research institutes in Edo (70 from Rubber Research Institute of Nigeria and 80 from Nigerian Institute For Oil Palm Research) constituted the population for the study. Questionnaire was used as instrument for data collection. Two research questions guided the study.Findings: The result of the study showed that scientists in agricultural research institutes in Edo state are fully aware of the existence of open access electronic resources but yet have greater access to traditional library materials than electronic journals and books for their research work.Implication: The study implies that the scientists though fully aware of existence of open access electronic resources but have challenges that compeled them to still access traditional library materials for their research work.Recommendation: It is recommended that the management of the two agricultural research institutes in Edo State should provide functional Internet facilities for the scientists and organize regular workshops and seminars aimed at informing their scientists on the relevance and use of open access electronic resources.
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Ruan, Lian, David Ehrenhart, Diane Richardson, and Shuyi Liu. "Illinois Fire Service Institute Library Initiatives During the COVID-19 Pandemic." International Journal of Librarianship 7, no. 1 (July 18, 2022): 109–15. http://dx.doi.org/10.23974/ijol.2022.vol7.1.238.
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The Illinois Fire Service Institute (IFSI) Library provides fire and emergency library and information assistance and services to the Institute’s instructional staff, students, Illinois fire departments and firefighters, and other fire/emergency-related users in the successful and effective performance of their jobs. In response to the COVID pandemic, IFSI Librarians have developed new services and resources to continue serving patrons. At the same time, new procedures and services were adopted. With the staff’s return to the library’s physical location, IFSI’s Learning Resource and Research Center building, new COVID-19-related safety measures have been instituted. IFSI Librarians worked with IFSI staff to create the COVID-19 Archives Collection to preserve important documents about the pandemic as it occurs. The Library received grant awards respectively from IMLS and ALA. During the pandemic, the IFSI International Programs continued to provide information resources and access to international users. The Library organized online academic activities via Zoom on a variety of workshops, lectures, and discussions to ensure that users were able to receive enough resources to continue their study and research.
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McIlwaine, J. H. "Writings on African Archives (Part 4)." African Research & Documentation 66 (1994): 21–43. http://dx.doi.org/10.1017/s0305862x00016642.
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For a general introduction to this working bibliography and an account of criteria for inclusion see Part 1 in ARD 62. This section contains a number of items relating to the various West African workshops organized by the Association of Commonwealth Archivists and Records Managers (ACARM), of which copies are available in the library of the Institute of Commonwealth Studies, University of London where the Association has its Secretariat. Although in general in this series of bibliographies entries have not been made for “in-house” finding aids produced by archives, an exception is made here for the extensive series produced by the National Archives of Nigeria. This is because these cyclostyled lists were fairly widely circulated, and certainly many of those produced in the 1960s are available in libraries outside the country (in the U.K. for example in the Institutes of Commonwealth Studies and Historical Research and SOAS at the University of London).
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Lorange, Anne Lillevoll, and Solvor Solhaug. "Skrivenatt." Nordic Journal of Information Literacy in Higher Education 12, no. 2 (September 29, 2020): 63–70. http://dx.doi.org/10.15845/noril.v12i2.2996.
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There is an ever-increasing demand for students to produce academic texts throughout the course of study. The new student coming straight from upper secondary education has little or no experience writing academic texts. To help these students, we started Writing night.
Writing Night is an evening event where students at NTNU Dragvoll get help writing academic texts and information literacy.
The event is a collaboration between NTNU University Library, the Dragvoll library and NTNU's Institute for Language and Literature (ISL). Writing Night takes place on the library premises one evening during the semester.
Writing Night is arranged to let the students choose how they want to spend the evening. They can sit and write on their own, get help from learning assistants from ISL, who walk around or go to workshops. The workshops we offer give students knowledge of various aspects of academic writing. During the first years of Writing Night, the library conducted workshops in literature search and reference management. This was later changed to one-to-one guidance stations. This change came after student feedback.
Student feedback indicates that they have gained more knowledge about academic writing and the event helped them to move on in their writing process. This has given them the confidence and sense of accomplishment they can use when working with academic texts.
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Chaves Costa, Francisca Bertilia, Ana Maria Fontenelle Catrib, July Grassiely de Oliveira Branco, Rafaela Oliveira de Sales, Geraldo Bezerra da Silva Junior, Ana Paula Vasconcellos Abdon, and Lana Paula Crivelaro Monteiro de Almeida. "Use of educational technologies in the promotion of children’s cardiovascular health: a systematic review." Global Health Promotion 27, no. 4 (March 14, 2020): 32–41. http://dx.doi.org/10.1177/1757975920909119.
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Objective: The aim of this study was to investigate the effectiveness of educational technologies for cardiovascular health promotion in children. Methods: A systematic review was carried out through a search in Biblioteca Virtual de Saúde, Comissão de Aperfeiçoamento de Pessoal do Nível Superior, EBSCOHot Information Services, and US National Library of Medicine National Institutes of Health databases, using the descriptors: play and plaything, cardiovascular diseases, child, and health promotion, between 2012 and 2019. Results: Eight articles were selected for this review. The identified technologies were based on low-tech interventions, such as play workshops, using tools such as CARDIOKIDS, the SI! program, MOVI-2, and activities with wide-ranging digital tools such as Fooya!, Fit2PlayTM, and the exergame cycling program. Conclusions: It is noteworthy that all of the analyzed interventions were effective and those that involved playing were better accepted by the children.
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Allen, Susan M. "Toward an international art library: the growth of the Research Library at the Getty Research Institute, 1979-2002." Art Libraries Journal 27, no. 4 (2002): 25–32. http://dx.doi.org/10.1017/s0307472200012827.
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The Getty Research Institute (GRI) is one of four programs of the J. Paul Getty Trust, an international cultural and philanthropic institution devoted to the visual arts, all of which reside at the Getty Center situated high on a beautiful hilltop in Brentwood, California. (The other programs of the Getty Trust are the J. Paul Getty Museum, the Getty Conservation Institute, and the Getty Grant Program.) From the beginning it was understood that the GRI would develop a research program in the discipline of art history and more generally the humanities, and that a library would support its work. Since its founding the GRI has, in fact, developed a major library as one of its programs alongside those for scholars, publications, exhibitions and a multitude of lectures, workshops and symposia for scholars, students and the general public. What is now known as the Research Library at the GRI has grown to be a significant resource and this article focuses on its history, the building that houses it, its collections and databases, and access to them all.
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Renoult, Daniel. "Innovation for arts and sciences: new technology in the French national library." Art Libraries Journal 23, no. 3 (1998): 20–22. http://dx.doi.org/10.1017/s0307472200011081.
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Founded in the fifteenth century, the French national library, the Bibliothèque Nationale de France, is one of the oldest research libraries, and, as regards the size and variety of its holdings, one of the largest in the world. An on-going programme of modernisation based on a new strategy was initiated in 1988, the aims of which are to enforce collection development in a broader encyclopaedic sense, facilitate access to documents for the general public and researchers, allow remote access through new technology and develop scientific and technical networks in co-operation with national institutions and the international community. From 1992 to 1995, two new buildings were created: one very large library (3,700 seats) located on the east side of Paris at Tolbiac, the François Mitterand Library, will house the 10 million books of the heritage collection and audiovisual documents; another new building, for conservation workshops, scientific laboratories, and new stores, the Centre Technique du Livre, is located on the outskirts of Paris, at Marne-la-Vallée. After the major book removal operation planned for 1998, the historic building in the rue de Richelieu will be devoted to special collections and will also house INHA, the new national institute for art history.In 1996, the first workshops at Marne-la-Vallée became operational and the general public level of the François Mitterand Library was inaugurated. The research level will follow in October 1998. Implementation of stage three of the audiovisual system, the new information system, will also begin in 1998, the year in which it is foreseen in addition that the new French union catalogue and the digital library will be made available to the public. All these projects aim at improving and enlarging the information services provided both to the general public and the scientific community.
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Asia Jabeen and Mazhar Munir. "Dyal Singh Majithia & his Legacy of Crown Rule in Indian Sub-continent: Case of Dyal Singh Mansion." sjesr 5, no. 4 (December 21, 2022): 126–34. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(126-134).
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The research is an endeavour to pay tribute to a legend “Dyal Singh Majithia” and an effort to safeguard his legacy of the crown rule in sub-continent. Dyal Singh was entitled as a proud son of Punjab due to his contributions to introduce modern education. He bequeathed assets of worth around 30 lack Indian rupees in charity to establish various institutes through a trust. Under the umbrella of this trust, Dyal Singh College, library, a hall and a mansion was constructed in Lahore. Selected case study, Dyal Singh Mansion is a master piece of colonial era and remarkable example of Indo-Saracenic architecture in the historic urban fabric of the Mall Road, Lahore during 20th century. Apart from façade, rest of the faces is in a crumbling state and illegally encroached by residents and vehicular repair workshops. Data has been collected by using desk-based studies, from relevant departments. Visual surveys have been conducted to identify causes of decay. In the conclusion, we have to formulate a policy to conserve this heritage being part of Mall road and legacy of British period Sikh heritage during colonial period.
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Aslam, Shabnam Mohamed. "A Solution for Social Education - Free Open Source Software Teaching through E-Learning Framework." Webology 18, SI05 (October 30, 2021): 686–703. http://dx.doi.org/10.14704/web/v18si05/web18255.
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E-learning is one of the predominant disciplines in the current era as every action of the normal human becomes online. Besides, E-learning pedagogy plays a major role in the Social Service paradigm in such a way that giving free education through the web on-demand. The work aims to focus on providing free online workshops and tutorials on software development tools to various other Universities, colleges, schools in and around Majmaa and Riyadh as part of community service to society. The users of the system are faculty, students of other Institutes and schools. The faculties and students who undergo the MUE-Learning can acquire the knowledge of currently available (FOSS) Free Open Source Software and how to use them to develop software applications. The framework includes the preparation of teaching-learning materials, online teaching, and student's assessments. The LMS tool Blackboard is embedded with the proposed framework to enable online teaching. Using the framework, the impact of FOSS education to the school and University students were measured through qualitative and quantitative parameters and proven that more than 75% of success in teaching Free-Open-Source-Technologies to variety of education institutes in and around Majmaa, KSA. Moreover, the comparison on the knowledge gathering in between male and female through different study modes synchronous and asynchronous teaching-learning was statistically tested and results are discussed. The approach meets the challenges of obtaining innovative and effective learning.
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Haglund, Lotta. "Evidence based library and information practice (EBLIP) i Sverige." Dansk Biblioteksforskning 6, no. 2/3 (October 25, 2010): 109–13. http://dx.doi.org/10.7146/danbibfor.v6i2/3.97413.
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Artiklen tager afsæt i en definition af evidencebased library and information practice (EBLIP), der lægger vægt på en bred definition omfattende både brugerrapporteret, bibliotekar observeret og forskningsbaseret evidens. Her slås også fast, at svenske biblioteker er relativt stærke på de to første felter: den brugerrapporterede og den bibliotekar observerede evidens og sammenlignet hermed svagere med hensyn til den forskningsbaserede evidens. Artiklen kortlægger herefter en række kritikpunkter og barrierer med særlig relevans for Sverige i forhold til brugen af forskningsbaseret evidens såsom evidensbevægelsens tætte tilknytning til naturvidenskabeligt prægede forskningstraditioner, en udbredt oplevelse af konceptet som dogmatisk og særtræk ved bibliotekaruddannelsen og organisationskulturen i mange biblioteker. I artiklen henvises til en række EBLIP- inspirerede initiativer og aktiviteter i Sverige: effekten på bibliotekaruddannelsernes indhold, den svenske biblioteksforenings indsatser og publikationer, svenske bibliotekarers engagement og indsats i forhold til de tilbagevendende, internationale EBLIP konferencer og i særdeleshed Karolinska Institutets Universitetsbiblioteks (KIB) centrale rolle som primus motor i forhold til kompetenceudvikling, kurser, konferencer og workshops fremhæves. Optimistisk vurderes det, at aktiviteterne har betydet, at det dokumenterede yderst beskedne kendskab til EBLIP blandt svenske bibliotekarer i 2007 nu sandsynligvis er blevet forbedret.
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Lynn Maroso, Amy. "Educating future digitizers." Library Hi Tech 23, no. 2 (June 1, 2005): 187–204. http://dx.doi.org/10.1108/07378830510605151.
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PurposeThe purpose of this paper is to provide a detailed description of the Illinois Digitization Institute's Basics and Beyond digitization training program and to describe how successful the project's different training approaches have been.Design/methodology/approachThe training consists of one‐day workshops, web‐based courses, and web‐based courses plus a hands‐on workshop element. Courses are given at different price points and for different lengths of time. Surveys and quizzes measure how well the participants learn the material.FindingsAs surveys, quiz results, and other data from the courses show, the objective of the project is being accomplished: to present cultural heritage institutions with different types of digitization training to suit their time constraints, budgets, and education needs and produce a new set of professionals who will create successful and long‐lasting digitization projects.Practical implicationsThe success of the project shows that participants respond well to different training approaches and these different approaches can be implemented to provide cultural heritage institutions with a wide range of digitization learning options suited to their needs. Such methods can also be used for other types of library and non‐library training.Originality/valueThis is the first time asynchronous but instructor‐led web‐based courses have been used for digitization training, and findings indicate that it has been successful. The outcomes of this training can be useful for institutions interested in how well participants respond to this unique style of training.
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Bugyei, Kwabena Asiedu, Raphael Kwame Kavi, and Grace Obeng-Koranteng. "Assessing the Awareness and Usage of Reference Management Software (RMS) Among Researchers of the Council for Scientific and Industrial Research (CSIR) Ghana." Journal of Information & Knowledge Management 18, no. 03 (September 2019): 1950031. http://dx.doi.org/10.1142/s021964921950031x.
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The study seeks to ascertain the levels of awareness and usage of reference management software (RMS) among researchers of the Council for Scientific and Industrial Research (CSIR), Ghana. The purpose and benefits as well as challenges associated with the use of these tools were also discussed. Descriptive survey methodology was employed for this study. A web-based questionnaire consisting of both multiple-choice and open-ended questions was used to collect data from 110 scientists in 13 research institutes of the CSIR, Ghana. Results show that overwhelming majority of scientists (80%) are aware and know about RMS. However, the adoption and usage of these tools are low. The percentage of non-usage was higher among the older scientists (22% for over 51 years) as against the younger researchers (9% for 31 to 40 years). Overall, 33.6% do not use RMS at all, and scientists occasionally used RMS. Mendeley was the most popularly used software among respondents. Results also show that most of the respondents got to know about RMS through training workshops and seminars. Most of the respondents had not received any training and for those who had attended a training workshop or seminar, majority of them noted that it was very easy to use. The main purpose of using these tools was for research work and literature review. Major benefits of using RMS packages are automatic generation of references list, electronic creation of bibliographies and changing of referencing style by a click of a button. Challenges associated with the use of these tools were slow internet connection, lack of training, and technical support. The study recommended that CSIR should make the effort to acquire these tools. Scientists should also be given the necessary training and technical support in order to effectively use these softwares.
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Jain, Sanjeev Kumar, and Jignesh Makwana. "Use of Academic Social Networking Sites by Academic Community at National Institute of Fashion Technology Centers in India." DESIDOC Journal of Library & Information Technology 42, no. 4 (July 19, 2022): 253–58. http://dx.doi.org/10.14429/djlit.42.4.17921.
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Academic social networking sites (ASNS) are trending in academics and play a significant role in disseminating knowledge. The study aims to explore the usage of ASNS by the faculty members and researchers of NIFT Centers across India. An online questionnaire method used to collect the primary data from 17 NIFT Centers. According to the results of the data analysis, the majority of respondents were aware of and utilised academic social networking sites (ASNS) in NIFT Centers. Google Scholar achieved the highest level of awareness and usage (34.98 %), followed by ResearchGate (27.09 %), Linkedin (18.23 %), and Academia.edu (17.24 %). The findings indicate that faculty members and researchers use ASNS primarily to access freely available millions of research papers, slightly less for communicating in a new way with researchers, and very rarely for increasing citations of research papers. Finally, the results reveal a positive attitude towards using famous academic social networking sites. NIFT should organise workshops and seminars on ASNS platforms to raise awareness and visibility of their research.
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Antopolsky, A. B. "Open proceedings of scientific events as an object of information and library services." Scientific and Technical Libraries, no. 10 (December 8, 2020): 87–104. http://dx.doi.org/10.33186/1027-3689-2020-10-87-104.
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The task of creating an open access repository for social sciences in the framework of the development of the information system of the Institute of Scientific Information for Social Sciences of the Russian Academy of Sciences (INION RAS) is formulated. The repository is to acquire and store he programs of workshops, webinars, conference and symposia as well as the presentations and paper abstracts. The findings of the study of open materials science events loaded to the websites of RAS scientific institutions of social and humanitarian profile as potential sources of information for the Repository are cited. For 2019–2020, over 1,2 thousand events held by more than 100 academic institutions were selected. Distribution by the number of events, their categories and status, topics, and type of available materials is given. The data supports the Pareto principle: 20% institutions hold up to 70% events. Thirteen scientific event types are specified, with 5 most popular of them accounting for 90% events with the leading disciplines of history, economics and literary studies. The available materials are unified and their 16 types are specified. Distribution by the number of events, their categories and status, topics, and type of available materials is given. The possibility for using these materials in various information and library services, building e-libraries and union bibliographic databases, and current and advanced selective information awareness services, is discussed.
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Hassan, Hammad, Farwa Zahid, Muhammad Imran Ameer Malik, Asma Shakoor, Zenab Yaasir, and Muhammad Zeeshan. "Hand Hygiene and Cross Infection Control among Dental Auxiliaries working in Private and Public Dental Institutes of Punjab." Pakistan Journal of Medical and Health Sciences 16, no. 10 (October 30, 2022): 711–14. http://dx.doi.org/10.53350/pjmhs221610711.
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Objectives: To evaluate the knowledge attitude and practices of dental assistants regarding hand hygiene and cross infection control in public and private dental institutes. Methods: Survey was carried out on 240 subjects working in five private and two public dental institutes using online questionnaires developed by the authors, and distributed via E-mail and WhatsApp. The target population were dental assistants and hygienists. Survey included a confidentiality and consent statement. Data was analyzed using the IBM SPSS version 20. Results: There were 240 respondents and majority were male. 71.3% of the participants received formal training in hand hygiene. 51.7% were aware of the presence of cross infection manual at workplace, however, fewer were aware of it contents. There was a significant difference between auxiliaries of private and public dental institutes when it comes to wearing gloves without washing hands, usage of alcohol rub and following recommended steps of hand washing. The auxiliaries of public institutes were performing hand washing before touching the patients only. Majority of the respondents especially from public institutes (38.3%) believe that hand should be dried using paper towel. Conclusion: Auxiliaries of private institutes were more aware about hand hygiene. Public institutes’ auxiliaries were lacking in knowledge and practice especially when it comes to usage of alcohol-based rub, washing hands before wearing gloves and performing hand hygiene before and after touching the patients. Regular workshop and courses should be done to keep their adherence to quality hand hygiene especially in public institutes. Keywords: American Dental Association, Center for Disease Control, Cross Infection, Dental Assistants, Hand Hygiene, Hygienists, World Health Organization
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Lindeman, Elena, Yuliya Sokolova, and Elena Taran. "RNPLS&T’s activities in education: Vectors and prospects." Scientific and Technical Libraries, no. 12 (December 27, 2018): 73–82. http://dx.doi.org/10.33186/1027-3689-2018-12-73-82.
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The authors discuss the main vectors of RNPLS&T’s educational activities, in particular the program system of advanced professional education on the premises of the Library’s Learning and Educational Programs Division, specialized seminars and workshops for college lectur ers and students, graduate and post-graduate students of Moscow State Institute of Culture, webinars for librarians, research and educational organizations. The RNPLS&T’s material and technical resources used for these events are described. The results of RNPL&STs divisions (including those within the framework of the State Task Order) independent activities, and those achieved in collaboration with interested organizations and aimed at upgrading the skills of specialists in education, science and culture, are analyzed. The authors also focus on the projects held jointly with the National Library Association “Libraries of the Future”. The plans are to develop online educational programs and to cover pressing themes. Special attention is given to secondary schools and colleges, regional boarding schools, orphanages and organizations for children without parental support.
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Gibbons, Leisa, and Karen F. Gracy. "New Beginnings: Introduction to the Special Issue on AERI 2016." Preservation, Digital Technology & Culture 46, no. 1 (April 28, 2017): 2–6. http://dx.doi.org/10.1515/pdtc-2017-0004.
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Abstract:On July 8–12, 2016, the School of Library and Information Science (SLIS) at Kent State University hosted the eighth Archival Education and Research Institute (AERI). AERI is an annual event that brings together researchers, educators, students, and professionals from North America, Europe, Asia, Australia, and New Zealand to share knowledge, promote collaboration, and mentor new and emerging scholars in the areas of archival research and pedagogy. The conference was attended by ninety-five participants from eight countries, including faculty members, doctoral students, post-doctoral fellows, and ten undergraduate and graduate students enrolled in the AERI-affiliated Emerging Archival Scholars Program (EASP). The five-day event included sixty-three paper presentations, fifteen posters, seven workshops, two plenaries, and a half-day unconference event.In this introduction, the hosts of the conference and co-editors of this issue, Leisa Gibbons and Karen F. Gracy, provide a brief overview of the conference highlights and introduce the research papers presented here.
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Sanger, Nitika, Hamnah Shahid, Brittany B. Dennis, Jackie Hudson, David Marsh, Stephanie Sanger, Andrew Worster, et al. "Identifying patient-important outcomes in medication-assisted treatment for opioid use disorder patients: a systematic review protocol." BMJ Open 8, no. 12 (December 2018): e025059. http://dx.doi.org/10.1136/bmjopen-2018-025059.
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IntroductionIllicit opioid use has become a national crisis in Canada, with over 65 000 people seeking treatment for opioid use disorder (OUD) in Ontario and British Columbia alone. Medication-assisted treatment (MAT) is a common treatment for OUD. There is substantial variability in treatment outcomes used to evaluate effectiveness of MAT, making it difficult to establish clinically and scientifically relevant treatment effect. Furthermore, patients are often excluded from the process of determining these outcomes. The primary objective of this review is to examine outcomes currently used to measure MAT effectiveness and to identify patient-relevant outcomes to enhance effectiveness of treatment options. This review refers to patient-important outcomes as those outcomes patients consider important to or markers of treatment success.Methods and analysisMEDLINE, EMBASE, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Cochrane Library, Cochrane Clinical Trials Registry, National Institutes for Health Clinical Trials Registry and WHO International Clinical Trials Registry Platform databases will be searched. We will search databases from inception to the date the search is ran. Studies of interest include those evaluating the effectiveness of MAT for patients with OUD, with or without consultation with patients regarding what they consider to be important as an indicator of treatment success. Results will be analysed using thematic analysis and qualitative analysis where possible. This will result in comprehensive synthesis of all outcomes and measures found related to OUD treatment effectiveness.Ethics and disseminationWe are collaborating with Canadian Addiction Treatment Centres which provide MAT to patients with OUD who will participate in disseminating study results. Dissemination strategies will involve sharing study results through workshops, presentations, peer-reviewed publications, study reports, community presentations and resources in primary care settings.PROSPERO registration numberCRD42018095553.
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Wilson, Virginia, and Lyn Currie. "EBLIG Report: Interest Group Meets in Atlantic Canada and New Co-convenors are Chosen." Evidence Based Library and Information Practice 2, no. 2 (June 6, 2007): 129. http://dx.doi.org/10.18438/b8901x.
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May was a month of travel for many Evidence-Based Librarianship Interest Group (EBLIG) members. From May 6 – 11, the 4th International Evidence Based Library and Information Practice conference was held in Durham-Chapel Hill, North Carolina. From May 22 – 26, EBLIG members attended the Canadian Library Association (CLA) conference in St. John’s, Newfoundland. As the second anniversary of the formation of EBLIG has come around, the inaugural co-conveners, Lyn Currie and Virginia Wilson, are wrapping up their two-year term. Congratulations to Sue Fahey of Memorial University of Newfoundland and Renée deGannes, Canadian Dental Association, Ottawa, who have taken over the reins and accepted a two-year term as EBLIG’s new co-conveners.
EBLIG has been active this past year, mainly in the area of conference workshops and sessions. At the organizers’ invitation, we successfully submitted and presented a half-day post-conference workshop for the 4th International Evidence Based Librarianship Conference. How to Assess the Evidence: A Critical Appraisal Tool for Library and Information Research, facilitated by Lindsay Glynn, of Memorial University of Newfoundland, was an extremely well-received session with nearly 30 participants in attendance.
Virginia Wilson and Stephanie Hall created a practical toolkit on evidence-based library and information practice specifically for public librarians: http://ebltoolkit.pbwiki.com/. This toolkit was unveiled at the 2007 CLA conference in St. John’s by Stephanie Hall.
A wiki was launched in 2007 entitled eblibrarianship: the Wiki of the Evidence Based Librarianship Interest Group (EBLIG) to facilitate interest group collaboration, sharing, and information access, as well as a means of communication: http://eblibrarianship.pbwiki.com/
EBLIG members are active in the EBLIP community and beyond:
EBLIG members edited and contributed to an EBL-themed issue of Feliciter.
EBLIG members are participating as editors, on the editorial advisory board, and on the evidence summary team of the open access journal, Evidence Based Library and Information Practice.
As a result of a posting on the eblibrarianship wiki for the CLA conference session, Evidence-Based Librarianship: A Toolkit for Public Libraries, Virginia Wilson and Stephanie Hall have been invited to present a 1-hour audio conference for the Education Institute in the fall of 2007.
International membership to the interest group is available without having to become a full member of CLA. For only $30 CAD, people residing outside of Canada can join EBLIG and take advantage of networking and continuing education opportunities. More information on international membership is available at http://www.cla.ca/about/igroups/evidence_based.htm.
The past two years have been challenging and exciting. An active and engaged membership goes a long way in making this interest group vital and productive.
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Kampa, Raj Kishor, Dhirendra Kumar Padhan, and Faeem Ahmad. "Perceptions of students and researchers of food technology towards plagiarism." DESIDOC Journal of Library & Information Technology 40, no. 06 (December 3, 2020): 369–74. http://dx.doi.org/10.14429/djlit.40.06.16036.
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The pandemic of plagiarism, which is wide-spread all over the world, is incredibly common among the generation of students of secondary, higher secondary and university education.The present study investigates the level of awareness of plagiarism among food technology students in India and to understand their perceptions towards academic dishonesty and reasons behind indulgence in plagiarism. A structured questionnaire was administered to the students and researchers of the National Institute of Food Technology Entrepreneurship and Management (NIFTEM) in India. The findings of the study reveals that 18 per cent, 57.8 per cent and 11.8 per cent of the students are extremely aware, moderately aware and somewhat aware that what constitutes plagiarism and what does not. Most of the respondents believe copying from a publication/book without crediting the source/author is plagiarism (Mean=4.318, SD=1.0041) and plagiarism as stealing (Mean=4.024, SD=.9126). It is also found that busy schedule (Mean=3.67), easy accessibility of electronic resources (Mean=3.69), unwareness of plagiarism instructions (Mean=3.6), poor knowledge of research writing (Mean=3.95) and lack of penalty (Mean=3.4) are the perceived reasons of indulging in plagiarism by the students and research scholars, hence, conducting orientation programmes and workshops on academic integrity, scholarly writings and referencing styles could be helpful in discouraging plagiarism in academic writing among students.
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Ashraf, Ayesha, Hammad Hassan, Sarmad Fayyaz Farooqi, Salman Aziz, Ali Farooq, and Irsam Haider. "Assessing Knowledge and Attitude Regarding Drug Prescription among Dental House Officers- A Questionnaire-Based Study." Pakistan Journal of Medical and Health Sciences 16, no. 10 (October 30, 2022): 685–87. http://dx.doi.org/10.53350/pjmhs221610685.
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Objective: To evaluate the knowledge and attitude of dental house officers regarding proper drug prescription and factors influencing judgement of dental house officers during prescription writing. Methods: This descriptive cross-sectional study was conducted with the approval of review board of CMH Lahore Medical College. Online questionnaire with 17 close ended questions was developed the authors and distributed among 400 dental house officers working in various private dental institutes of Pakistan. Statistical analysis was carried out using IBM Statistical Package for Social Sciences version 25. Results: Majority of house officers relied on supervisor regarding drug prescription. Internet (37%), books (35.8%) as well as fellow colleagues (34.3%) was the other major sources of information. 8 out of 10 respondents 'always' consider medical history before prescription writing. 14.8% responded that they always explain side effects to the patient. There was a significant difference between males and females when it comes to need of supervision. Majority of the females felt the need of supervision when it comes to prescription writing. Male house officers were more significantly influenced by senior colleagues/supervisor, fellow colleagues and pharmaceutical companies during drug prescription. Conclusion: The house offers should be instructed to explain side effects to the patients, take compete medical history and always consult with supervisor when confused. Workshops, refresher courses and constant supervision according to WHO Guide to Good Prescribing are essential to keep house officers up to date. Keywords: Dental, Drug prescription, History, House-officers, Medication, Prescription writing, World Health Organization
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Kellam, Lynda, and Celia Emmelhainz. "Guest editors' notes: Special issue on qualitative research support." IASSIST Quarterly 43, no. 2 (June 21, 2019): 1–2. http://dx.doi.org/10.29173/iq954.
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Welcome to the second issue of Volume 43 of the IASSIST Quarterly (IQ 43:2, 2019). Four papers are presented in this issue on qualitative research support. This special issue arises from conversations in the Qualitative Social Science and Humanities Data Interest Group (QSSHDIG) at IASSIST about how best to support qualitative researchers. This group was founded in 2016 to explore the challenges and opportunities facing data professionals in the social sciences and humanities, and has focused on using, reusing, sharing, and archiving of qualitative, textual, and other non-numeric data.
In ‘Annotation for transparent inquiry (ATI),’ Sebastian Karcher and Nic Weber present their work on a new approach to transparency in qualitative research by the same name, which they have been exploring at the Qualitative Data Repository at the University of Syracuse, New York. As one solution to the problem of ‘showing one’s work’ in qualitative research, ATI allows researchers to link final reports back to the underlying qualitative and textual data used to support a claim. Using the example of Hypothes.is, they discuss the positives and negatives of ATI, particularly the amount of time required to annotate a qualitative article effectively and technical limitations in widespread web display.
The next article highlights how archived materials can be re-used by qualitative researchers and used to build their arguments. In ‘Research driven approaches to archival discovery,’ Diana Marsh examines what qualitative researchers need from the collections at the National Anthropological Archives in the United States, in order to improve archival discovery for those not as accustomed to working in the archives.
In ‘Bringing method to the madness,’ Mandy Swygart-Hobaugh, Leader of the Research Data Services Team at the Georgia State University Library, outlines a project created to bridge the gap between training researchers to use qualitative data software and training them in qualitative methods. Her answer has been a collaborative workshop with a sociology professor who provides a methodological framework while she applies those principles to a project in NVivo. These successful workshops have helped to encourage researchers to consider qualitative methods while at the same time promoting the use of CAQDAS software.
Jonathan Cain, Liz Cooper, Sarah DeMott, and Alesia Montgomery in their article ‘Where QDA is hiding?’ draw on a study originally conducted for QSSHDIG to create a list of qualitative data services in libraries. When they realized that finding these services was quite difficult, they expanded the study to examine the discoverability of library sites supporting QDA. This study of 95 academic library websites provides insight into the issues of finding and accessing library websites that support the full range of qualitative research needs. They also outline the key characteristics of websites that provide more accessible access to qualitative data services.
We thank our authors for participating in this special issue and providing their insights on qualitative data and research. If you are interested in issues related to qualitative research, then please join the Qualitative Social Sciences and Humanities Data Interest Group. Starting with IASSIST 2019 in Australia, our interest group has a new leadership team with two of our authors, Sebastian Karcher and Alesia Montgomery, taking over as co-conveners. We are certain that they would love to hear your ideas for the group, and we look forward to working with the qualitative data community more in the future.
Lynda Kellam, Cornell Institute for Social & Economic Research
Celia Emmelhainz, University of California, Berkeley
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Stanford, Charlotte A. "Beyond Words: New Research on Manuscripts in Boston Collections, ed. Jeffrey F. Hamburger, Lisa Fagin Davis, Anne-Marie Eze, Nancy Netzer, and William P. Stoneman. Text, Image, Context: Studies in Medieval Manuscript Illumination, 8. Toronto: Pontifical Institute of Mediaeval Studies, 2021, 361 pp, 291 col. Ill." Mediaevistik 34, no. 1 (January 1, 2021): 274–76. http://dx.doi.org/10.3726/med.2021.01.20.
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This study stems from an exhibition/ conference of the same name, “Beyond Words,” presented in Boston in 2006; however, it goes well beyond the bounds of a conventional exhibition catalog, which was produced at the time to accompany the objects on display. The volume produced here expands these initial parameters to consider additional questions about the manuscripts held in these Boston collections, notably Houghton Library at Harvard University, McMullen Museum of Art at Boston College, and the Isabella Stewart Gardner Museum of Boston. The book is divided into four major sections, devoted respectively to monastic manuscripts (3 essays), courtly culture and patronage (5 essays), princes, patricians, prelates and pontiffs (4 essays), and illuminating history (3 essays) with a coda on manuscripts in the modern era provided by the final essay. As the editors remark in their introduction, the emphasis is Christian and central European; this is due in part to the collection parameters themselves (the above institutions have no Ethiopian or Hebrew manuscripts, for example) and in part by limitations of time and focus (there are a number of Islamic manuscripts in the Boston collections which have not been included here but would be well worth exploring in a separate study of their own). The richness and depth of the sixteen essays here offer insights into many aspects of the late medieval world. The chapter by Patricia Stirnemann on Gilbert de la Porrée traces book collection of the works of a single, theologically problematic author, and offers a valuable case study on the transmission of writings by a scholar charged (though exonerated) with heresy. Brigitte Miriam Bedos-Rezak demonstrates how the charters of the abbey of Sawley preserved in the Houghton library allow us to consider the “medial role” of document writing, and how this practice assisted an English Cistercian monastery to shape its own representation with its neighbors by crafting records of land ownership disputes. Kathryn M. Rudy examines manuscript workshops among nuns in Delft in the fifteenth century, providing a vivid model of book production practices in these devotional contexts.
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Sears, Kim, Amanda Ross-White, Christina Godfrey, Devind Peter, Alison Annet Kinengyere, and Oluwaseun Ireti Obasola. "A collaboration for the promotion of evidence synthesis: A Canadian-African Partnership." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 40, no. 2 (July 9, 2019): 45–50. http://dx.doi.org/10.29173/jchla29397.
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In 2018, the Queen’s Collaboration for Health Care Quality: A Joanna Briggs Institute Centre of Excellence (QcHcQ) spearheaded an incentive to increase collaboration and international partnerships. As part of this initiative, six library scientists from the partner institutions of the Consortium for Advanced Research Training in Africa (CARTA) were invited to Queen’s University in Kingston, Ontario to undertake training. The objective was to provide these library scientists with a comprehensive systematic review-training workshop using the Joanna Briggs Institute methodology for evidence synthesis. The intense six-day training workshop covered evidence synthesis of quantitative evidence and qualitative evidence as well as multiple methodologies for the synthesis of different levels of evidence. As a continuation of the collaboration a joint systematic review was embarked on titled: The role of library scientists in fostering evidence based health care.
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Vervliet, Jeroen. "The Special Collections in the Peace Palace Library and the Work of Library Director Dr Jacob ter Meulen." Legal Information Management 17, no. 2 (June 2017): 92–96. http://dx.doi.org/10.1017/s1472669617000202.
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AbstractThis paper was originally presented under the title ‘The Peace Palace Library. Its collections: historic and those serving the objective of contemporary arbitration and adjudication. Its users: courts, academics and the general public’. The paper was delivered by Jeroen Vervliet at the Socio-Legal Sources and Methods in International Law workshop, held at the Institute of Advanced Legal Studies in London on November 25th, 2016.
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Bussell, Hilary. "Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development." Evidence Based Library and Information Practice 13, no. 2 (June 5, 2018): 94–96. http://dx.doi.org/10.18438/eblip29419.
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A Review of: Attebury, R. I. (2017). Professional development: A qualitative study of high impact characteristics affecting meaningful and transformational learning. The Journal of Academic Librarianship, 43(3), 232-241. http://dx.doi.org//10.1016/j.acalib.2017.02.015 Abstract Objective – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians. Design – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach. Setting – Public and private colleges and universities in the United States of America. Subjects – 10 academic librarians. Methods – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. Main Results – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes. Conclusion – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations. On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development. The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection.
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Law, Rebecca-Jane, Joseph Langley, Beth Hall, Christopher Burton, Julia Hiscock, Lynne Williams, Val Morrison, et al. "Promoting physical activity and physical function in people with long-term conditions in primary care: the Function First realist synthesis with co-design." Health Services and Delivery Research 9, no. 16 (September 2021): 1–104. http://dx.doi.org/10.3310/hsdr09160.
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Background As people age and accumulate long-term conditions, their physical activity and physical function declines, resulting in disability and loss of independence. Primary care is well placed to empower individuals and communities to reduce this decline; however, the best approach is uncertain. Objectives To develop a programme theory to explain the mechanisms through which interventions improve physical activity and physical function in people with long-term conditions in different primary care contexts, and to co-design a prototype intervention. Data sources Systematic literature searches of relevant databases with forwards and backwards citation tracking, grey literature searches and further purposive searches were conducted. Qualitative data were collected through workshops and interviews. Design Realist evidence synthesis and co-design for primary care service innovation. Setting Primary care in Wales and England. Participants Stakeholders included people with long-term conditions, primary care professionals, people working in relevant community roles and researchers. Methods The realist evidence synthesis combined evidence from varied sources of literature with the views, experiences and ideas of stakeholders. The resulting context, mechanism and outcome statements informed three co-design workshops and a knowledge mobilisation workshop for primary care service innovation. Results Five context, mechanism and outcome statements were developed. (1) Improving physical activity and function is not prioritised in primary care (context). If the practice team culture is aligned to the elements of physical literacy (mechanism), then physical activity promotion will become routine and embedded in usual care (outcome). (2) Physical activity promotion is inconsistent and unco-ordinated (context). If specific resources are allocated to physical activity promotion (in combination with a supportive practice culture) (mechanism), then this will improve opportunities to change behaviour (outcome). (3) People with long-term conditions have varying levels of physical function and physical activity, varying attitudes to physical activity and differing access to local resources that enable physical activity (context). If physical activity promotion is adapted to individual needs, preferences and local resources (mechanism), then this will facilitate a sustained improvement in physical activity (outcome). (4) Many primary care practice staff lack the knowledge and confidence to promote physical activity (context). If staff develop an improved sense of capability through education and training (mechanism), then they will increase their engagement with physical activity promotion (outcome). (5) If a programme is credible with patients and professionals (context), then trust and confidence in the programme will develop (mechanism) and more patients and professionals will engage with the programme (outcome). A prototype multicomponent intervention was developed. This consisted of resources to nurture a culture of physical literacy, materials to develop the role of a credible professional who can promote physical activity using a directory of local opportunities and resources to assist with individual behaviour change. Limitations Realist synthesis and co-design is about what works in which contexts, so these resources and practice implications will need to be modified for different primary care contexts. Conclusions We developed a programme theory to explain how physical activity could be promoted in primary care in people with long-term conditions, which informed a prototype intervention. Future work A future research programme could further develop the prototype multicomponent intervention and assess its acceptability in practice alongside existing schemes before it is tested in a feasibility study to inform a future randomised controlled trial. Study registration This study is registered as PROSPERO CRD42018103027. Funding This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 9, No. 16. See the NIHR Journals Library website for further project information.
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Hemenway, Mary Kay. "The Training of Pre-College Teachers through Workshops in Astronomy." International Astronomical Union Colloquium 105 (1990): 313–15. http://dx.doi.org/10.1017/s0252921100087005.
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Most pre-college teachers in the United States have not been trained in astronomy. In Texas, astronomical concepts enter the pre-college science curriculum at all levels.During the last six years, I have presented two different types of workshops: intensive three-week summer institutes for rather small numbers of teachers, and shorter 6- to 18-hour workshops for larger groups.The University of Texas Astronomy Department and McDonald Observatory have hosted five of the intensive institutes. The institutes were established to offer an opportunity to learn astronomy through hands-on activities (Texas education regulations mandate that 40 per cent of all pre-college science classes should be laboratory oriented), and to introduce the teachers to modern astronomical research and facilities.
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O’Flaherty, Martin, Ffion Lloyd-Williams, Simon Capewell, Angela Boland, Michelle Maden, Brendan Collins, Piotr Bandosz, Lirije Hyseni, and Chris Kypridemos. "Modelling tool to support decision-making in the NHS Health Check programme: workshops, systematic review and co-production with users." Health Technology Assessment 25, no. 35 (May 2021): 1–234. http://dx.doi.org/10.3310/hta25350.
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Background Local authorities in England commission the NHS Health Check programme to invite everyone aged 40–74 years without pre-existing conditions for risk assessment and eventual intervention, if needed. However, the programme’s effectiveness, cost-effectiveness and equity impact remain uncertain. Aim To develop a validated open-access flexible web-based model that enables local commissioners to quantify the cost-effectiveness and potential for equitable population health gain of the NHS Health Check programme. Objectives The objectives were as follows: (1) co-produce with stakeholders the desirable features of the user-friendly model; (2) update the evidence base to support model and scenario development; (3) further develop our computational model to allow for developments and changes to the NHS Health Check programme and the diseases it addresses; (4) assess the effectiveness, cost-effectiveness and equity of alternative strategies for implementation to illustrate the use of the tool; and (5) propose a sustainability and implementation plan to deploy our user-friendly computational model at the local level. Design Co-production workshops surveying the best-performing local authorities and a systematic literature review of strategies to increase uptake of screening programmes informed model use and development. We then co-produced the workHORSE (working Health Outcomes Research Simulation Environment) model to estimate the health, economic and equity impact of different NHS Health Check programme implementations, using illustrative-use cases. Setting Local authorities in England. Participants Stakeholders from local authorities, Public Health England, the NHS, the British Heart Foundation, academia and other organisations participated in the workshops. For the local authorities survey, we invited 16 of the best-performing local authorities in England. Interventions The user interface allows users to vary key parameters that represent programme activities (i.e. invitation, uptake, prescriptions and referrals). Scenarios can be compared with each other. Main outcome measures Disease cases and case-years prevented or postponed, incremental cost-effectiveness ratios, net monetary benefit and change in slope index of inequality. Results The survey of best-performing local authorities revealed a diversity of effective approaches to maximise the coverage and uptake of NHS Health Check programme, with no distinct ‘best buy’. The umbrella literature review identified a range of effective single interventions. However, these generally need to be combined to maximally improve uptake and health gains. A validated dynamic, stochastic microsimulation model, built on robust epidemiology, enabled service options analysis. Analyses of three contrasting illustrative cases estimated the health, economic and equity impact of optimising the Health Checks, and the added value of obtaining detailed local data. Optimising the programme in Liverpool can become cost-effective and equitable, but simply changing the invitation method will require other programme changes to improve its performance. Detailed data inputs can benefit local analysis. Limitations Although the approach is extremely flexible, it is complex and requires substantial amounts of data, alongside expertise to both maintain and run. Conclusions Our project showed that the workHORSE model could be used to estimate the health, economic and equity impact comprehensively at local authority level. It has the potential for further development as a commissioning tool and to stimulate broader discussions on the role of these tools in real-world decision-making. Future work Future work should focus on improving user interactions with the model, modelling simulation standards, and adapting workHORSE for evaluation, design and implementation support. Study registration This study is registered as PROSPERO CRD42019132087. Funding This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 25, No. 35. See the NIHR Journals Library website for further project information.
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Brown, Mitchell. "ARL/ACRL Institute on Scholarly Communications: Workshop Report." Library Hi Tech News 24, no. 1 (January 30, 2007): 17–18. http://dx.doi.org/10.1108/07419050710745497.
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Mazurik, Nataliya. "The 20-th Anniversary Conference «LIBCOM-2016» - «Information technologies, computer systems and publications for libraries». (Review of events)." Scientific and Technical Libraries, no. 2 (February 1, 2017): 146–59. http://dx.doi.org/10.33186/1027-3689-2017-2-146-159.
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The 20-th Anniversary Conference «Information technologies, computer systems and publications for libraries» - «LIBCOM-2016» (November 14-18, 2016, Suzdal) is reviewed. Several events on the program are highlighted, e.g. The first annual meeting of the National Library Association “Libraries of the Future”, Conference Central Discussion Site, and special program by Moscow State Institute of Culture “Trends in modern library education”, the workshop and round table «New technologies and corporate libraries’ interaction». Some peculiar features of the anniversary conference are discussed, conclusions are made.
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Parr, Jeremy, Lindsay Pennington, Helen Taylor, Dawn Craig, Christopher Morris, Helen McConachie, Jill Cadwgan, et al. "Parent-delivered interventions used at home to improve eating, drinking and swallowing in children with neurodisability: the FEEDS mixed-methods study." Health Technology Assessment 25, no. 22 (March 2021): 1–208. http://dx.doi.org/10.3310/hta25220.
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Background Eating, drinking and swallowing difficulties are common in young children with neurodisability. These difficulties may lead to inadequate calorie intake, which affects a child’s nutrition, growth and general physical health. Objective To examine which interventions are available that can be delivered at home by parents to improve eating, drinking and swallowing in young children with neurodisability and are suitable for investigation in pragmatic trials. Design This was a mixed-methods study that included focus groups, surveys, an update of published systematic reviews of interventions, a systematic review of measurement properties of existing tools, evidence mapping, evidence synthesis, a Delphi survey and stakeholder workshops. Setting The study was carried out in NHS hospitals, community services, family homes and schools. Participants Parents of children who had neurodisability and eating, drinking and swallowing difficulties. Professionals from health and education. Young people with eating, drinking and swallowing difficulties or young people who had previously experienced eating, drinking and swallowing difficulties. Data sources Literature reviews; national surveys of parents and professionals; focus groups with parents, young people and professionals; and stakeholder consultation workshops. Review methods An update of published systematic reviews of interventions (searched July–August 2017), a mapping review (searched October 2017) and a systematic review of measurement properties using COnsensus-based Standards for the Selection of health status Measurement INstruments (COSMIN) methodology (searched May 2018). Results Significant limitations of the available research evidence regarding interventions and tools to measure outcomes were identified. A total of 947 people participated: 400 parents, 475 health professionals, 62 education professionals and 10 young people. The survey showed the wide range of interventions recommended by NHS health professionals, with parents and professionals reporting variability in the provision of these interventions. Parents and professionals considered 19 interventions as relevant because they modified eating, drinking and swallowing difficulties. Parents and professionals considered 10 outcomes as important to measure (including Nutrition, Growth and Health/safety); young people agreed that these were important outcomes. Stakeholder consultation workshops identified that project conclusions and recommendations made sense, were meaningful and were valued by parents and professionals. Parents and health professionals were positive about a proposed Focus on Early Eating, Drinking and Swallowing (FEEDS) toolkit of interventions that, through shared decision-making, could be recommended by health professionals and delivered by families. Limitations The national surveys included large numbers of parents and professionals but, as expected, these were not representative of the UK population of parents of children with eating, drinking and swallowing difficulties. Owing to the limitations of research evidence, pragmatic decisions were made about interventions that might be included in future research and outcomes that might be measured. For instance, the reviews of research found only weak or poor evidence to support the effectiveness of interventions. The review of outcome measures found only limited low-level evidence about their psychometric properties. Conclusions Opportunities and challenges for conducting clinical trials of the effectiveness of the FEEDS toolkit of interventions are described. Parents and professionals thought that implementation of the toolkit as part of usual NHS practice was appropriate. However, this would first require the toolkit to be operationalised through development as a complex intervention, taking account of constituent interventions, delivery strategies, implementation and manualisation. Subsequently, an evaluation of its clinical effectiveness and cost-effectiveness could be undertaken using appropriate research methods. Future work Initial steps include FEEDS toolkit development and evaluation of its use in clinical practice, and identification of the most robust methods to measure valued outcomes, such as Nutrition and Growth. Trial registration Current Controlled Trials ISRCTN10454425. Funding This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 25, No. 22. See the NIHR Journals Library website for further project information.
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Rosengarten, Frank. "Institutes, research groups, library resources." Socialism and Democracy 6, no. 1 (January 1990): 155–67. http://dx.doi.org/10.1080/08854309208428063.
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Canepa, Eric. "Institutes, research groups, library resources." Socialism and Democracy 11, no. 1 (January 1997): 129–39. http://dx.doi.org/10.1080/08854309708428194.
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Canepa, Eric. "Institutes, research groups, library resources." Socialism and Democracy 11, no. 2 (July 1997): 151–54. http://dx.doi.org/10.1080/08854309708428203.
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Editorial Team. "Workshop: Introduction to Systematic Reviewing." Evidence Based Library and Information Practice 2, no. 4 (December 7, 2007): 112–13. http://dx.doi.org/10.18438/b87g95.
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Aims
How can we translate evidence for policy and practice? This workshop will introduce the principles, methods and critiques of systematic reviews.
On completion participants will:
have a basic understanding of the purposes of systematic research synthesis and its relevance to evidence-informed policy and practice;
have discussed a variety of systematic review models;
have received a general overview of the standard stages of a systematic review.
Target audience
This workshop will be of interest to policy makers, practitioners and researchers with an interest in conducting or using systematic reviews. It is designed for people with no, or almost no, prior knowledge of synthesis research.
Date and Venue
9.30 – 5.30pm Wednesday, March 12, 2008
ESRC Regional Training Centre, Queen's University, 69/71 University Street, Belfast, BT7 1HL
Booking
To book a place on the workshop download the booking form http://eppi.ioe.ac.uk/cms/Portals/0/Forms/Booking%20form%20Belfast%20120308.pdf and fax the completed form back to (020 7612 6400). Alternatively, e-mail p.rose@ioe.ac.uk to have a booking form sent out to you. Please let us know if you would like the booking form in another format.
Accessibility
If you have a disability, sensory impairment, medical condition, specific learning difficulty, or mental health problem requiring extra support during the workshop, it is essential that you contact us as soon as possible so we will be able to arrange this support in good time.
Further information can be obtained from:
Philip James Rose
Social Science Research Unit
Institute of Education, University of London
18 Woburn Square
London
WC1H 0NR
E-mail: p.rose@ioe.ac.uk
Tel: 0207 612 6391
or
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=830
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Lee Roberts, Regina, and Mattie Taormina. "Collaborative Co-Design for Library Workshops." Behavioral & Social Sciences Librarian 32, no. 1 (January 2013): 46–56. http://dx.doi.org/10.1080/01639269.2013.755875.
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McKie, Annamarie, Jill Trumper, and Nicholas Turner. "Diverse practices: video art and libraries." Art Libraries Journal 29, no. 1 (2004): 35–41. http://dx.doi.org/10.1017/s030747220001347x.
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This article looks at the many problems that art libraries experience in developing video art collections. It considers a range of issues, from why it is often difficult to acquire video art, to reasons why many of the respected art library collections do not actively collect such material. Most of the findings arise from a workshop called Diverse practices, which was held at Kent Institute of Art and Design in February 2003.
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Sybalsky, Julia, and Fran Ritchie. "Workshop in the Care of Historic Mammal Taxidermy." Biodiversity Information Science and Standards 2 (July 4, 2018): e26436. http://dx.doi.org/10.3897/biss.2.26436.
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The American Museum of Natural History (AMNH) proposes to present a one-day workshop focused on the preventive care and basic conservation treatment of historic mammal taxidermy for professionals who work with these collections, including conservators, collection managers, preventive care professionals, museum preparators, exhibition technicians, and taxidermists. This workshop was developed with funding from the Institute for Museum and Library Services (IMLS), and was presented in 2017 at the annual meeting of SPNHC in Denver, Colorado. It will be led by natural science conservators from the AMNH, and will provide participants with a thorough working knowledge of the preservation needs of historic mammalian taxidermy and how to address common condition issues. In addition to this knowledge, participants will leave with conservation references, and samples of common treatment materials. The workshop format will incorporate a combination of presentations, demonstrations, interdisciplinary group discussions, and hands-on experimentation. Two pre-workshop webinars on background and safety information will be offered for registered participants.
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Brettle, Alison. "Call for Applications: Institute for Research Design in Librarianship (IRDL) Summer Workshop." Evidence Based Library and Information Practice 9, no. 4 (December 12, 2014): 102. http://dx.doi.org/10.18438/b8002h.
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Holubnycha, Lyudmyla. "Experience of Intensification of Students’ Cognitive Activity in the USSR (Postwar Period the Middle of the 20th Century)." International Letters of Social and Humanistic Sciences 73 (September 2016): 1–6. http://dx.doi.org/10.18052/www.scipress.com/ilshs.73.1.
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The article reflects the experience of Kharkiv higher educational institutions’ leading teachers who were looking for and using ways to enhance cognitive activity of students in the difficult recovery time of higher school after the Second World War. Teachers’ attempts to develop students’ cognitive activity were conditioned by the need to perform complex tasks (to increase constantly the level and to improve the quality of graduates; to strengthen links between theory and practice; to attract students to scientific researches and introduction of teaching staff’s inventions in production; to improve qualifications of teaching staff of higher educational institutions (HEIs); to develop initiative of universities’ and institutes’ teachers and professors; to develop and intensify independent work of students in the learning process), which were put forward the higher education institutions by the state leadership. Kharkiv University’ and institutes’ progressive professors tried to intensify students’ cognitive activity at lectures, workshops, seminars, consultations, laboratory workshops. They used a variety of unusual for that time teaching methods: search, problem, research, etc. The article presents examples of various tasks (situation-exercises, group games, situations-problems) and approaches to the educational process (using problematic approach while giving lectures, case reports of students at lectures, exchange of best lecturers and others), describes the characteristics of using of them at lectures, seminars and workshops.
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Kipping, Ruth, Rebecca Langford, Rowan Brockman, Sian Wells, Chris Metcalfe, Angeliki Papadaki, James White, et al. "Child-care self-assessment to improve physical activity, oral health and nutrition for 2- to 4-year-olds: a feasibility cluster RCT." Public Health Research 7, no. 13 (July 2019): 1–164. http://dx.doi.org/10.3310/phr07130.
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Background The Nutrition And Physical Activity Self Assessment for Child Care (NAP SACC) intervention has shown evidence of effectiveness in the USA but not been adapted or assessed for effectiveness in the UK. Objectives To evaluate the feasibility and acceptability of implementing NAP SACC in the UK. Design Adaptation and development of NAP SACC and feasibility cluster randomised controlled trial (RCT) including process and economic evaluations. Substudies assessed mediator questionnaire test–retest reliability and feasibility of food photography methods. Setting Nurseries, staff and parents in North Somerset, Cardiff, Gloucestershire and Bristol. Participants Development – 15 early years/public health staff and health visitors, 12 nursery managers and 31 parents. RCT – 12 nurseries and 31 staff, four partners and 168 children/parents. Mediator substudy – 82 parents and 69 nursery staff. Food photography substudy – four nurseries, 18 staff and 51 children. Intervention NAP SACC UK partners supported nurseries to review policies and practices and set goals to improve nutrition, oral health and physical activity (PA) over 5 months. Two workshops were delivered to nursery staff by local experts. A home component [website, short message service (SMS) and e-mails] supported parents. The control arm continued with usual practice. Main outcome measures Feasibility and acceptability of the intervention and methods according to prespecified criteria. Data sources Qualitative data to adapt the intervention. Measurements with children, parents and staff at baseline and post intervention (8–10 months after baseline). Interviews with nursery managers, staff, parents and NAP SACC UK partners; observations of training, workshops and meetings. Nursery environment observation, nursery Review and Reflect score, and resource log. Child height and weight, accelerometer-determined PA and sedentary time, screen time and dietary outcomes using the Child and Diet Evaluation Tool. Staff and parent questionnaires of knowledge, motivation and self-efficacy. Child quality of life and nursery, family and health-care costs. Food photography of everything consumed by individual children and staff questionnaire to assess acceptability. Results Thirty-two per cent (12/38) of nurseries and 35.3% (168/476) of children were recruited; no nurseries withdrew. The intervention was delivered in five out of six nurseries, with high levels of fidelity and acceptability. Partners found it feasible but had concerns about workload. The child loss to follow-up rate was 14.2%. There was suggestion of promise in intervention compared with control nurseries post intervention for snacks, screen time, proportion overweight or obese and accelerometer-measured total PA and moderate to vigorous PA. Many parental and nursery knowledge and motivation mediators improved. The average cost of delivering the intervention was £1184 per nursery excluding partner training, and the average cost per child was £27. Fourteen per cent of parents used the home component and the mediator questionnaire had good internal consistency and test–retest reliability. Photography of food was acceptable and feasible. Limitations Following nursery leavers was difficult. Accelerometer data, diet data and environmental assessment would have been more reliable with 2 days of data. Conclusions The NAP SACC UK intervention and methods were found to be feasible and acceptable to participants, except for the home component. There was sufficient suggestion of promise to justify a definitive trial. Future work A multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of NAP SACC UK has been funded by NIHR and will start in July 2019 (PHR NIHR 127551). Trial registration Current Controlled Trials ISRCTN16287377. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 13. See the NIHR Journals Library website for further project information. Funding was also provided by the North Somerset and Gloucestershire Councils, Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer) (MR/KO232331/1), and the Elizabeth Blackwell Institute.
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Waring, Justin, Simon Bishop, Jenelle Clarke, Mark Exworthy, Naomi J. Fulop, Jean Hartley, Angus IG Ramsay, Georgia Black, and Bridget Roe. "Healthcare Leadership with Political Astuteness and its role in the implementation of major system change: the HeLPA qualitative study." Health and Social Care Delivery Research 10, no. 11 (May 2022): 1–148. http://dx.doi.org/10.3310/ffci3260.
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Background The implementation of change in health and care services is often complicated by the ‘micropolitics’ of the care system. There is growing recognition that health and care leaders need to develop and use types of ‘political skill’ or ‘political astuteness’ to understand and manage the micropolitics of change. Aim The aim of this study was to produce a new empirical and theoretical understanding of the acquisition, use and contribution of leadership with ‘political astuteness’, especially in the implementation of major system change, from which to inform the co-design of training, development and recruitment resources. Methods The qualitative study comprised four work packages. Work package 1 involved two systematic literature reviews: one ‘review of reviews’ on the concept of political astuteness and another applying the learning from this to the health services research literature. Work package 2 involved biographical narrative interviews with 66 health and care leaders to investigate their experiences of acquiring and using political skills in the implementation of change. Work package 3 involved in-depth qualitative case study research with nine project teams drawn from three regional Sustainability and Transformation Partnerships operating in different English regions. Work package 4 involved a series of co-design workshops to develop learning materials and resources to support service leaders’ acquisition and use of political skills and astuteness. Results The concepts of political skills and astuteness have had growing influence on health services research, yet these have tended to emphasise a relatively individualised and behavioural view of change leadership. The interview study suggests that, although leaders certainly use individual skills and behaviours when implementing change, change processes are contingent on local contextual factors and the patterns of collective action in the forms of interlocking constellations of political interactions. The in-depth case study research further shows these interactive, contingent and collective processes in the implementation of major system change. The study finds that major system change occurs over several linked stages, each involving particular controversies for which skills, strategies and actions are needed. Informed by these findings, and through a series of co-design workshops, the study has produced a set of resources and materials and a workbook to support individuals and project teams to acquire and develop political skill. Limitations The study was complicated by the COVID-19 pandemic and there were difficulties in recruiting in-depth cases for observational research, and also recruiting patient and community groups. Conclusions Health and care leaders can develop and use a range of skills, strategies and actions to understand and navigate the diverse interests that complicate change. Building on the literature, the study presents a novel empirical framework of these skills, strategies and behaviours, and shows how they are used in the implementation of major system change. This study concludes with a set of co-designed learning resources and materials to support future leaders to develop similar skills and strategies. Further evidence is needed on the contribution of the learning resources on leadership activities and to understand the contribution of political skills to other areas of service governance. Study registration This study is registered as researchregistery4020. Funding This project was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme and will be published in full in Health and Social Care Delivery Research; Vol. 10, No. 11. See the NIHR Journals Library website for further project information.
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Bion, Julian, Olivia Brookes, Celia Brown, Carolyn Tarrant, Julian Archer, Duncan Buckley, Lisa-Marie Buckley, et al. "A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study." Health Services and Delivery Research 8, no. 32 (August 2020): 1–82. http://dx.doi.org/10.3310/hsdr08320.
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Background Although most health care is high quality, many patients and members of staff can recall episodes of a lack of empathy, respect or effective communication from health-care staff. In extreme form, this contributes to high-profile organisational failures. Reflective learning is a universally promoted technique for stimulating insight, constructive self-appraisal and empathy; however, its efficacy tends to be assumed rather than proven. The Patient Experience And Reflective Learning (PEARL) project has used patient and staff experience to co-design a novel reflective learning framework that is based on theories of behaviour and learning. Objective To create a toolkit to help health-care staff obtain meaningful feedback to stimulate effective reflective learning that will promote optimal patient-, family- and colleague-focused behaviours. Design A 3-year developmental mixed-methods study with four interlinked workstreams and 12 facilitated co-design meetings. The Capability, Opportunity, Motivation – Behaviour framework was used to describe factors influencing the behaviour of reflection. Setting This took place at five acute medical units and three intensive care units in three urban acute hospital trusts in England. Participants Patients and relatives, medical and nursing staff, managers and researchers took part. Data sources Two anonymous surveys, one for patients and one for staff, were developed from existing UK-validated instruments, administered locally and analysed centrally. Ethnographers undertook interviews and observed clinical care and reflective learning activities in the workplace, as well as in the co-design meetings, and fed back their observations in plenary workshops. Main outcome measures Preliminary instruments were rated by participants for effectiveness and feasibility to derive a final set of tools. These are presented in an attractively designed toolbox with multiple sections, including the theoretical background of reflection, mini guides for obtaining meaningful feedback and for reflecting effectively, guides for reflecting ‘in-action’ during daily activities, and a set of resources. Results Local project teams (physicians, nurses, patients, relatives and managers) chaired by a non-executive director found the quarterly reports of feedback from the patient and staff surveys insightful and impactful. Patient satisfaction with care was higher for intensive care units than for acute medical units, which reflects contextual differences, but in both settings quality of communication was the main driver of satisfaction. Ethnographers identified many additional forms of experiential feedback. Those that generated an emotional response were particularly effective as a stimulus for reflection. These sources of data were used to supplement individual participant experiences in the nine local co-design meetings and four workshops to identify barriers to and facilitators of effective reflection, focusing on capability, opportunity and motivation. A logic model was developed combining the Capability, Opportunity, Motivation – Behaviour framework for reflection and theories of learning to link patient and staff experience to changes in downstream behaviours. Participants proposed practical tools and activities to enhance reflection ‘in-action’ and ‘on-action’. These tools were developed iteratively by the local and central project teams. Limitations Paper-based surveys were burdensome to administer and analyse. Conclusions Patients and health-care staff collaborated to produce a novel reflective learning toolkit. Future work The toolkit requires evaluating in a cluster randomised controlled trial. Funding This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 8, No. 32. See the NIHR Journals Library website for further project information.
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Cisse, Sarah. "Partnering with Public Library Services: A Town and Gown Affair." Collaborative Librarianship 5, no. 3 (2013): 208–10. http://dx.doi.org/10.29087/2013.5.3.02.
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This article describes the collaborative effort between academic reference and Public Library Services (PLS) in developing and sustaining a resume resources program at a joint-use library. The resume resources workshops are a part of the summer workshop series, Adult Computer Camp, organized by the PLS department at the Alvin Sherman Library (ASL) of Nova Southeastern University (NSU). The summer workshop series offers an innovative variety of workshops to the public featuring online and computer resources. These workshops have been a successful collaboration between these two departments at the ASL, a joint-use or “town and gown” library.
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Salway, Sarah, Elizabeth Such, Louise Preston, Andrew Booth, Maria Zubair, Christina Victor, and Raghu Raghavan. "Reducing loneliness among migrant and ethnic minority people: a participatory evidence synthesis." Public Health Research 8, no. 10 (July 2020): 1–246. http://dx.doi.org/10.3310/phr08100.
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Background To date, there has been little research into the causes of, and solutions to, loneliness among migrant and ethnic minority people. Objectives The objectives were to synthesise available evidence and produce new insights relating to initiatives that aim to address loneliness among these populations, plus the logic, functioning and effects of such initiatives. Data sources Electronic database searches (MEDLINE, Applied Social Sciences Index and Abstracts and Social Science Citation Index via Web of Science – no date restrictions were applied), grey literature searches, and citation and reference searching were conducted. Data were generated via nine workshops with three consultation panels involving 34 public contributors, and one practitioner workshop involving 50 participants. Review methods Guided by ‘systems thinking’, a theory-driven synthesis was combined with an effectiveness review to integrate evidence on the nature and causes of loneliness, interventional types and programme theory, and intervention implementation and effectiveness. Results The theory review indicated that common conceptualisations of ‘loneliness’ can be usefully extended to recognise four proximate determinants when focusing on migrant and ethnic minority populations: positive social ties and interactions, negative social ties and interactions, self-worth, and appraisal of existing ties. A total of 170 interventions were included. A typology of eight interventions was developed. Detailed logic models were developed for three common types of intervention: befriending, shared-identity social support groups and intercultural encounters. The models for the first two types were generally well supported by empirical data; the third was more tentative. Evaluation of intervention processes and outcomes was limited by study content and quality. Evidence from 19 qualitative and six quantitative studies suggested that social support groups have a positive impact on dimensions of loneliness for participants. Evidence from nine qualitative and three quantitative studies suggested that befriending can have positive impacts on loneliness. However, inconsistent achievements of the befriending model meant that some initiatives were ineffective. Few studies on intercultural encounters reported relevant outcomes, although four provided some qualitative evidence and three provided quantitative evidence of improvement. Looking across intervention types, evidence suggests that initiatives targeting the proximate determinants – particularly boosting self-worth – are more effective than those that do not. No evidence was available on the long-term effects of any initiatives. UK intervention (n = 41) and non-intervention (n = 65) studies, together with consultation panel workshop data, contributed to a narrative synthesis of system processes. Interlocking factors operating at individual, family, community, organisational and wider societal levels increase risk of loneliness, and undermine access to, and the impact of, interventions. Racism operates in various ways throughout the system to increase risk of loneliness. Limitations There was a lack of high-quality quantitative studies, and there were no studies with longer-term follow-up. UK evidence was very limited. Studies addressing upstream determinants operating at the community and societal levels did not link through to individual outcome measures. Some elements of the search approach may mean that relevant literature was overlooked. Conclusions Theory regarding the causes of loneliness, and functioning of interventions, among migrant and ethnic minority populations was usefully developed. Evidence of positive impact on loneliness was strongest for shared-identity social support groups. Quantitative evidence was inadequate. The UK evidence base was extremely limited. Future work UK research in this area is desperately needed. Co-production of interventional approaches with migrant and ethnic minority people and evaluation of existing community-based initiatives are priorities. Study registration This study is registered as PROSPERO CRD42017077378. Funding This project was funded by the National Institute for Health Research Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 10. See the NIHR Journals Library website for further project information.
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Xiao, Lu, Immaculate Namukasa, and Yibing Zhang. "Design-based mathematics workshops." New Library World 117, no. 3/4 (March 14, 2016): 138–57. http://dx.doi.org/10.1108/nlw-08-2015-0059.
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Purpose – The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings. Design/methodology/approach – This paper explores a workshop model for helping the school-aged children learn mathematics outside the school. The model includes five workshop sessions and designs the parent’s role in the mathematics activities. Each workshop session has both a mathematics task activity and a user interface design activity. The model was implemented in a major Canadian city and a major Chinese city over a period of one month. This paper presents the workshop attendees’ experiences and their feedback on the workshop design. It also presents several suggestions on the design of such workshops. Findings – The parents acknowledged that they learned about how mathematics is currently taught in schools and appreciated the opportunities to interact with their children in the workshops. The children participated in the workshops actively and enjoyed the design sessions the most. The potential of using design activities to help children learn mathematics concepts is recognized. Research limitations/implications – The findings suggest that future workshops should provide a structure to the parents’ engagement in design activities, offer one design project that spans several design sessions and set aside time for families to mingle and share experiences with each other. A big limitation of this paper is the small sample size – 12 families participated in the workshops on each site. Although the paper offered rich data about the participants’ experiences, a larger sample would have made the findings more generalizable and conclusive. Practical implications – Computer technologies such as iPad and tablets are increasingly common as public library resources; yet the integration of these technologies into library programs is falling behind. This paper offers one example of how such integration can bring benefits to the patrons, encouraging more considerations to be put on this aspect in library practice. Originality/value – Although many programs are offered in public libraries that facilitate children to learn mathematics concepts, very less research has been reported on the design of these programs. In addition, the existing programs have not considered the inclusion of parent–child design activities for mathematics learning engagement. This paper reports an empirical study that addresses these research gaps. The encouraging results call for more investigations on this workshop model.
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Cline, Amy Holt, Janet Campbell, and Tom Shyka. "Preparing Educators with Practical Science: Ocean Observing in the Classroom." Marine Technology Society Journal 39, no. 4 (December 1, 2005): 71–77. http://dx.doi.org/10.4031/002533205787465904.
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Over the past two years, the UNH Coastal Observing Center and the Gulf of Maine Ocean Observing System (GoMOOS) have co-sponsored two week-long teacher workshops that offer curriculum content and hands-on experience in using ocean observation data as a successful teaching tool in the classroom. Teachers ranging from grammar school to high school levels worked to create practical lessons that incorporate ocean observing data into their current classroom settings and are using it today. This paper will explain how the UNH/GOMOOS summer Educator Institutes have been run, what teachers have been learning in these workshops, and how they planned and started using ocean observing data in their classrooms.
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Kloda, Lorie A. "Skills Gained from University Library Instruction Sessions Are Perceived as Useful Four to Eight Weeks Later." Evidence Based Library and Information Practice 2, no. 4 (December 7, 2007): 67. http://dx.doi.org/10.18438/b8w60w.
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Objective – To assess the impact of a university library instruction program.
Design – Survey questionnaire administered post-intervention.
Setting – A mid-size science and technology university in Hong Kong.
Subjects – Student and staff participants in either course specific or open (elective) library instruction workshops.
Methods – Surveys were conducted to measure the perceived effectiveness of the library instruction program, including various types of course specific (CS) and open workshops (OW). Librarians responsible for teaching nominated the sample of workshops for evaluation. Students in all but one CS workshop were provided with a 14-question paper questionnaire in class by their course instructor, while participants in all of the open workshops and one CS workshop received the same questionnaire via e-mail. The questionnaires were distributed between four to eight weeks following the workshops in order to gauge the “enduring” impact of the instruction. Most questions were closed, forcing participants to choose an answer from a list or select from a 4- or 7-point Likert scale. Comments were also solicited. Results were summarised and analysed using SPSS software. The CS and OW questionnaires were studied separately to allow for comparisons between groups.
Main results – Out of 133 workshops taught in the fall of 2004, 25 were included in the sample: 15 CS and 10 OW. The overall response rate was 68%, with 466 participants completing questionnaires. Most participants indicated that the workshops were useful for learning about sources and search methods for finding information quickly. The majority (72.2%) responded that they felt an increase in confidence when conducting library research and slightly more than half (57.9%) agreed the workshops led to an increased interest in using the library. The responses differed significantly for the CS and OW groups: OW participants consistently rated the usefulness of the workshops higher than CS participants. In regards to retention of skills, 68.5% of participants responded in the affirmative when asked of they had continued using the skills taught, with rates ranging from 56 to 83% depending on the workshop. There was little difference in perceived retention between the CS and OW groups. The skills most frequently identified as having been learned included the abilities to “form better search strategies” and “find better Internet resources.” Written feedback included remarks on reducing class size and length, and increasing practice time and the number of handouts.
Conclusion – A “delayed perception survey” revealed positive feedback from library workshop participants on questions about confidence, usefulness, and retention of skills learned. There was a significant difference in confidence levels reported between CS and OW groups, with OW participants reporting higher levels of confidence. The researchers surmise this might be a result of self-selection, as OW participants volunteered both to attend the library instruction workshops and to respond to the survey questionnaire. The short questionnaire is an efficient tool for assessing the perceived usefulness of library workshops for both course-integrated sessions and elective workshops.
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Solnyshkova, Olga, and Ekaterina Boiko. "Students creative workshop as human resource management in municipal facilities and urban development." MATEC Web of Conferences 170 (2018): 01055. http://dx.doi.org/10.1051/matecconf/201817001055.
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The experience of formation of key students’ competences at higher education civil engineering institutes by means of participation in student’s creative workshops is analyzed in the article. The hierarchical structure of the creative workshop at the NSACU (Sibstrin) is given and the possibilities of completing students’ professional tasks that require a high level of responsibility within the development of electronic learning resources are shown.