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Descriptors:
Thinking Skills; Academic Libraries; Information Literacy; Management Systems; Organizational Change; Adult Students; Instructional Design; Video Technology; Web Sites; Electronic Publishing; Critical Thinking; Diaries; Shared Resources and Services; Library Services; Marketing; Social Networks; Library Materials; Electronic Libraries; College Libraries; Educational Technology; Technology Uses in Education; Search Strategies; Orientation; Library Instruction; College Students; Nontraditional Education; Reference Materials; Energy Conservation; Teacher Education; Librarian Teacher Cooperation; Online Searching

Abstract:
Twenty scholarly papers and fifteen abstracts comprise the content of the twelfth annual Brick and Click Libraries Symposium, held at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2012 paper and abstract titles include: (1) Brave New World (Laura Heinz and Carrye Syma); (2) Using Blogs to Develop Critical Thinking Skills (Ericka Arvidson Raber); (3) From Overloaded to Opportunity: The Search for a Low-Cost Interlibrary Loan Management System (Ellie Kohler and Danielle Theiss); (4) Thriving in the E-Resource Amusement Park: Using the ADDIE Instructional Design Model as a Management Framework (Galadriel Chilton and Chenwei Zhao); (5) Exposure = Impact: Library Marketing, Promotion and Branding (Rene Erlandson and Teonne Wright); (6) Using Gimlet to Improve Service at the Library (Jessica Tipton, Barry Bailey, and Mark Swails); (7) Tweet Tweet: Using Twitter for Library Marketing and Outreach (Jaleh Fazelian); (8) Library (R)Evolution: Organizational Change and Library Effectiveness (Colleen S. Harris); (9) Caught in the Act (Anne Deutsch and Brooks Doherty); (10) Giving the Users What They Want: Is Patron-Driven Acquisitions the Answer? (Buddy Pennington and Steve Alleman); (11) Streaming Video Acquisitions: Vendors, Models and Workflows (Stephanie Viola); (12) Rediscovering Relevance for the Science & Engineering Library (Patrick "Tod" Colegrove); (13) A Tale of Two Libraries: How Two Universities Prepared for the Future with Ex Libris Alma (John Ross, Heath Bogart, Rebecca Fernandez, and Daniel Winslow); (14) Information in a Dash: Painless & Penniless Statistical Reports (Joyce Neujahr and Emily Kesten); (15) 10 Ways to Google-It BETTER (Kristy Steigerwalt); (16) You've got a Friend: Attracting, Welcoming and Supporting the Adult Learner through Tailored Orientations (MaryAlice Wade and Maggie Denning); (17) Library Outreach through One Book One Community (Melissa Dennis); (18) The Zombie's Guide to Information Literacy: Reaching College Students in Non-traditional Ways (Cynthia Dudenhoffer); (19) A Reference Services Voyage: How a Small Academic Library Doubled its Reference Statistics in One Year (Danielle Theiss); (20) E-book Metadata in ILS and Discovery Tools (Lixia Zhao, Linda Wen, Donna K. Rose, and Maureen James); (21) Streamlined Workflow + McNaughton = Success! (Cheryl L. Blevens); (22) Chasing Green: An Academic Library's In-House Solution to Save Resources and Change Policy about Energy Conservation (Jeff Simpson); (23) Supporting Mobiles: It's More Than a Link and a Click (Robert Hallis); (24) User Side Open Access: The High Stakes of Open Access at Teaching Colleges (Mark Swails); (25) Auto-Populating an ILL form using OpenURL and JavaScript (Sarah G. Park); (26) Librarian-Faculty Collaboration for Student Learning (Carolyn Johnson); (27) Comparative Preferences for eBooks and Paper/Printed Books (Leila June Rod-Welch, Barbara E. Weeg, Jerry V. Caswell, and Thomas L. Kessler); (28) Managing Information: Lessons for the 21st Century (Robert Hallis); (29) Making Your Library (Pin)teresting! Using the Online Pinboard to Promote Library Resources (Marty Miller); (30) Give Them the Gift That Keeps On Giving--Providing Meaningful Tools for Student Employee Success (Joyce Meldrem); (31) We Built It, Why Didn't They Come? (Joelle Pitts, Laura Bonella, and Jason Coleman); (32) Give your Instruction a Boost of Creativity! (Benjamin Oberdick); (33) Size Doesn't Matter: Use Responsive Design to Fit On Any Screen (Roy Degler); (34) If You Build It, They Will Come: A First-Year Assessment of a Newly-Built Academic Library (Megan Donald and Stewart Brower), and (35) Copyright and Intellectual Property: Teaching Creatively (Mason Yang and Gail Flatness). An author/title index is also included. (Individual papers contain references). [Abstract modified to meet ERIC guidelines. For the 2011 proceedings, see ED526899.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (3331K)

Descriptors:
Access to Information; Enrollment; First Generation College Students; College Freshmen; Undergraduate Students; Parent Background; Educational Attainment; Student Characteristics; College Preparation; College Readiness; Access to Education; Low Income Groups; Minority Group Students; Paying for College; College Admission

Abstract:
This article examines the pervasive difficulties experienced by first-generation students in their quest to attend postsecondary settings. A change in the profile of the undergraduate student body has changed dramatically with respect to first-generation students' age, enrollment status, and family conditions. These students are likely to enter college with less academic preparation and have limited access to information about the college experience. Low-income, minority, first-generation students are especially likely to lack specific types of college knowledge, which includes knowing how to finance a college education and complete basic admissions requirements. For these students to be successful, it is imperative to understand the pervasive obstacles they may encounter. The article identifies the challenges that first-generation students experience and their perceptions regarding the postsecondary experience, and it concludes with recommendations for successful academic practices. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Study Abroad; Vocational Education; Cross Cultural Studies; Foreign Countries; Student Teacher Attitudes; Cultural Awareness; Preservice Teachers; Secondary Education; Global Approach; Consciousness Raising; Student Diversity; Cultural Differences

Abstract:
The lack of intercultural competencies among secondary preservice and in-service students is one of the most significant issues facing education today. As schools, colleges, and university programs attempt to embrace the increasingly diverse student populations, mission statements have been revised and diversity initiatives designed to reflect support for a more inclusive philosophy for graduating interculturally competent students. There remains an unmet need, however, to expand American students' international experiences while ensuring that all candidates participate in a quality experience that promotes awareness of cultures, languages, world issues, global dynamics, and human choices. This study compared Chinese and American vocational students' viewpoints on their international experiences and their impact on the development of intercultural competencies. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Small Group Instruction; Early Intervention; Reading Consultants; Specialists; Reading Instruction; Reading Teachers; Reading Difficulties; Teaching Methods; Elementary Education; Reading Achievement; Teacher Attitudes

Abstract:
Classroom teachers and reading specialists have attempted to determine the most effective ways of working with struggling readers. Early intervention and quality instruction are the keys to assisting these struggling readers; however, determining how and where intervention-based instruction should occur is still a concern. Struggling readers need extra time and specialized attention to achieve; however, educators and administrators continue to discuss whether this intervention should occur through separated instruction with small-group instruction, or whether students should be supported by specialists alongside classroom teachers in a whole-group setting. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Schools of Education; Intercultural Communication; International Education; Teacher Education Programs; Exchange Programs; Global Approach; Communication Skills; Cultural Awareness; Student Diversity; Futures (of Society); Multicultural Education; Equal Education; International Educational Exchange

Abstract:
To be successful in a global economy, U.S. candidates must possess international knowledge, intercultural communication skills, and global perspectives to effectively teach diverse student populations. Unfortunately, teacher education programs have not prepared candidates to be internationally competent leaders for the future. Schools of education with international exchange programs are in a unique position to engage candidates in firsthand exploration of cultural and diversity understandings. In this article, I identify pervasive problems with preparation programs and suggest the need for a multicultural, global perspective with a social justice agenda. I conclude the article with justification for new initiatives to ensure that inclusive practices are promoted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Activity Level; Middle Schools; Middle School Students; Lunch Programs; Females; Intramural Athletics; Health Education; Extramural Athletics; Physical Activities; School Policy; Health Behavior; Recess Breaks; Educational Environment; Physical Education; School Community Programs

Abstract:
Background: This study examined physical activity opportunities and barriers at 36 geographically diverse middle schools participating in the Trial of Activity for Adolescent Girls. Methods: Principals, physical education and health education department heads, and program leaders were interviewed to assess policies and instructional practices that support physical activity. Results: Schools provided approximately 110 hours per year in physical education instruction. Approximately 20% of students walked or bicycled to school. Eighty-three percent of schools offered interscholastic sports and 69% offered intramural sports. Most schools offered programs for girls, but on average, only 24 girls (approximately 5%) in the schools attended any programs. Only 25% of schools allowed after school free play. An overall score created to assess school environmental support for physical activity indicated that, on average, schools met 6.7 items of 10 items. Free/reduced lunch program participation versus not (p = 0.04), perceived priority of physical education instruction over coaching (p = 0.02), and safety for walking/bicycling to school (p = 0.02) predicted environmental support score. Conclusions: Schools have policies and practices that support physical activity, although unfavorable practices exist. Schools must work with community partners and officials to provide environments that optimally support physical activity, especially schools that serve low-income students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Teacher Education Programs; Elementary Secondary Education; Technology Integration; Teacher Surveys; Field Experience Programs; Educational Technology; Teaching Experience; Teacher Education; Technology Uses in Education; Data Analysis

Abstract:
The purpose of this exploratory study was to examine the perceptions of technology integration by 90 entry level students in a teacher education program. During their field experience placement, candidates observed teachers' integration of technology in the classroom. During the final week of observation, the candidates completed a modified version of BETA 04-05 Teacher Survey (Biennial Educational Technology Assessment). The BETA Teacher Survey is a self-report online instrument developed by eTech Ohio (2004) to assess how technology supports classroom curricular needs. Demographic information was reported and the second part of the survey identified strategies for technology integration. Candidates ranked the frequency of technology use by K-12 teachers and students in the classrooms. A university statistician unfamiliar with the candidates or the course analyzed the data statistically using the SPSS software program. Results indicate that teaching experience had a significant effect on use of technology for data manipulation/organization because teachers with less experience were more apt to use technology for data management. This study illustrates that if teachers possess the requisite technology skills they are more likely to integrate educational technologies in their instructional repertoires which can enhance the learning of all students. It also sheds light on the impact of technological advancements in a variety of academic environments and areas as well as how changes in practice are occurring (or not occurring) in these settings. It is imperative that teacher education ensure that preservice candidates are indeed provided the opportunity to explore and develop effective uses of technology in K-12 classrooms. Additionally, teacher education must promote technology use in authentic contexts through curriculum-based, technology-enhanced field experiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Middle Schools; Intervention; Health Education; Physical Activities; Females; Formative Evaluation; Action Research; Theory Practice Relationship; Technology Transfer; Health Promotion; Program Descriptions; Program Development; Health Behavior

Abstract:
Formative research is used to inform intervention development, but the processes of transmitting results to intervention planners and incorporating information into intervention designs are not well documented. The authors describe how formative research results from the Trial of Activity for Adolescent Girls (TAAG) were transferred to planners to guide intervention development. Methods included providing oral and written reports, prioritizing recommendations, and cross-checking recommendations with intervention objectives and implementation strategies. Formative work influenced the intervention in many ways. For example, results indicated that middle schools offered only coeducational physical education and health education classes, so the TAAG intervention was designed to be appropriate for both sexes, and intervention strategies were developed to directly address girls' stated preferences (e.g., enjoyable activities, opportunity to socialize) and barriers (e.g., lack of skills, fear of injury) for physical activity. The challenges of using formative research for intervention development are discussed. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Activities; Adolescents; Females; Intervention; Focus Groups; Community Programs; Health Programs; Goal Orientation; Research Methodology; Formative Evaluation

Abstract:
Formative research uses qualitative and quantitative methods to provide information for researchers to plan intervention programs. Gaps in the formative research literature include how to define goals, implementation plans, and research questions; select methods; analyze data; and develop interventions. The National Heart, Lung, and Blood Institute funded the Trial of Activity for Adolescent Girls (TAAG), a randomized, multicenter field trial, to reduce the decline in physical activity in adolescent girls. The goals of the TAAG formative research are to (a) describe study communities and schools, (b) help design the trial's interventions, (c) develop effective recruitment and retention strategies, and (d) design evaluation instruments. To meet these goals, a variety of methods, including telephone interviews, surveys and checklists, semistructured interviews, and focus group discussions, are employed. The purpose, method of development, and analyses are explained for each method. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Urban Schools; Teacher Education Programs; Teacher Effectiveness; Pedagogical Content Knowledge; Personality; Educational Policy; Federal Legislation; Teacher Attitudes; Beliefs; Organizational Development; Student Diversity; Teacher Competencies

Abstract:
Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the achievement of diverse students in urban settings. Learning climates and expectations must be created where self-reflection and critical cultural consciousness are part of the routine, normative demands of teacher education if systemic change is to occur. The author contends that it is essential that candidates possess more than pedagogical knowledge but also the essential dispositions to affirm and embrace all students. Therefore, agendas should be espoused that promote educational equity for all students, while ensuring that indeed no child is left behind. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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