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Catalogers assigning Spanish subject headings typically must rely on a variety of different sources in different formats. The lcsh-es.org database unites several of these sources in a single search interface to simplify the work of Spanish language subject catalogers and encourage collaboration. 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"dateModified": "2021-06-15T19:06:49Z" } }, { "key": "WC3VQ3AF", "version": 492, "library": { "type": "group", "id": 364619, "name": "Research Essentials Team", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_essentials_team", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/364619/items/WC3VQ3AF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_essentials_team/items/WC3VQ3AF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1622670, "username": "dwellemeyer", "name": "Dani", "links": { "alternate": { "href": "https://www.zotero.org/dwellemeyer", "type": "text/html" } } }, "lastModifiedByUser": { "id": 3260905, "username": "hartwelljuliea", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hartwelljuliea", "type": "text/html" } } }, "creatorSummary": "Raish and Rimland", "parsedDate": "2016-01-01", "numChildren": 3 }, "data": { "key": "WC3VQ3AF", "version": 492, "itemType": "journalArticle", "title": "Employer Perceptions of Critical Information Literacy Skills and Digital Badges", "creators": [ { "creatorType": "author", "firstName": "Victoria", "lastName": "Raish" }, { "creatorType": "author", "firstName": "Emily", "lastName": "Rimland" } ], "abstractNote": "Digital badges are an educational innovation used to measure learning of specific skills, such as information literacy. However, few studies have quantitatively surveyed employers for their perceptions about information literacy skills or digital badges. An online survey was developed and sent to employers to gauge perceptions of information literacy skills of college graduates and the use of the innovation of digital badges to represent competencies that students have accumulated. Here are the results of the survey: information literacy and metaliteracy skills are valued in the workplace; employers would like more detailed representations of student skills; and digital badges are a possible way to showcase student achievement.", "publicationTitle": "College & Research Libraries", "publisher": "", "place": "", "date": "01/01/2016", "volume": "77", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "87-113", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Coll. res. libr.", "DOI": "10.5860/crl.77.1.87", "citationKey": "", "url": "http://crl.acrl.org/content/77/1/87", "accessDate": "2016-01-05T19:46:35Z", "PMID": "", "PMCID": "", "ISSN": "0010-0870, 2150-6701", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "crl.acrl.org", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Badges" }, { "tag": "Career" }, { "tag": "Information Literacy" } ], "collections": [ "SI95KCQQ" ], "relations": { "dc:replaces": "http://zotero.org/groups/364619/items/3622NQJF" }, "dateAdded": "2016-01-05T19:46:35Z", "dateModified": "2021-06-15T19:06:49Z" } }, { "key": "JJXABIFX", "version": 492, "library": { "type": "group", "id": 364619, "name": "Research Essentials Team", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_essentials_team", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/364619/items/JJXABIFX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_essentials_team/items/JJXABIFX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2619708, "username": "JessWill", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jesswill", "type": "text/html" } } }, "lastModifiedByUser": { "id": 3260905, "username": "hartwelljuliea", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hartwelljuliea", "type": "text/html" } } }, "creatorSummary": "Ettinger", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "JJXABIFX", "version": 492, "itemType": "journalArticle", "title": "The Triumph of Expediency: The Impact of Google Scholar on Library Instruction", "creators": [ { "creatorType": "author", "firstName": "David", "lastName": "Ettinger" } ], "abstractNote": "Abram, Stephen. 2005. Google scholar: Thin edge of the web. Information Outlook 9(1): 44-46. Cathcart, Rachael & Amanda Roberts. 2005. Evaluating Google Scholar as a tool for information literacy. In Libraries and Google, ed. William Miller & Rita M. Pellen, 167-176. Binghamton: Haworth Press. Chen, Xiaotian. 2006. MetaLib, WebFeat, and Google: The strengths and weaknesses of federated search engines compared with Google. Online Information Review 30(4): 413-427. Cohen, Laura B. 2005. Finding scholarly content on the web: From Google Scholar to RSS feeds. Special issue, Choice: Current Reviews forAcademic Libraries 42: 7-17. Friend, Frederick J. 2006. Google Scholar: Potentially good for users of academic information. Journal of Electronic Publishing 9, no. 1, < http://hdl.handle.net.proxy.library.umkc.edu/ 2027/spo.3336451.0009.105 > (accessed June 6, 2007). Gorman, G. E. 2006. Giving way to Google. Online Information Review 30(2): 97-99. Jasco, Peter. 2005. Google Scholar: The pros and the cons. Online Information Review 29(2): 208-214. Kent, Michael L. 2005. Conducting better research: Google Scholar and the future of search technology. Public Relations Quarterly 50(4): 35-40. Kesselman, Martin & Sarah Barbara Watstein. 2005. Google Scholar and libraries: Point/counterpoint. Reference Services Review 33(4): 38-387. O'Leary, Mick. 2005. Google Scholar: What's in it for you? Information Today, July/August 2005. Norris, Benjamin P. 2006. Google: Its impact on the library. Library Hi Tech News 9: 9-11. Tenopir, Carol. 2005. Google in the academic library. Library Journal 130(2): 32. Niehaus, Ellen, Alan Asher Niehaus, & Crint Wrede. 2006. The depth and breadth of Google Scholar: An empirical study. portal: Libraries and the Academy 6(2): 127-141. Pomeranz, Jeffrey. 2006. Google Scholar and the 100 percent availability of infor mation. Information Technology and Libraries 25(1): 52-56. Wleklinski, Joann M. 2005. Studying Google Scholar: Wall to wall coverage. Online 29(3): 22-26.", "publicationTitle": "Journal of Library Administration", "publisher": "", "place": "", "date": "2007", "volume": "46", "issue": "3-4", "section": "", "partNumber": "", "partTitle": "", "pages": "65-72", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org.proxy.library.umkc.edu/10.1300/J111v46n03_06", "citationKey": "", "url": "http://search.proquest.com.proxy.library.umkc.edu/docview/32709704/420B58680D8A444DPQ/1", "accessDate": "2016-09-23T17:17:18Z", "PMID": "", "PMCID": "", "ISSN": "0193-0826", "archive": "", "archiveLocation": "", "shortTitle": "The Triumph of Expediency", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Conduction", "type": 1 }, { "tag": "DATABASE searching", "type": 1 }, { "tag": "ELECTRONIC information resources", "type": 1 }, { "tag": "Electronic publishing", "type": 1 }, { "tag": "Empirical analysis", "type": 1 }, { "tag": "GOOGLE Inc.", "type": 1 }, { "tag": "Google Scholar", "type": 1 }, { "tag": "INFORMATION services -- User education", "type": 1 }, { "tag": "INTERNET industry", "type": 1 }, { "tag": "INTERNET searching", "type": 1 }, { "tag": "Information Systems", "type": 1 }, { "tag": "LIBRARIES", "type": 1 }, { "tag": "Library orientation", "type": 1 }, { "tag": "Literacy", "type": 1 }, { "tag": "ONLINE information services", "type": 1 }, { "tag": "On-line systems", "type": 1 }, { "tag": "Online", "type": 1 }, { "tag": "Presses", "type": 1 }, { "tag": "Public relations", "type": 1 }, { "tag": "Search engines", "type": 1 }, { "tag": "Strength", "type": 1 }, { "tag": "Tools", "type": 1 }, { "tag": "Walls", "type": 1 }, { "tag": "bibliographic instruction", "type": 1 }, { "tag": "library databases", "type": 1 } ], "collections": [ "M3EB7XXS" ], "relations": { "dc:replaces": "http://zotero.org/groups/364619/items/N63A89V6" }, "dateAdded": "2016-09-23T17:17:18Z", "dateModified": "2021-06-15T19:06:45Z" } }, { "key": "4FJ69A2W", "version": 492, "library": { "type": "group", "id": 364619, "name": "Research Essentials Team", "links": { "alternate": { "href": "https://www.zotero.org/groups/research_essentials_team", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/364619/items/4FJ69A2W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/research_essentials_team/items/4FJ69A2W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2555303, "username": "pbarra92", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/pbarra92", "type": "text/html" } } }, "lastModifiedByUser": { "id": 3260905, "username": "hartwelljuliea", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hartwelljuliea", "type": "text/html" } } }, "creatorSummary": "Rhoades and Haney", "parsedDate": "2006-01-01", "numChildren": 0 }, "data": { "key": "4FJ69A2W", "version": 492, "itemType": "journalArticle", "title": "How Can You Teach Composition without Adjuncts or Tenure Lines?", "creators": [ { "creatorType": "author", "firstName": "Georgia", "lastName": "Rhoades" }, { "creatorType": "author", "firstName": "David P.", "lastName": "Haney" } ], "abstractNote": "In the 1990s at Appalachian State University, as at many other colleges and universities, the balance shifted in the writing program. Before then, English composition courses had been taught by tenure-track faculty members, but now most composition courses are taught by non-tenure-track faculty members. In this article, the authors describe how Georgia Rhodes, the university's composition program director, improved the working conditions of the teaching staff, including getting them benefits and yearlong contracts, faculty development funding, and other opportunities to grow professionally. Appalachian has moved from from a culture that considered it bad form to make more demands on non-tenure-track faculty members (through, for example, committee work and staff meetings) because they were paid them so little, to a culture that values their contributions and is attempting to recompense them. There is also evidence that nontenure-track faculty members take pride in the work they do in this program and want to belong to a strong community whose members are encouraged to grow professionally. Many English departments devalue the teaching of writing, but Appalachian hopes that the changes recently made--investments in the teaching of writing--will be refined and extended.", "publicationTitle": "Academe", "publisher": "", "place": "", "date": "January 1, 2006", "volume": "92", "issue": "6-", "section": "", "partNumber": "", "partTitle": "", "pages": "50-53", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Academe", "DOI": "", "citationKey": "", "url": "http://proxy.library.umkc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ746695&site=ehost-live&scope=site", "accessDate": "2016-02-11T22:06:33Z", "PMID": "", "PMCID": "", "ISSN": "0190-2946", "archive": "", "archiveLocation": "American Association of University Professors. 1012 Fourteenth Street NW Suite 500, Washington, DC 20005. 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Aims: Evaluate the effectiveness of instructional design features through a systematic review of studies comparing different simulation-based interventions. Methods: We systematically searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. We included original research studies that compared one simulation intervention with another and involved health professions learners. Working in duplicate, we evaluated study quality and abstracted information on learners, outcomes, and instructional design features. We pooled results using random effects meta-analysis. Results: From a pool of 10 903 articles we identified 289 eligible studies enrolling 18 971 trainees, including 208 randomized trials. Inconsistency was usually large ( I 2 > 50%). For skills outcomes, pooled effect sizes (positive numbers favoring the instructional design feature) were 0.68 for range of difficulty (20 studies; p < 0.001), 0.68 for repetitive practice (7 studies; p = 0.06), 0.66 for distributed practice (6 studies; p = 0.03), 0.65 for interactivity (89 studies; p < 0.001), 0.62 for multiple learning strategies (70 studies; p < 0.001), 0.52 for individualized learning (59 studies; p < 0.001), 0.45 for mastery learning (3 studies; p = 0.57), 0.44 for feedback (80 studies; p < 0.001), 0.34 for longer time (23 studies; p = 0.005), 0.20 for clinical variation (16 studies; p = 0.24), and −0.22 for group training (8 studies; p = 0.09). 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