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Barbara Schultz-Jones

Bio: Barbara Schultz-Jones is an academic researcher from University of North Texas. The author has contributed to research in topics: School library & Learning environment. The author has an hindex of 5, co-authored 28 publications receiving 170 citations.

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TL;DR: The paper demonstrates the growth of interest by information science and other disciplines in research that applies social network theory and utilizes social network analysis, indicating what research approaches and major focus trends differentiate the disciplines.
Abstract: Purpose – The purpose of this paper is to review the post‐1996 literature of information science and other disciplines for the application of social network theory and social network analysis to research that provides an understanding of information environments.Design/methodology/approach – The literature review involved a content analysis of 373 articles retrieved from five electronic journal databases offering broad disciplinary coverage, and a selection of nine peer‐reviewed electronic access journals in information science. Each database was limited to academic or peer reviewed journals and searched using two query phrases: social network theory (SNT) and social network analysis (SNA).Findings – The paper demonstrates the growth of interest by information science and other disciplines in research that applies social network theory and utilizes social network analysis, indicating what research approaches and major focus trends differentiate the disciplines.Research limitations/implications – The searc...

82 citations

Journal ArticleDOI
TL;DR: The implications of perceptions of bibliographic record quality on next-generation catalogues are presented with emphasis on the shift in the cataloguer's judgment from rigid standards for transcription to meeting the requirement for more metadata that matches the user need of find-ability.
Abstract: Discussions of quality in library cataloguing are traced from early library science literature to current debates. Three studies that examine dimensions of quality cataloguing in academic libraries, public libraries, and school libraries and a review of vendor processes update the issues surrounding a definition of bibliographic record quality and quality assurance processes. The implications of perceptions of bibliographic record quality on next-generation catalogues are presented with emphasis on the shift in the cataloguer's judgment from rigid standards for transcription to meeting the requirement for more metadata that matches the user need of find-ability.

16 citations

Journal Article
TL;DR: In this article, a study of the social networks of school library media specialists (SLMS) in north Texas and a 2007/2008 survey of science teacher attitudes towards SLMS in south Texas was conducted.
Abstract: This paper reports research results from a 2008 study of the social networks of school library media specialists (SLMS) in north Texas and a 2007/2008 survey of science teacher attitudes towards SLMS in north Texas. Analytic methodologies included: social network analysis, statistical analysis, and qualitative content analysis of interviews. Analyses of the results suggest that two key dimensions may provide a foundation for building relationships in the school social network: credibility and visibility. These dimensions may provide opportunities to strengthen the collaboration efforts between SLMS and science teachers. Future research will include proposals to develop collaboration skills and measure the impact of these efforts on student science achievement. With a national emphasis in the United States on requisite science literacy skills, efforts to strengthen cross disciplinary collaboration skills and opportunities should yield positive results. Introduction School library media specialists (SLMS) and science teachers are responsible for positively affecting the development of student science literacy skills. Both positions have complementary standards related to affecting student achievement. Research studies situated in numerous states in the United States (Lance, Hamilton-Pennell, Rodney, Peterson, & Sitter, 2000; Lance, Rodney & Hamilton-Pennell, 2000a, 2000b, 2001, 2002; Lance, Welborn & Hamilton-Pennell, 1997; Smith, 2001) have demonstrated the impact of strong school library media programs on student achievement in reading. A study based on student evaluation of school library media centers (Todd & Kuhlthau, 2004) further supports the positive role of library media centers in affecting overall student achievement. However, despite substantial efforts to document the positive relationship between school library media specialists (SLMSs) and student achievement, Mardis (2007) contends examine why and how specific types of interactions between school library media specialists and teachers occur in an educational ecosystem. (Correlation Puts Causation in Reach). One arena that sets the stage for interactions between these potential education partners is their preservice experience. For both teachers and school library media specialists, preservice education continues to be shaped in response to the changing educational landscape. The challenge for SLMSs continues to be establishing and maintaining themselves as integral partners within the movement to advance the educational enterprise. The role of the school library media specialist evolved with the introduction of learning and resource technologies. The American Association of School Librarians (AASL) and Association for Educational Communications and Technology (AECT) state: "the school library media specialist's opportunities for cultivating authentic, information-based learning have never been greater, and the responsibilities are also more crucial than ever before. (1998, p. 47). This responsibility extends to collaborating with others as a key theme for building relationships that enable the delivery of information literacy skills to students. In many cases, the skills must also be delivered to the teachers and administrators within the school's learning environment. As we move forward with the AASL (2007) Standards for the 21st Century Learner, collaboration will continue to be a prominent theme for advancing student learning and achievement. The national emphasis on requisite science literacy skills and the opportunity to examine collaboration efforts in this underserved area inspired two pilot studies for research into perceptions that enable a collaborative orientation in the school learning environment. As educators of school library media specialists and science teachers, we were interested in the orientation towards collaboration in both areas. The purpose of our enquiry was to: 1) identify the extent to which science teachers knew and cared about school librarian credentials; 2) examine the extent to which science teachers and librarians collaborate; and 3) identify the extent to which science teachers and school library media specialists consider each other helpful in teaching students. …

14 citations

30 Jun 2015
TL;DR: This is the second edition of school library guidelines published by the IFLA Section of School Libraries to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services.
Abstract: This is the second edition of school library guidelines published by the IFLA Section of School Libraries. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel.

12 citations


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TL;DR: This book will be essential reading for all those who loved (or loathed) the arguments developed in Realistic Evaluation and offers a complete blueprint for research synthesis, supported by detailed illustrations and worked examples from across the policy waterfront.
Abstract: Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies can be properly targeted and developed to counter an ever-changing landscape of social problems. The book will be essential reading for all those who loved (or loathed) the arguments developed in Realistic Evaluation (Sage, 1997). It offers a complete blueprint for research synthesis, supported by detailed illustrations and worked examples from across the policy waterfront.

1,037 citations

01 Jan 2016
TL;DR: See visible learning for teachers maximizing impact on learning, where people end up in malicious downloads instead of enjoying a good book with a cup of coffee in the afternoon, instead of juggling with some malicious virus inside their desktop computer.
Abstract: Thank you for reading visible learning for teachers maximizing impact on learning. Maybe you have knowledge that, people have search hundreds times for their favorite readings like this visible learning for teachers maximizing impact on learning, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some malicious virus inside their desktop computer.

562 citations

Journal ArticleDOI

360 citations

01 Jan 2012
TL;DR: Adolescents who are identified as isolates are more likely to smoke and engage in risk-taking behaviors than others in the peer network structure, which accounts for a large portion of similarities among smoking adolescents.
Abstract: BACKGROUND: Social networks are important in adolescent smoking behavior. Previous research indicates that peer context is a major causal factor of adolescent smoking behavior. To date, however, little is known about the influence of peer group structure on adolescent smoking behavior. METHODS: Studies that examined adolescent social networks with regard to their cigarette smoking behavior were identified through online and manual literature searches. Ten social network analysis studies involving a total of 28,263 adolescents were included in the final review. RESULTS: Of the 10 reviewed studies, 6 identify clique members, liaisons, and isolates as contributing factors to adolescent cigarette smoking. Significantly higher rates of smoking are noted among isolates than clique members or liaisons in terms of peer network structure. Eight of the reviewed studies indicate that peer selection or influence precedes adolescents’ smoking behavior and intent to smoke. Such peer selection or influence accounts for a large portion of similarities among smoking adolescents. CONCLUSION: Adolescents who are identified as isolates are more likely to smoke and engage in risk-taking behaviors than others in the peer network structure. Given that the vast majority of current adult smokers started their smoking habits during adolescence, adolescent smoking prevention efforts will likely benefit from incorporating social network analytic approaches and focusing the efforts on isolates and other vulnerable adolescents from a peer selection and influence perspective.

104 citations