Bio: Kailey Langer is an academic researcher. The author has contributed to research in topics: Higher education & Information literacy. The author has an hindex of 1, co-authored 3 publications receiving 3 citations.
01 Jan 2017
TL;DR: The Researching Students' Information Choices (RSIC) project as discussed by the authors examines and compares the judgments and perceptions of students as they select resources for science-related school inquiry projects, identifying students' perceptions and judgments related to the source and author/creator of three resources common to all participants included in Google search results.
Abstract: What really happens when student researchers meet a Google results page? How do students determine the authority behind each result? News, blogs, journals, Wikipedia, websites, e-books--with the vast array of online content available, how do students differentiate between them? Better still, do they differentiate between them or are these format agnostic students stymied by container collapse? The Researching Students’ Information Choices (RSIC) project is answering these questions. The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education aims to guide educators in their work to develop today’s students into critical thinking denizens of the digital world. The work of RSIC can directly inform the first frame, “Authority Is Constructed and Contextual.” This Institute of Museum and Library Services (IMLS) funded study, examines and compares the judgments and perceptions of students (from late primary, secondary, community college/vocational school, undergraduate, to graduate school/postgraduate) as they select resources for science-related school inquiry projects. Our project team includes academic science librarians, pre-service LIS educators, school librarians, and research scientists. We enlisted K-12, community college, four-year college, and university librarians and faculty as members of our Advisory Panel. The analyses identify students’ perceptions and judgments related to the source and author/creator of three resources common to all participants included in Google search results, and the role the container plays in determining whether the resource is credible and citable for a school/academic project. Students used cues from the web search results screen in their judgements and educational stage influenced their behavior in some instances. These findings can be used by librarians to design scalable instructional models to support critical student inquiry skills. The research results also will contribute to and support evidence-based decision making for the implementation of information literacy instruction grounded in frameworks, guidelines, and standards.
TL;DR: This paper explored how students judge scientific news resources, as they might find through a Google search, and found that students appeared to focus on the organization that produced the news resource (i.e., source) when judging its credibility.
Abstract: This paper explores how students judge scientific news resources, as they might find through a Google search. The data were collected as part of an Institute of Museum and Library Services (IMLS) funded project. Students used a simulated search engine that ensured study participants found the same search results while seeking information for a science-related school project. The 116 students from high school, community college, undergraduate, and graduate communities evaluated three online news resources for their helpfulness, citability, credibility, and container. Analysis of quantitative data from the study indicated that students may find news resources helpful for a science project, but do not always consider them citable. Students appeared to focus on the organization that produced the news resource (i.e., source) when judging its credibility. Not all students identified the resources’ containers as news, even when the source was widely known. The researchers note differences in judgment between educational stages. Differences were especially pronounced between high school and higher education students, with high school students more likely to find news sources worthy of citing for school projects.
TL;DR: This paper reflects on the data collection methods and highlights opportunities for data analysis, and combines data on participants’ behaviour, thoughts and characteristics to provide a more complete picture of factors influencing online resource selection.
Abstract: Introduction. A multi-institutional, grant-funded project employed mixed methods to study 175 fourth-grade through graduate school students’ point-of-selection behaviour. The method features the use of simulated search engine results pages to facilitate data collection. Method. Student participants used simulated Google results pages to select resources for a hypothetical school project. Quantitative data on participants’ selection behaviour and qualitative data from their think-aloud protocols were collected. A questionnaire and interviews were used to collect data on participants’ backgrounds and online research experiences. Analysis. This paper reflects on the data collection methods and highlights opportunities for data analysis. The ability to analyse data both qualitatively and quantitatively increases the rigor and depth of findings. Results. The simulation created a realistic yet controlled environment that ensures the comparability of data within and across a wide range of educational stages. Combining data on participants’ behaviour, thoughts and characteristics provides a more complete picture of factors influencing online resource selection. Conclusions. Using simulated results pages in combination with multiple data collection methods enables analyses that create deeper knowledge of participants' information behaviour. Such a complicated research design requires extensive time, expertise and coordination to execute.
01 Jan 2008
TL;DR: The Future of Drylands (FOD) conference as mentioned in this paper is an international scientific conference dedicated to science, education, culture and communication in arid and semi-arid zones.
Abstract: On behalf of Mr. Koichiro Matsuura, Director-General of UNESCO, it is my great pleasure to welcome you all to this international scientific conference. Drylands are often considered fragile ecosystems, yet they have a remarkable resilience to stress. They are home to unique and well-adapted plant and animal species that we need to conserve. Some of the world’s greatest cultures and belief systems have originated in drylands. On the other hand, desertification and land degradation in drylands often result in poverty and cause environmental refugees to abandon their homes. These problems can only be addressed in a holistic manner, based on sound scientific research and findings. Solutions to the problems of dryland degradation need to be communicated as widely as possible through education at all levels. These are many reasons why UNESCO – within its mandate of science, education, culture and communication – took the intiative to organize this conference. And we are glad that so many partners have responded to our call. UNESCO considers this conference as its main contribution to the observance of the International Year of Deserts and Desertification in 2006. We have deliberately chosen the title ‘The Future of Drylands’ as we feel it is time to redefine our priorities for science, education and governance in the drylands based on 50 years of scientific research in arid and semi-arid zones. In fact UNESCO has one of the longest traditions, within the UN system, of addressing dryland problems from an interdisciplinary, scientific point of view. In 1955, the ‘International Arid Land Meetings’ were held in Socorro, New Mexico (USA). They were organized by the American Association for the Advancement of Science (AAAS), sponsored by UNESCO and supported by the Rockefeller Foundation. One important output of the International Arid Land Meetings was a book entitled The Future of Drylands, edited by Gilbert F. White and published in
TL;DR: A learning path recommendation model is designed for satisfying different learning needs based on the multidimensional knowledge graph framework, which can generate and recommend customized learning paths according to the e-learner’s target learning object.
Abstract: E-learners face a large amount of fragmented learning content during e-learning. How to extract and organize this learning content is the key to achieving the established learning target, especially for non-experts. Reasonably arranging the order of the learning objects to generate a well-defined learning path can help the e-learner complete the learning target efficiently and systematically. Currently, knowledge-graph-based learning path recommendation algorithms are attracting the attention of researchers in this field. However, these methods only connect learning objects using single relationships, which cannot generate diverse learning paths to satisfy different learning needs in practice. To overcome this challenge, this paper proposes a learning path recommendation model based on a multidimensional knowledge graph framework. The main contributions of this paper are as follows. Firstly, we have designed a multidimensional knowledge graph framework that separately stores learning objects organized in several classes. Then, we have proposed six main semantic relationships between learning objects in the knowledge graph. Secondly, a learning path recommendation model is designed for satisfying different learning needs based on the multidimensional knowledge graph framework, which can generate and recommend customized learning paths according to the e-learner’s target learning object. The experiment results indicate that the proposed model can generate and recommend qualified personalized learning paths to improve the learning experiences of e-learners.
04 Nov 2021
TL;DR: This paper showed that students cannot accurately identify containers when they rely on heuristics like the URL and Google snippet, and that this requires thoughtful engagement with the information resources and critical evaluation of the sources that produced them.
Abstract: To combat misinformation, librarians can teach students to evaluate containers and the indicators of credibility that they provide. Information containers can be evaluated prior to consuming information within a resource, while fact-checking only can happen after. Because of this, container evaluation can help prevent misinformation from being encoded. Our research demonstrates that this requires thoughtful engagement with the information resources and critical evaluation of the sources that produced them, and that students cannot accurately identify containers when they rely on heuristics like the URL and Google snippet.
TL;DR: In this paper , a pesquisa propõe discutir and problematizar a aproximação entre a noção de alfabetização científica and o ensino escolar das ciências humanas.
Abstract: Resumo Esta pesquisa propõe discutir e problematizar a aproximação entre a noção de alfabetização científica e o ensino escolar das ciências humanas. Enunciamos os resultados da análise de 32 artigos com o objetivo de extrair as suas principais contribuições, princípios, desafios e sugestões com potencial para fomentar esse diálogo. O método aplicado para a construção da análise foi uma heurística cujos resultados deram visibilidade a quatro aspectos gerais: a alfabetização científica como forma de qualificar o ensino escolar das humanidades, o fortalecimento de uma visão sobre a educação escolar baseada em valores científicos, a valorização das práticas como lugar da experiência formativa e a viabilidade de a alfabetização científica ser pensada como uma prática social.
TL;DR: In this paper , the authors discuss and problematize how close is the relationship between the notion of scientific literacy and school teaching of human sciences by presenting the results of the analysis of 32 articles, focusing on their main contributions, principles, challenges and suggestions that may potentially foster the dialogue between science literacy and human sciences.
Abstract: Abstract The present study aims to discuss and problematize how close is the relationship between the notion of scientific literacy and school teaching of human sciences by presenting the results of the analysis of 32 articles, focusing on their main contributions, principles, challenges and suggestions that may potentially foster the dialogue between scientific literacy and human sciences. The construction of the analysis was based on a heuristic methodology whose results gave visibility to four general aspects: scientific literacy as a way to qualify human sciences teaching, the strengthening of a vision about school education based on scientific values, the valorization of practices as a place of formative experience and the viability of scientific literacy to be thought of as a social practice.