Loughborough University Library: Open Journals
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Remarks on the Acceptance of the Design-Ed, Cumulus, and DRS Lifetime Achievement Award for Design Research presented at the LearnXDesign conference in Chicago 2015
Get PDFI am deeply honored to be standing before you tonight to
accept this Lifetime Achievement Award for Design
Research from Design-Ed, Cumulus, and the Design
Research Society. I know that Design-Ed is a relatively new
organization with a strong commitment to improving
design education, while Cumulus and the Design Research
Society have fostered research for many years and have
consequently had a strong effect on deepening design
culture. I am a longtime member of the Design Research
Society and have only recently begun to participate in
Cumulus meetings, while this is my first Design-Ed event. I
would like to thank the committee that nominated me for
the award and hope that my remarks this evening will not
disappoint them.
My participation in the culture of design – and here I use
Guy Julier’s term – has been rich and satisfying. I came to
the study of design before it was a widely accepted and
understood activity and I have been involved in its growth
over the past thirty-five years. I have watched the field of
design research expand from one that involved only a
small number of people to a professional practice that
engages scholars worldwide. On the one hand, I applaud
this proliferation of academic interest in design but on the
other I have some concern about its development. Despite
much valuable research that has been done, I believe that
we researchers still lack a clear and widespread consensus
about how these research activities can relate to each
other and how they can influence design practice and the
world at large. These are not questions easily answered
and I raise them in order to suggest their importance as we
move forward
The Future of Technology Education
Get PDF69
REVIEWS
Design and Technology Education: An International Journal 21.2
This book is one in the series Contemporary Issues in
Technology Education published by Springer. The aim of
the series is to draw on the latest research by focussing on
contemporary issues, to create debate and to push the
boundaries in order to expand the field of technology
education and to explore new paradigms. This book offers
a platform from which to continue discussions about how
technology education might progress into the future. It is
timely in light of the D&T Association’s ‘Designed and
Made in Britain..?’ initiative to highlight to policy makers
that Design and Technology in schools is critical to the
UK’s future success. The book is organized into 15
chapters
Find the gap: evaluating library instruction reach using syllabi
Get PDFAcademic libraries deliver library instruction, but how good are practitioners at measuring the effectiveness of their efforts? One medium-sized Canadian university library undertook a new approach to assessing its library instruction programme by collaborating with faculty members and engaging with their course content. Looking initially at recently-offered information literacy (IL) sessions, the study challenged commonly-held assumptions on the programme, and established a number of broad conclusions. All faculty members from two disciplines were invited to submit syllabi for courses taught in the past few years. In addition to those courses that regularly scheduled sessions in the library, the authors received course content from instructors that had not traditionally booked library instruction, providing a unique opportunity for analysis and to learn about research content in the course, requirements of independent use of the library, inclusion of standards on academic integrity, inclusion of a cumulative project, the presence of library instruction, critical thinking, library assignments, general reference to the library and its resources, and whether professors conduct library-type instruction. The findings point to a number of strengths and weaknesses of the library’s instruction programme for these departments, and challenged a number of assumptions. The absence of a library instruction session did not mean the absence of a research requirement or required library usage. The conclusions from the syllabi analysis suggest a need for diversification of services associated with library instruction and increased collaboration between librarians and faculty to support student learning and research. The impact of this study will be seen in both future library instruction programme evaluation and the strengthening of that programme. The results, with the potential to expand to other disciplines, will help inform the development of new methods of delivering library services that support faculty instruction patterns, consultative course planning and collaborative teaching. This project has presented new lines of inquiry for long-term IL programmes across undergraduate curricula within each discipline
Health literacy: a cross-disciplinary study in American undergraduate college students
Get PDFOur research aims to assess the health literacy of undergraduate college students. Past research on the health literacy of undergraduate students has revealed some gaps in the undergraduate health literacy. In this study, we employed the Newest Vital Sign Test to measure health literacy. We interviewed 235 undergraduate students from health majors (nursing and other health) and non-health majors. We hypothesised that due to the specificity of a health-related curriculum, nursing and other health-related majors would score higher in health literacy than non-health-related majors, and that nursing majors in particular would score higher than other health-related majors and non-health-related majors. We found support for our hypothesis, as nursing majors had a mean score of 3.57, while health and non-health majors had a mean score of 3.24 and 2.88 respectively when assessing their health literacy levels. We discuss our results with regard to the strategies for improving health literacy skills
An assessment of library instruction: its influence on search behaviour of first- and third-year students
Get PDFThis article presents the results of a follow-up study conducted at Østfold University College in 2015 which set out to examine information resource use among students of nursing and teacher education. The first study was presented in an article published in the Journal of Information Literacy Vol. 9 No. 1 (Boger et al. 2015). The two qualitative studies were carried out by interviewing the students about their skills in information retrieval, and observing them. The results show differences in search behaviour between first-year and third-year students, a decrease in the use of Google, and a difference between the students from the nursing faculty and the teacher education faculty
