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Libraries as Community Bridges: A Global Journey
Get PDFThis lecture reflects on the transformative role of libraries as cultural bridges in an increasingly interconnected world, through a comprehensive review and analysis of international library systems. Employing a qualitative methodology combining institutional ethnography with comparative case analysis across European, Asian, and Latin American contexts, the research examines how libraries work as catalysts for cross-cultural understanding. The investigation reveals four significant findings for libraries as dynamic cultural institutions: regional approaches to library service delivery, successful frameworks for balancing digital transformation with cultural preservation, emerging paradigms for international collaboration, and the critical importance of multilingual and multicultural competencies in modern libraries. Through the analysis of innovative practices and programs from diverse cultural contexts, the study demonstrates how libraries can effectively synthesize different cultural approaches to create more responsive and inclusive services. These findings have significant implications for the future of library services, suggesting new directions for practice and research in international librarianship
A CALL to threaten systemic inequities through critical crosscultural communicative competence in future teachers: Engaging ELs in STEM using a critical conceptual framework
Get PDFThis article shares a critical conceptual framework to threaten systemic inequities through computer-assisted language learning (CALL) using a critical crosscultural communicative competence (C5) and equity literacy to engage English learners (ELs) in Science, Technology, Engineering, and Mathematics (STEM). The proposed critical conceptual framework is compatible with ways of thinking in STEM-based problem solving (English, 2023). To achieve this goal, a theory adaptation critical research design was used with a sociocultural analysis and a modified transactional epistemology critical approach. The paper argues for building a critical conceptual framework that is based fundamentally on a critical view of equity literacy and a critical definition of culture where educators use their C5 to threaten systemic inequities. Classroom-tested practical strategies and use of a classroom vignette will be provided to illustrate the use of CALL in developing C5 and STEM content for ELs. Research-based recommendations for institutions of higher education that focus on teacher preparation and professional development are shared.
Ankara in Motion
No full textAnkara in Motion is a projection mapping installation that animates vibrant Ankara patterns onto plain fabrics. Ankara, also known as African wax print, is a colorful textile commonly used in clothing across West and Central Africa. Each animation is inspired by the use of Ankara in my home country, Nigeria, and by traditional Ankara designs, which are brought to life through movement. This project reimagines these iconic cultural patterns through the lens of Afrofuturism, blending technology, animation, and fashion to explore how movement can add new depth and dimension. My work draws inspiration from the art of Tonia Nneji and Yinka Shonibare, both artists of Nigerian descent who prominently feature cultural fabrics in their work. This project emphasizes African centralization and encourages African stories to be told by Africans, who can offer the depth and cultural understanding often missed by Western media when representing Africa\u27s diverse countries and cultures.https://ir.library.illinoisstate.edu/ior2025/1009/thumbnail.jp
Developing Active Listening in CSD Undergraduates: A Pilot Comparison of Computer-Based Simulations and Immersive Virtual Reality
Get PDFSimulated learning experiences (SLEs) are becoming increasingly popular in communication sciences and disorders (CSD) training programs. This pilot study examines the relative effectiveness of delivering a SLE via standard computer or using virtual reality headsets for a more immersive learning experience. Seventy undergraduate CSD students were randomly assigned to complete the same SLE using one of these two modes of delivery to explore the technology’s effect on learning outcomes and self-confidence. Although no statistically significant difference in outcomes was observed, medium effects of intervention were observed on all outcomes, suggesting further is research is needed into the impact different technologies can have on student learning associated with SLEs
Academic and Clinical Experiences of Au.D. Students who Identify as Members of Historically Marginalized Racial and Ethnic (HMRE) Groups
Get PDFFew qualitative research papers detail the experiential narratives of communication sciences and disorders (CSD) students from historically marginalized racial and ethnic (HMRE) groups, especially Doctor of Audiology (Au.D.) students. This study examined the educational experiences of Au.D. students from HMRE groups. A mixed methods design including a survey (n = 28) and journal narratives (n = 9) was used. Qualitative analysis of survey questions and journal entries revealed five themes: Wellness Management, Presence of Stressors, Significance of Representation, Discrimination Experiences, and Diversity Initiatives. Participant narratives revealed academic and clinical experiences are often influenced by racial and ethnic identity and the intersection of these and other social identities. This study indicates CSD graduate programs present barriers to the inclusion of HMRE students, who could benefit from inclusive and welcoming learning environments
Unmonitored Online Exams: Valid Assessment or Score Inflation?
Get PDFBackground: The validity of unmonitored online exams has raised concerns about academic integrity and grade inflation, especially given the rise of artificial intelligence–powered tools.
Objective: This study evaluates the validity of unmonitored online exams by comparing student performance between two sections of an undergraduate personality psychology course: one section completed an unmonitored online multiple-choice final exam while the other completed an in-person multiple-choice final exam.
Method: A quasi-experimental design was used with two undergraduate personality psychology course sections. Section 1 (Spring 2022, n=153) took an in-person final exam, while Section 2 (Spring 2023, n=160) took an unmonitored online final exam. Both sections completed identical in-person exams throughout the semester.
Results: Online final exam scores were significantly higher than the in-person final exam scores. The correlation between regular in-person exams was strong for the in-person final exam but weak for the online final exam. Exam format was a stronger predictor of final exam scores than prior performance.
Conclusion: Unmonitored online exams lead to inflated scores and may not reflect students’ true abilities.
Teaching Implications: Educators should reconsider using unmonitored online exams for high-stakes assessments and explore alternative methods or enhanced monitoring to maintain academic integrity
A New Perspective on Transfer of Training: When Does Training at Work Transfer to Family?
Get PDFThis study offers a new perspective on the transfer of training by examining whether skills, knowledge, and attitudes gained during training at work may transfer outside of work to improve employees’ family roles. The current research conceptualizes transfer of training to family as a specific instance of work-family enrichment and highlights the interconnectedness of individuals’ work and family roles via training transfer. An integration of the transfer of training literature with work-family enrichment research and self-determination theory provides a theoretical foundation for the proposed positive transfer of training to family model. Hypotheses were tested in a between-person on-line vignette experiment conducted with 196 full-time employees who are also parents. As part of the experiment, participants rated their intentions to transfer work training to family and also responded to questions regarding their own personal characteristics and work-family interface. Results support the proposed positive relationship between autonomous (versus controlled) motivation for attending training and intention to transfer training to family. Furthermore, tests for moderating factors surrounding this relationship demonstrate that the positive effect of autonomous (versus controlled) motivation on intention to transfer training to family holds only for employees with low work-family segmentation and high proactive personality
\u27When the State Looks at You\u27: Administering Whiteness Through Surveillance, Affect, and Efficiency in Elementary Literacy Teaching
Get PDFElementary literacy education policy continues to centre intensified use of standardised testing in the early elementary grades across the United States. The increase of datafication in schooling works to establish a surveillance system in schools. Including analysis through the lenses of Foucauldian disciplinary power and critical whiteness studies, this qualitative article examines teacher narratives from five white elementary literacy teachers. Through these narratives, these teachers share their lived experiences in navigating school reforms involving increased datafication. Findings highlight the affective technologies and colonial discursive constructions white teachers employed through this surveillance and how literacy and literacy teaching were shaped through the polic(y)ing of literacy and literacy teaching as something to be administered. Implications include concrete considerations for teaching, teacher/administrator education, research, and policy
Centering Users by Design: Implementing an Iterative Usability Testing Program
Get PDFLibraries are increasingly employing usability testing to inform the design of their websites, discovery layers, and digital services, but designing and facilitating testing can be intimidating for libraries without UX expertise or designated staff. This poster will explain how a librarian designed and facilitated an iterative seven-test Usability Testing Program over one academic year and outline how librarians new to UX can implement a similar program. Results from each test will be shared, demonstrating how the collected data was used to improve the library’s website and discovery layer and center the user experience