Embracing Social Media for Educational Linguistic Activities

This journal article appeared in a 2016 issue of the Nordic Journal of Digital Literacy (Volume 11, Issue Number 1).

Abstract from the publisher:

This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students' authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.


Social Media
Linguistic Activities

Electronic access to this book has been ordered. Here is information about it from the publisher:

Language, Society and Power is the essential introductory text to studying language in a variety of social contexts.

Language society and power.jpg This book examines the ways language functions, how it influences thought and how it varies according to age, ethnicity, class and gender. It considers whether representations of people and their language matter, explores how identity is constructed and performed, and considers the creative potential of language in the media, politics and everyday talk.

This fourth edition has been completely revised to include recent developments in theory and research and offers the following features:

- A range of new and engaging international examples drawn from everyday life - including material from social media and newspapers, cartoons, YouTube and television.

- Two new chapters which cover Linguistic Landscapes, including signs, graffiti and the internet; and Global Englishes, exploring variation in and attitudes to English around the world

- Updated and expanded student research projects and further reading sections for each chapter

- Brand new companion website that includes video and audio clips, links to articles and further reading for students and professors.

Language, Society and Power is a must-read for students of English language and linguistics, media, communication, cultural studies, sociology and psychology.

The Education Library supports the instructors and students at Western's Faculty of Education. Here is a list of some useful library services:

ASK: Chat with a Librarian - free online chat real-time chat help

Contact Information for your education Academic Librarian, Denise Horoky, and the Education Library team

Education Library RESEARCH GUIDE - starting point for assignments, papers, bibliographies, annotated bibliographies, additional readings and capstone projects.

Databases by Title - Western Libraries subscribes to over 700 databases and here is an alphabetical list of those databases

These are the databases we suggest you use to find the full text of journal articles:

CBCA Education (Canadian education information)
ERIC (access to the Grey Literature in education)
Education Research Complete
ProQuest Education Journals - START HERE!
Professional Development Collection (Education)

Digital Delivery of journal articles that are not available in any of our databases

Education Library's professional Facebook and Twitter pages provide additional information about our staff, services and collections.

The Education Library has three short introductory videos about using the databases to find full text journal articles

Citation Management Software (Zotero, Mendeley, EndNote etc) - quick overview to help you make a decision about which one is best for your needs

Western Libraries Videos and How-To's - short video introduction to a variety of library topics

All questions about COPYRIGHT can be directed to Copyright@Western

Online Students - you can have books couriered to you. Search the catalogue and send your request via email to Denise Horoky.

I will be showcasing our ebook collection in upcoming Blog posts. Stay tuned!

We are here to help you online or in-person! Contact us!

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Journal of Contextual Behavioral Science

Description of the journal:

Journal of Contextual Behavioral Science.gif The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS).

Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition. Learn more about this journal!

This journal article appeared in the February 2016 (Online First) issue of The Analysis of Verbal Behavior.


Learning Skinner's (1957) verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga's song Applause in terms of its metaphorical arrangements. Through the exercise, students identified various verbal operants and their subtypes, including those seldom researched by the behavioral community (see Sautter and LeBlanc 2006, The Analysis of Verbal Behavior, 22, 35-48), which helped them conclude that Lady Gaga's Applause is comprised of two themes: the artist taking control, and the artist-as-art.


Instruction - Lady Gaga
Metaphor - Music
Musicology - Verbal behavior

Journal - The Analysis of Verbal Behavior

Description of this journal:

analysis of verbal behavior journal.jpg The Analysis of Verbal Behavior is an official publication of the Association for Behavior Analysis International and is primarily for the original publication of experimental or theoretical papers relevant to a behavioral analysis of verbal behavior. Manuscripts are typically relevant to at least one of the following topics: Skinner's verbal operants, multiple control, private events, rule-governed behavior, epistemology, scientific verbal behavior, language acquisition, language assessment and training, second languages, pedagogy, the verbal behavior of nonhumans, verbal behavior research methodology, and the history of verbal behavior analysis

Journal - The Behavior Analyst

Description of this journal:

Behavior Analyst jounral cover.jpg Published twice annually, The Behavior Analyst journal presents articles on theoretical, experimental, and applied topics in behavior analysis as well as literary reviews, re-interpretations of published data, and articles on behaviorism as a philosophy. The journal is an official publication of the Association for Behavior Analysis International.

This article appeared in the February 2016 issue of the Journal of Autism and Developmental Disorders (Volume 46. Issue Number 2).


Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD.


Applied behavior analysis
Behavioral intervention
Discrete trial teaching
Functional analysis

Journal - Behavior Analysis in Practice

Information about this journal:

Behavior Analysis in Practice official jouranl of Association of Behavior Analysis International.jpg This transnational journal provides science-based, best-practice information relevant to service delivery in behavior analysis. The range of contents includes empirical reports describing the application and evaluation of behavior-analytic procedures and programs; discussion papers on professional and practice issues; technical articles on methods, data analysis, or instrumentation in the practice of behavior analysis; tutorials on terms, procedures, and theories relevant to best practices in behavior analysis; and critical reviews of books and products that are aimed at practitioners or consumers of behavior analysis.

Behavior Analysis in Practice is an official journal of the Association for Behavior Analysis International.

Western Libraries Acquisitions Budget and Serials Review Update

"On April 21 the Board of Governors approved the University's operating budget. The budget includes a favourable response to Western Libraries' fall planning submission, which incorporated a request for increased support of the acquisitions budget to mitigate the negative impact of a weak Canadian dollar and the high annual publishers' increases to subscription prices." Read more.

The Education Library has prepared an Education RESEARCH GUIDE to help you make decisions about which of many databases and other resources will be useful to you. We also offer personalized consultation onsite or online (via email or phone) to answer any of your "getting started" questions about our amazing library resources. Contact your Academic Librarian Denise Horoky!

This journal article was published in the October 2014 issue of Computers in Human Behavior (Volume 39)


A field experiment examined whether increasing opportunities for face-to-face interaction while eliminating the use of screen-based media and communication tools improved nonverbal emotion-cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens' recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen's understanding of nonverbal emotional cues.


Social media; Nonverbal communication; Emotion; Adolescent; Social interaction; Development

The Librarian is reading...

Summary from the publisher:

Collaboration among scholars has always been recognized as a fundamental feature of scientific discovery. The ever-increasing diversity among disciplines and complexity of research problems makes it even more compelling to collaborate in order to keep up with the fast pace of innovation and advance knowledge. Along with the rapidly developing Internet communication technologies and the increasing popularity of the social web, we have observed many important developments of scholarly collaboration on the academic social web. In this book, we review the rapid transformation of scholarly collaboration on various academic social web platforms and examine how these platforms have facilitated academics throughout their research lifecycle.from forming ideas, collecting data, and authoring articles to disseminating findings. We refer to the term "academic social web platforms" in this book as a category of Web 2.0 tools or online platforms (such as CiteULike, Mendeley, Academia.edu, and ResearchGate) that enable and facilitate scholarly information exchange and participation. We will also examine scholarly collaboration behaviors including sharing academic resources, exchanging opinions, following each other's research, keeping up with current research trends, and, most importantly, building up their professional networks. Inspired by the model developed by Olson et al. [2000] on factors for successful scientific collaboration, our examination of the status of scholarly collaboration on the academic social web has four emphases: technology readiness, coupling work, building common ground, and collaboration readiness. Finally, we talk about the insights and challenges of all these online scholarly collaboration activities imposed on the research communities who are engaging in supporting online scholarly collaboration. This book aims to help researchers and practitioners understand the development of scholarly collaboration on the academic social web, and to build up an active community of scholars who are interested in this topic.

Indigenous Strategic Plan (ISP) - Your feedback is appreciated!

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Western has just released its first ever multi-year draft Indigenous Strategic Plan (ISP), with feedback due by May 20.

Learn more (video)!

First Nations Control of Education: One Community's Experience

This article appears in a 2013 issue of Canadian Journal of Native Education (Volume 36, Issue Number 1).


The voices of First Nations communities, families, and people are acknowledged and recognized in this research, along with the current tensions created by subtle and overtly imposed processes of colonization. This research uses ethnographic techniques to describe a First Nations community's experience in controlling its education, and identifies challenges related to the effects of colonization and the impacts that community control has had on its education system. First Nations control of education is central: education systems modelled on Eurocentric paradigms have generally proven to be unproductive in First Nations communities and have undermined Indigenous ways of knowing. Efforts toward self-determination and reorganization within First Nations education in a community that the research was based on have led to a range of successes and failures, but as this study ultimately illustrates, community control of First Nations educational systems is paramount if the processes of external domination are to be eliminated.

The journal article appeared in the June 2013 issue of Critical Studies in Education (Volume 54, Issue Number 2).


This article raises the recurrent question whether non-indigenous researchers should attempt to research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has culminated in the realization that it is not my place to conduct research within Indigenous contexts, but that I can use 'what I know' -- rather than imagining that I know about Indigenous epistemologies or Indigenous experiences under colonialism -- to work as an ally with Indigenous researchers. Coming as I do, from a position of relative power, I can also contribute in some small way to the project of decolonizing methodologies by speaking 'to my own mob'.

This article appeared in the December 2013 issue of Asia Pacific Journal of Education (Volume 33, Issue Number 4).


Kaupapa Maori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a "conscientization" or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Maori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Maori framework as counter strategy to Eurocentric curricula and colonial paradigms.

This book is available in Western's Law Library. If you wish to have it sent to the Education Library for pickup, simply use the REQUEST ITEM option along the top of the catalogue record. Follow the instructions on the screen and choose EDUCATION LIBRARY as your pickup location. It will be sent to the Education Library and you can pick it up at our main floor service desk.

Summary of the book from the publisher:

Discovering Indigenous Lands The Doctrine of Discovery in the English Colonies.jpg This book presents new material and shines fresh light on the under-explored historical and legal evidence about the use of the doctrine of discovery in Australia, Canada, New Zealand, and the United States. North America, New Zealand, and Australia were colonised by England under an international legal principle that is known today as the doctrine of discovery. When Europeans set out to explore and exploit new lands in the fifteenth through to the twentieth centuries, they justified their sovereign and property claims over these territories and the Indigenous peoples with the discovery doctrine. This legal principle was justified by religious and ethnocentric ideas of European and Christian superiority over the other cultures, religions, and races of the world. The doctrine provided that newly-arrived Europeans automatically acquired property rights in the lands of Indigenous peoples and gained political and commercial rights over the inhabitants. The English colonial governments and colonists in North America, New Zealand, and Australia all utilised this doctrine, and still use it today to assert legal rights to Indigenous lands and to assert control over Indigenous peoples. Written by Indigenous legal academics - an American Indian from the Eastern Shawnee Tribe, a New Zealand Maori (Ngati Rawkawa and Ngati Ranginui), an Aboriginal Australian (Eualayai/Gammilaroi), and a Cree (Neheyiwak) in the country now known as Canada - Discovering Indigenous Lands provides a unique insight into the insidious historical and contemporary application of the doctrine of discovery.

This journal article appears in the Fall 2014 issue of Women's Studies Quarterly (Volume 42, Issue Number 3/4).


Queer organizing against Israel's deployment of gay rights discourses to mask the occupation of Palestine-referred to as "pinkwashing" within academic and activist circles-has raised pertinent questions about the relations between settler colonialism, sexuality, gender, race, and (gay) imperialism. Such campaigns have directed attention to the realities of occupation in Palestine/Israel while simultaneously obscuring the historical and present-day colonial processes that enable transnational political intervention on Turtle Island -- or what is commonly known as Canada and the US. In this article, the authors have ask how critics of Israeli pinkwashing -- known as pinkwatchers -- varyingly challenge, engage, negotiate, perform, or reproduce settler colonialism on Indigenous lands. Describing how queer groups naturalize notions of belonging and Canadian identity, as well as how queer critiques of pinkwashing fail to address settler colonialism in Canada, they seek to underscore the way Indigenous struggles for sovereignty are invisibilized in activists' attempts to address issues of free speech, homonationalism, and occupation in Palestine/Israel.

Exploring how technology can bring young and old together

It is well understood that technology can have positive impacts on both children and the elderly.

Kids can use it to learn new skills in interactive and exciting ways. Seniors can use it to stay connected, and reduce feelings of isolation and loneliness. But can it help these two separate groups connect in a meaningful way? Western Education professor Rachel Heydon is about to find out.

Heydon, a professor of curriculum studies, is currently in the first year of a five-year research project to develop curriculum for intergenerational learning programs that leverages the use of digital tools.

Assessing Scholarly Resources Guide

Researchers ~ You've been invited by email to send in your manuscript to a new open access journal. The name of the journal looks familiar and you see that an ISSN is provided. There is a link to the journal website and a list of all the places that the journal is indexed, including Ulrichs, Ebsco and Proquest. The logo looks familiar. The article processing charge is nominal and the review process promises a quick turnaround. If it sounds too good to be true, it probably is! Find out more!

NEW! Research Metrics Guide

Western Libraries has developed a new website called Research Metrics. It provides an introduction to the various metrics and tools used to evaluate and assess research productivity. This guide provides an introduction to the metrics used in the evaluation and assessment of research productivity and the tools used to collect these data. Please note that not all metrics work for all disciplines. The website is under Faculty Support / Scholarly Publishing on Western Libraries' public website

We've included author-level metrics, article-level metrics, journal-level metrics and altmetrics. We've embedded a number of tutorials (e.g. videos, screenshots, etc.) to enhance our users' self-learning. We only included tools that we subscribe to or have some freely-available services; since Western Libraries do not subscribe to any tools that offer institutional-level metrics, we have not included them.

Trial Access - Archives of Human Sexuality and Identity

archives of human sexuality and identity database for trial ending may 2016.png Western Libraries has set up trial access to the database, Archives of Human Sexuality and Identity.

We are considering the purchase of this database. Would it be of interest to your research? Take a look.

The trial ends on May 10, 2016. If you have feedback about this database please contact the Faculty of Education's Academic Librarian, Denise Horoky.

Information Pages for Library Acquisitions and Serials Review

Western Libraries has completed work on a series of webpages intended to provide faculty and students with additional insight into the challenges facing the Libraries with respect to managing the acquisitions budget and our processes for reviewing serials and cost reduction. The site also includes links to news items and support material produced by CRKN, CARL, and other schools. It is found in the Library Acquisitions box on the library website; located furthest to the right under "Explore the Libraries".

Library Acquisitions.jpg

Intersession Hours of Opening

Tulips and snow in spring 2916.jpg Even if the weather is not co-operating we will be springing into Spring/Intersession Hours of Opening for the Education Library in May.

May 1, 2016 - June 10, 2016 we are open Monday to Friday 9:00 am to 4:00 pm (with no weekend hours) EXCEPT FOR TUESDAYs WHEN WE ARE OPEN 9:00 AM TO 6:00 PM.

June 11 - Sept 6 we are open Monday to Friday 9:00 am to 4:00 pm with NO weekend hours.

And, as you know, you have 24/7 access to our online resources, ebooks, databases and journal articles online!

ON ORDER - Literacies (2nd Edition)

Summary from the publisher:

Literacies '.jpg

With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.

ON ORDER ~ Teacher Learning and Leadership

Information from the publisher:

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues' professional knowledge and practices and are supported by school and system leaders, unions and government.

The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work.

This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers' Federation) can radically, and positively, transform teachers' knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

This journal article appears in a current (2016) issue of Studies in Higher Education (Volume 41, Issue Number 1).


Within debates about student professionalism and how to develop it in higher education (HE), increasing focus has turned to students' uses of social media. While social media skills are promoted by some HE educators, most emphasis is still given to perceived hazards and abuses of social media in practice. These are typically framed as a matter of professional ethics; some have argued for new codes of 'e-professionalism'. This article problematizes the dynamics being conflated in these debates, drawing from three theoretical sources: current debates about professionalism; critical digital media studies that provide nuanced analyses of social media engagements; and sociomaterial concepts that reconfigure the issues to suggest new possibilities. The argument is theory-based and exploratory, not empirical. The aim is to pose new directions for research and teaching that open, not foreclose, new issues and enactments of professionalism.

The Research on Teaching Symposium 2016

Friday, April 29, 2016

2:00 pm - 4:00 pm

Teaching Support Centre, Room 121, The D.B. Weldon Library

The Research on Teaching Symposium showcases research on teaching projects being done here at Western.

It also provides the opportunity for faculty members, librarians and archivists, and graduate students who wish to learn more about research on teaching or who have considered doing such scholarship to meet and interact with colleagues who have completed research on teaching projects.

Top 10 Research Questions Related to Physical Literacy

This journal article appears in the January 2016 issue of the Research Quarterly for Exercise and Sport (Volume 87, Issue Number 1).


The term physical literacy is relatively new, and its definition, conceptual underpinning, how it is measured, how to change it, and its relationship with holistic health and wellness across the life span are a few of many foundational issues that lack consensus. At present, there are more questions than answers. The purpose of this article is to highlight 10 important research questions related to physical literacy with the hope of fueling future research activity and debate. Input was sought from international experts and practitioners on priorities and research gaps related to physical literacy. This list was supplemented by personal experience and research priorities identified in published manuscripts. From these various sources, the top 10 research questions related to physical literacy were compiled. Research related to physical literacy is in its infancy, and many important, even fundamental research questions and priorities remain unanswered. Research needs are summarized within 4 themes: monitoring physical literacy, understanding the physical literacy journey, enhancing physical literacy, and the benefits of physical literacy. Specific research questions relate to identifying measurable aspects of physical literacy and how they change across cultures and throughout the life span, as well as understanding the individual and environmental factors that describe the physical literacy journey and are effective targets for interventions. Physical literacy is increasingly recognized as the foundation for a healthy active lifestyle; however, robust research demonstrating its constitution, its relationship with health-related outcomes, and intervention strategies for its improvement remains to be completed.

Education Library on Facebook and Twitter

In addition to this Blog, the Education Library maintains active, professional and academic Facebook and Twitter pages.

Please join us online!


Evolution of "school library" to "library learning commons"

Leading Learning.jpg Leading Learning: Standards of Practice for School Library Learning Commons in Canada, 2014 presents a model for the development and implementation of the school library as a library learning commons. It provides educators with a common set of standards of practice for moving forward. CLA President Marie DeYoung stated that the organization considers this publication as a "definitive learning support that is critical for all Canadian schools."

Leading Learning addresses the impact on education of new technologies. The explosion of digital information calls for new working spaces, new networks, and new approaches to supporting learning. Leading Learning is focused on the concept of the new school library learning commons which responds to the needs of 21st century learners. School libraries are measured by the transformative changes in knowledge and learning they encourage and support. In the document, learning commons are positioned as centres of teaching expertise which is achieved through a combination of resources, technologies, collaborative strategies, and physical and virtual learning spaces that support all learners as they evolve.

This publication offers a vision and provides practical approaches for all those engaged in creating successful 21st century school libraries in Canada. Its framework presents five standards supported by a set of themes and growth stages that lead to the transformation from traditional library facility to vibrant library learning commons. The standards represent guideposts along a journey of continuous growth. Because Canadian schools are at different points on this journey, this publication includes a range of markers of progress, sets of implementation strategies, and rich examples of innovation and success. Leading Learning also contains key resources to provide educators, individual schools, and school districts with helpful direction and support. (this information is from the CLA website)

Contact Us! We are here to help you online or in person!

We are here to help you! Contact us!

Education Library Staff PHOTO 2015 2016.jpg

Ask: Chat with A Librarian

Chat, a free online service for all Western students, is available during the following times:

Monday to Friday: 10:00 am - 5:00 pm
Saturday & Sunday: Closed

Closed on May 23, July 1, and August 1

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Assessing laptop use in higher education: The Laptop Use Scale

This article appears in the April 2016 issue of the Journal of Computing in Higher Education (Volume 28, Issue Number 1).


The laptop computer is considered one of the most used and important technological devices in higher education, yet limited systematic research has been conducted to develop a measure of laptop use in college and university. The purpose of the following study was to develop a research-based, theoretically grounded scale to assess student use of laptops inside and outside higher education classrooms. The Laptop Use Scale addressed four key areas: in-class academic use, in-class non-academic use, outside of class academic use, and outside of class non-academic use. Tested on 156 higher education students using laptops computers, the Laptop Use Scale showed acceptable internal reliability and good validity (face, content, construct, and convergent validity). It is argued that this scale can help assess and calibrate pedagogical strategies used to integrate laptops into higher education classrooms. Suggestions for future research on assessing student use of laptops are offered including a focus on multi-tasking behavior.

This article appears in the April 2016 issue of Community Mental Health Journal (Volume 52, Issue Number 3).


This study evaluated eighteen Canadian anti-stigma programs targeting high-school students. The purpose was to identify critical domains and develop a program model of contact-based interventions. Three steps were implemented. The first step involved collecting program information through twenty in-depth interviews with stakeholders and field observations of seven programs. The second step involved constructing critical ingredients into domains for conceptual clarity and component modeling. The third step involved validating the program model by stakeholders review and initial fidelity testing with program outcomes. A program model with an overarching theme "engaging contact reduces stigma" and three underlying constructs (speakers, message, and interaction) were developed. Within each construct three specific domains were identified to explain the concepts. Connection, engagement, and empowerment are critical domains of anti-stigma programs for the youth population. Findings from this study have built on the scientific knowledge about the change theory underpinning youth contact-based intervention.

This journal article appears in the April 2016 issue of Teaching and Teacher Education (Volume 55).


Early childhood educators (ECEs) are increasingly expected to work collaboratively. In order to best prepare pre-service ECEs for their work with families, faculty members need to understand the prior experience and beliefs students bring to their professional training. This cross sectional study examined the biographical experience and previous postsecondary education of 215 beginning and 217 soon to graduate ECE diploma students. We found that prior experience and education were related to students' ratings of parental knowledge and to their assessments of the importance and feasibility and their level of preparation to engage in family involvement activities.

This journal article appears in the April-May 2016 issue of Research in Developmental Disabilities (Volume 51-52)



As accommodation itself is an equity issue in varied contexts in and beyond education (e.g., the provision of assistive technology, extended time, or read-aloud), it is critical to examine the equitability of accommodation policies and practices by examining their effects on student performance.


This study sought to assess the effectiveness of thirty-one bundled accommodations for students with learning disabilities, emotional or behavioral disorders, or multiple exceptionalities writing a provincial literacy test in Ontario, Canada.

This journal article appears in the April 2016 issue of Journal of Abnormal Child Psychology (Volume 44, Issue Number 3).


Non-suicidal self-injury (NSSI) is a self-destructive behavior of common prevalence in adolescence and young adulthood. Engagement in NSSI has been consistently linked in the literature with perceptions of one's parent-child relationships as negative or invalidating. However, the potential for multiple combinations of such relational characteristics to be associated with varying cognitive and behavioral manifestations of NSSI remains uninvestigated. In the current study, a person-centered approach to studying perceived parent-child relationship quality and NSSI was adopted; functions and behavioral severity of NSSI were then compared across the different relational profiles created. A latent profile analysis in a sample of 264 self-injuring university students (205 females; mage = 19.37 years, sd = 1.50) revealed four distinct profiles, two characterized by negative parent-child perceptions and two by positive parent-child perceptions. The perceived relational dimensions of these profiles were unique compared to a parallel group of 264 non-self-injurers (207 females; mage = 19.27 years, sd = 1.33). Participants reporting negative parent-child relationships endorsed more severe NSSI, and engaged in NSSI to regulate aggressive emotions. In contrast, individuals reporting positive parent-child relationships engaged in less extreme manifestations of NSSI overall, suggesting lower psychological deficits. Findings suggest that, although not all self-injurers perceive their relationships with parents negatively, variation in the perception of relational quality is implicated in behavioral and cognitive variation in NSSI engagement.

Teacher peer support in social network sites

This journal article appears in the May 2016 issue of Teaching and Teacher Education (Volume 56).


This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) 'Facebook'. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.

This journal article appears in the January 2016 issue of Discourse: Studies in the Cultural Politics of Education (Volume 37, Issue Number 1):


In this paper, I approach learning as a process of rethinking the world that happens via the surprising experience of "enchantment." This process becomes possible by dwelling, that is, by forming meaningful multisensory engagements with one's surroundings. I present my arguments by discussing photo-walks that students conducted in Helsinki as part of a geography-learning project. During the photo-walks, learning happened with the spaces of hanging out. In contrast to common understandings of learning, this learning with the city is non-instrumental: it is making the familiar unfamiliar by paying attention to the particular in everyday spaces. Methods such as photography are understood as creative encounters that can help in re-cognizing the world and fostering one's ethical sensitivity.

This journal article is published in the April/May/June 2016 issue of Reading Research Quarterly (Volume 51, Issue Number 2)


Research on multicultural learning has focused on formal and local settings, such as schools, but young people are interacting with, and therefore learning from, informal settings and nonlocal contexts, including online platforms. That is, multicultural education is no longer limited to formal institutions, local contexts, or the printed word. Young people consume new media texts produced by geographically distant places but also compose their own multimodal texts around these media. Transcultural digital literacies refer to this phenomenon as using new technological affordances to learn, imagine, and create knowledge that traverses national boundaries and conventional cultural borders. To illustrate transcultural digital literacy practices, this study analyzes youths' engagements with digitally mediated texts to construct cross-border connections and self-representations. An online discussion forum about Korean dramas serves as an empirical case. Literacy practices within the forum revealed how its participants rendered it a dynamic space for multicultural learning. Participants engaged in dialogic readings of Korean culture, in addition to other cultures. Moreover, their online multimodal literacy practices allowed them to disrupt a notion of identity as constituted monolithically according to singular categories of difference, such as race, ethnicity, or nationality. Examining these informal, nonlocal, and digitally mediated literacy practices has implications for understanding a dynamic literacy landscape and multicultural and global learning.

Tulips and snow in spring 2916.jpg Even if the weather is not co-operating we will be springing into Spring/Intersession Hours of Opening for the Education Library in May.

May 1, 2016 - June 10, 2016 we are open Monday to Friday 9:00 am to 4:00 pm EXCEPT FOR TUESDAYs WHEN WE ARE OPEN 9:00 AM TO 6:00 PM with no weekend hours.

June 11 - Sept 6 we are open Monday to Friday 9:00 am to 4:00 pm with NO weekend hours.

And, as you know, you have 24/7 access to our online resources, ebooks, databases and journal articles online!

This article appears in the June 2016 issue of Journal of Religion and Health (Volume 55, Issue Number 3):


We examined the relationship between religious involvement and psychological distress and explored the mediating effects of social support and purpose in life in university students in western, mid-western, and eastern China. Cross-sectional survey of a representative sample of 1812 university students was conducted. The Purpose in Life scale, Duke Social Support Index, and Religious Commitment Inventory-10 were administered, along with Kessler's Psychological Distress Scale. Structural equation modeling was used to test two models of the mediation hypothesis, examining direct, indirect, and total effects. Model 1 (with direction of effect hypothesized from religiosity to psychological distress) indicated that religious involvement had a direct effect on increasing psychological distress (β = 0.23, p < .01) with minor mediated effects. However, Model 2 (with direction of effect hypothesized from psychological distress to religiosity) indicated strong indirect protective effects of religiosity on psychological distress through purpose in life and social support (β = −.40, p < .01). The findings are consistent with the hypothesis that psychological distress increases religious involvement, which then increases purpose in life and social support that then lead to lower psychological distress.

The Librarian is reading...

Complicity and Redemption: Beyond the Insider/Outsider Research Dichotomy published in Social Justice (Volume 42, Issue Number 2, 2016):


Since the 1970's, feminist researchers in criminology and other disciplines have engaged with ideas about voice, representation. inclusion ,and authorized knowers in order to challenge male-biased positivism in the social sciences and to develop alternative "ways of knowing." This article, a collaboration between an academic/practitioner and a formerly incarcerated woman, aims to disrupt conventional ways of conducting and writing about research. Our focus is on explicating the process we engaged in while researching student experiences of university classes taught in a prison setting comprised of both incarcerated and non-incarcerated students, and how our work together tries to unsettle the subjectivities of the "academic knower" and the "criminal ized woman." Results from the study have been reported elsewhere, but our focus in this paper is methodological: specifically, on the process of analyzing interview data and reflecting upon the meaning of our collaborative work.

Virtuous reality: moral theory and research into cyber-bullying

This journal article is published in the December 2015 issue of Ethics and Information Technology (Volume 17, Issue Number 4):


This article draws on a study investigating how 11-14 year olds growing up in England understand cyber-bullying as a moral concern. Three prominent moral theories: deontology, utilitarianism and virtue ethics, informed the development of a semi-structured interview schedule which enabled young people, in their own words, to describe their experiences of online and offline bullying. Sixty 11-14 year olds from six schools across England were involved with the research. Themes emerging from the interviews included anonymity; the absence of rules, monitoring and guidance and, the challenges associated with determining the consequences of online actions. The findings demonstrate the advantages of adopting a character-based moral theory to compliment rules and/or consequence based moral theories as the basis for future research into cyber-bullying. The findings evoke some wider implications for future research into cyber-bullying that might equally be applied to investigations into other Internet related moral concerns.

This journal article (First Online 31 March 2016) will appear in the December 2016 issue of International Journal of STEM Education (Volume 3, Issue Number 7):


This study is about teachers' collective activity during the development and initial year of a science, technology, engineering, and mathematics (STEM)-focused school in the USA. The target school of this study was inclusive, as it sought admission of students from varying backgrounds and levels of ability. Drawing from narrative inquiry and case study methodologies, we examine the collective work of the teachers in the target school from 6 months prior to school start-up through the end of the first year. We focus on visioning, collaboration, and curriculum development in our analysis of the teachers' collective work.

This journal article (First online 01 February 2016) will be published in the December 2016 issue of Empirical Research in Vocational Education and Training (Volume 8, Issue Number 2):


The paper investigates the perceptions of young women during their vocational education and training (VET) in traditionally male-dominated STEM fields--science, technology, engineering, and mathematics--by analyzing mechanisms and actions addressing the female gender in gender-atypical career fields and reveals strategies young women apply when adjusting to the male-dominated educational and professional fields.

This journal article is published in Early Childhood Research Quarterly (Volume 34, 2016):


Picture book reading is a well-documented mechanism for enhancing the language and vocabulary of preschool-aged children. However, the robust line of research supporting it contains few studies that give attention to books and the degree to which they offer rare words (i.e., lexical reservoirs). This exploratory text analysis had three purposes (a) to examine the lexical reservoirs of books; (b) to compare the lexical pitch of books to other language samples; and (c) to create clustered lists of highly recommended, high-vocabulary books. Text samples were extracted from over 100 books found in 3-year-old rooms in a range of early childhood instructional settings. On average text samples from books possessed at least three words in their lexical reservoirs and only 19% of samples did not contain reservoirs. A modified replication of the Hayes and Ahrens (1988) lexical pitch study revealed that the pitch of language samples from books found in 3-year-old rooms was quite similar to that of adults' speech. Lastly, a cluster analysis showed that while a sizeable group of books were both recommended and contained text samples with lexically rich words, many were neither recommended nor lexically rich. Although there are many purposes for book reading and many excellent books, the materials found available for vocabulary learning can be enhanced. Implications for practice are shared.

Investigating engagement in a blended learning course

This journal article is published in Cogent Education (Volume 3, Issue Number 1, 2016):


Proponents of a blended course paint an ideal picture of participants leisurely learning and reflecting on how they can apply their new knowledge. The reality is of course much more complex, especially in the lives of working adults. This study sought to understand the complexity better through analysing the experience of 123 participants enrolled in the 9-h in-service blended course. In particular, it investigated participants' engagement by examining their experience as they interacted with elements of the blended environment. The mixed methods approach was employed with quantitative data from the course analytics and responses from the 34 participants who returned the evaluation questionnaire at the end of the course. This was complemented with one-to-one interviews with 10 participants. The findings suggest that designers of blended professional development courses should bear in mind the characteristics of both the learner and the online platform to achieve greater cognitive, behavioural and social engagement.

This journal article is published in Cogent Education (Volume 3, Issue Number 1, 2016):


Educators by definition are now required to utilize a variety of student data to shape the decisions they make and design the lessons they teach. As accountability standards become more stringent and as teachers face increasingly diverse student populations within their classrooms, they often struggle to adequately meet the needs of all learners. Using student data, rationales for instructional decisions become grounded in best practices. Unfortunately, some administrators and teachers lack the confidence and/or training needed to successfully engage with and interpret data results. This may be especially true for early career educators and those just entering the field. Indeed, for novice teachers to be successful in the current accountability culture, they must possess, understand, and effectively utilize data literacy skills, something quite difficult to accomplish without adequate training. The research in this article explored how pre-service educators determined what worked in a data literacy intervention and the potential impact this had on their instructional decision-making process. Implications for instructor professional development are offered for consideration.

Western Libraries Videos & How-Tos

Short videos and guides that answer frequently asked questions about library research, collections, services and more!

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Written by Carolyn Caffrey Gardner, Information Literacy and Educational Technology Librarian, University of Southern California and Gabriel J. Gardner, Reference & Instructional Librarian, California State University, Long Beach for publication in College & Research Libraries (C&RL)


Crowdsourced research sharing takes place across social media platforms including Twitter hashtags such as #icanhazpdf, Reddit Scholar, and Facebook. This study surveys users of these peer-to-peer exchanges on demographic information, frequency of use, and their motivations in both providing and obtaining scholarly information on these platforms. Respondents also provided their perspectives on the database terms of service and/or copyright violations in these exchanges. Findings indicate that the motivations of this community are utilitarian or ideological in nature, similar to other peer-to-peer file sharing online. Implications for library services including instruction, outreach, and interlibrary loan are discussed.

Western University along with Fanshawe College will co-host the 2016 Society for Teaching and Learning in Higher Education (STLHE) conference. Mark your calendars for the 2016 conference in London, Ontario from June 21st - 24th, 2016.

The theme for the June 2016 conference is Empowering Learners, Effecting Change. STLHE 2016 will explore the ways in which we contribute to the development of students who are motivated, confident, and prepared to effect positive change in personal, professional, educational, and civic realms.

As we move closer to the event, additional programming details will be provided on the official conference website STLHE2016SAPES.CA

Follow the discussion in the lead up to the conference on Twitter using the hashtag: #STLHE16

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The Research on Teaching Symposium 2016

Friday, April 29, 2016

2:00 pm - 4:00 pm

Teaching Support Centre, Room 121, The D.B. Weldon Library

The Research on Teaching Symposium showcases research on teaching projects being done here at Western.

It also provides the opportunity for faculty members, librarians and archivists, and graduate students who wish to learn more about research on teaching or who have considered doing such scholarship to meet and interact with colleagues who have completed research on teaching projects.

We are very pleased to have Rosa Chiquinquira Cendros Araujo and George Gadanidis (Faculty of Education), Dan Belliveau (School of Health Studies), Sonya Van Nuland (Department of Anatomy and Cell Biology), and Tara White (Medical Sciences) and her co-investigators discuss their research on teaching projects. We hope that you will join us!

Canadian Journal for the Scholarship of Teaching & Learning

We are delighted to announce the publication of Volume 6 Issue 3 of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) / La revue canadienne sur l'avancement des connaissances en enseignement et en apprentissage (RCACEA), the official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education (STLHE). It is an open access online journal.

CJSoTL/RCACEA seeks to advance the scholarship of teaching and learning in Canadian post-secondary institutions. It therefore provides an avenue for a wide range of educators, including faculty members, administrators, academic librarians, educational developers, learning resource specialists, and graduate students, to discuss ways of enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.

They invite submissions, in either English or French, from anyone, including international colleagues, interested in discussing teaching and learning issues that are relevant to different types of institutions in the Canadian context.

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For the month of April 2016, Walter Zimmerman, retired librarian in Western Libraries, will be exhibiting his photographs in The Spencer Gallery in The D. B. Weldon Library. Walter will be in the Gallery between 3 and 5 o'clock on Tuesday April the 5th to discuss his work and meet his friends and colleagues.

Breaking News:

Walter will also be onsite on Sunday April 10 from 10:00am to NOON.

I have seen the exhibit. All the photos are amazing!

Summary from the publisher:

Revisiting.jpg This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced.

Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw.

The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education.

The Librarian is reading...

Going Viral written by Karine Nahon,and Jeff Hemsley

Summary from the publisher:

Going  viral.jpg We live in a world where a tweet can be instantly retweeted and read by millions around the world in minutes, where a video forwarded to friends can destroy a political career in hours, and where an unknown man or woman can become an international celebrity overnight. Virality: individuals create it, governments fear it, companies would die for it. So what is virality and how does it work? Why does one particular video get millions of views while hundreds of thousands of others get only a handful? In Going Viral, Nahon and Hemsley uncover the factors that make things go viral online. They analyze the characteristics of networks that shape virality, including the crucial role of gatekeepers who control the flow of information and connect networks to one another. They also explore the role of human attention, showing how phenomena like word of mouth, bandwagon effects, homophily and interest networks help to explain the patterns of individual behavior that make viral events. Drawing on a wide range of examples, from the Joseph Kony video to the tweet that spread the news that Osama Bin Laden was dead, from the video of Homer Simpson voting in the US elections to the photo of a police officer pepper-spraying students at the University of California Davis, this path-breaking account of viral events will be essential reading for students, scholars, politicians, policymakers, executives, artists, musicians and anyone who wants to understand how our world today is being shaped by the flow of information online.

eCampus Ontario Showcase Video (January 2016)

If you have a few minutes, watch this just-released 3-minute video, and spot members of Western's Student@Scholar module development team participating in the January 2016 eCampus Ontario Showcase event!

From June 21 through 24, Western and Fanshawe College are co-hosting the annual conference of the Society for Teaching and Learning in Higher Education (STLHE). The theme of the 2016 conference is "Empowering Learners, Effecting Change."

This international conference offers a wide range of research papers, interactive workshops, Pecha Kucha talks and posters on innovative approaches to teaching and learning, pedagogical theory/research and student support initiatives. It is also the 30th anniversary of the 3M National Teaching Awards, so classroom best practices of 3M award winners will be highlighted. It's going to be an exciting and dynamic conference, with more than 300 presenters and 650 delegates from across Canada and abroad.

Summary from the publisher:

This uniquely in-depth book offers a blow-by-blow account of the sometimes problematic dynamics of conducting collaborative fieldwork in ethnography. Tracing the interplay between co-researchers at various points of contact in both professional and personal relations, the analysis draws out the asymmetries which can develop among team members nominally working towards the same ends. It details the often complex dialogues that evolve in an attempt to navigate conflicting interests, such as team members' resistances to particular methodological 'recipes' or research protocols. The authors show that such debates can create an open forum to negotiate new practices. A key element of this publication is that it goes beyond an analysis of more traditional power relations in research teams comprising members at different academic pay grades. As well as drawing attention to gender-related dynamics in research collaborations, the authors use themselves as an exemplar to demonstrate how differences in age, experience, knowledge, professional skills, and background can be exploited to generate positive outcomes constituting much more than the apparent sum of their parts. In doing so, the authors reveal the delightful, surprising, and yet challenging aspects of research collaboration that are often absent from the qualitative literature.

Summary from the publisher:

This book presents thoughtful reflections and in-depth, critical analyses of the new challenges and opportunities instructors face in teaching race during what has been called the post-racial era. It examines the racial dimensions of the current political, economic, and cultural climate. The book features renowned scholars and experienced teachers from a range of disciplines and offers successful strategies for teaching important concepts through case studies and active learning exercises.It provides innovative strategies, novel lesson plans and classroom activities for college and university professors who seek effective methods and materials for teaching about race and racism to today's students. A valuable handbook for educators, this book should be required reading for all graduate students and college instructors.

eBook - Ethnographic Worldviews: Transformations and Social Justice

Summary from the publisher:

This book discusses ethnography from the three points of view of Emerging Methodologies, Practice and Advocacy, and Social Justice and Transformation, with an over arching emphasis on researchers' and participants' worldviews. While these three thematic threads cut across each other, the actual chapters will be located so that the reader understands many of the current issues and concerns-with specific exemplars from around the globe-for ethnographers. 'Ethnographic Worldviews: Transformations and Social Justice' will have its "finger on the pulse" of contemporary ethnography. Chapters demonstrate up-to-the-moment awareness of ethnographic methods, concerns, and subject matters within contemporary ethnographic writing. Authors are deeply engaged in both their subject matter and their method. Unlike other ethnographic books which often suggest "giving voice to others", this book will actually give voice to a wide variety of perspectives, from the points of view of researchers.

Summary from the publisher:

Cultural diversity is a global challenge for mental health services. The changing demography of communities requires rethinking approaches to cultural competence for health professionals and institutions. Cultural consultation is a way to improve the quality of mental health care by providing a nuanced understanding of the predicaments that prompt diverse clients to seek help, and the social contexts of their mental health problems, to guide clinical assessment and intervention. Cultural Consultation explores the practice of cultural consultation as a strategy to improve the quality of mental health care for diverse populations. The contributors, who have worked together at an innovative clinical service, frame best practices in psychiatry clinical psychology, and social work in relation to empathy, human rights, and culturally responsive and ethically sound care. A detailed model of the process of cultural consultation, from initial intake, through assessment, to recommendations and referrals, provides guidelines for clinical practice. Expert contributors examine specialized settings (medical, psychiatric emergency, inpatient, social/legal services), populations (remote, indigenous, child and youth), and contextual issues in the care of people with a wide range of mental health problems. Numerous case examples, charts, and tools add depth for readers interested in developing similar services or enhancing existing practice. Among the key areas covered: Working with interpreters and culture brokers. Family systems in cultural consultation. Gender, power, and ethnicity in cultural consultation. Consultation and mediation with racialized and marginalized communities. Collaborative care and primary care consultation. Cultural consultation with refugees. A unique guide to challenges and opportunities in contemporary practice, Cultural Consultation will be immediately useful for health care professionals, clinical psychologists, and cultural consultants and provide a versatile knowledge source for years to come.

Summary from the publisher:

Activism on the Web examines the everyday tensions that political activists face as they come to terms with the increasingly commercialized nature of web technologies and sheds light on an important, yet under-investigated, dimension of the relationship between contemporary forms of social protest and internet technologies. Drawing on anthropological and ethnographic research amongst three very different political groups in the UK, Italy and Spain, the book argues that activists'everyday internet uses are largely defined by processes of negotiation with digital capitalism. These processes of negotiation are giving rise to a series of collective experiences, which are defined by the tension between activists'democratic needs on one side and the cultural processes reinforced by digital capitalism on the other. In looking at the encounter between activist cultures and digital capitalism, the book focuses in particular on the tension created by self-centered communication processes and networked-individualism, by corporate surveillance and data-mining, and by fast-capitalism and the temporality of immediacy. Activism on the Web suggests that if we want to understand how new technologies are affecting political participation and democratic processes, we should not focus on disruption and novelty, but we should instead explore the complex dialectics between digital discourses and digital practices; between the technical and the social; between the political economy of the web and its lived critique.

Contact Us! We are here to help you!

We are here to help you! Contact us!

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The top 20 students from our six heats will present in the final competition on Thursday, March 24, 2016 in the Davenport Theatre, Talbot College at 10:00 a.m. A lunch reception for all 3MT participants and guests will follow in the atrium of the International and Graduate Affairs Building. The first-place winner from Western's final will attend the 3MT Ontario 2016 final.

3MT (Three Minute Thesis) is a research communication competition where graduate students have 3 minutes or less to present their research and its impact to a panel of non-specialist judges and peers. The exercise develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to an intelligent but non-specialist audience.


Graduate Students - Lots of APA Help online!

The rules of APA Style®, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world. Accurately using APA Style is a mandatory part of graduate work here at the Faculty of Education in both our online and onsite environments.

On the APA Style® website, you will find tutorials, FAQs, Blog, free Ask An APA Expert service and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.


Summary from the publisher:

This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban, working-class young people's relationships with education and schooling and discusses strategies for addressing these issues

Researchers - New Feature on Scholars Portal Journals: Email Alerts

Today, Scholars Portal Journals launches a new feature: email alerts.

Western University Students, Staff and Faculty will find Scholars Portal Journals on the Western Libraries DATABASES BY TITLE listed under S

Instructions for Setting Up Email Alerts: Scholars Portal Journals loaded its 44 millionth full-text article in February. With hundreds of thousands of new articles being added every month, email alerts provide a convenient way for users to stay up-to-date on the latest research in their fields.

Once a user has performed a search in Scholars Portal Journals (at Western University you will find it listed on Western Libraries' DATABASES BY TITLE list under S) they will be able to enter their email address to create an alert. The user will then receive an email once a week with newly loaded articles meeting the search criteria, as well as options to pause or delete the alert altogether. Users can set up as many email alerts as they need.

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Visit Scholars Portal Journals for more information about this new feature or contact Denise Horoky your Education Academic Librarian at the Education Library.

Summary from the publisher:

Mapping Time, Space and the Body: Indigenous Knowledge and Mathematical Thinking in Brazil brings people, land and numbers together in the fight for justice. On this extraordinary voyage through ancestral territories in central and southern Brazil, the Xavante, Suyá, Kayabi, and other local nations use mapping as a tool to protect their human rights to lands and resources they have traditionally owned and acquired. Mathematics activities inside the classroom and in everyday life help explain how Indigenous Peoples understand the cosmos and protect the living beings that helped create it. The book is a welcome contribution to a growing literature on the mathematical and scientific thinking of Indigenous Peoples around the globe. It makes mathematics alive and culturally relevant for students of all national backgrounds worldwide.

eBook - Margaret Mead: Contributions to Contemporary Education

Summary from the publisher:

This book makes a case for Margaret Mead's contributions to education discourses, which in retrospect appear visionary and profoundly democratic, non judgemental and transdisciplinary, and for their relevance for education today at primary, secondary and tertiary levels. Mead combined her substantial skills and knowledge as a linguist, anthropologist and psychologist to draw attention to the primary role of culture and society in identity formation, privileging against sterner perspectives, the idea that the conditions that support the emergence of balanced personalities, able to contribute to society and to progress themselves as individuals, starts with observation of self before that of others. This observation of and reflection on self was for her a necessary demonstration of transparency while close observation of others was 'an act of love', much as the artist contemplates his/her subject, that dissolved negative differences of culture, belief and status.

Summary from the publisher:

This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense 'interpretive', and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between 'qualitative' and 'quantitative' research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically). By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to 'teaching' and 'learning' examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled 'pädagogisch', examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice - combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different 'opportunities and constraints' that educational research has to confront in different societies.

eBook - Urban Youth and Photovoice: Visual Ethnography in Action

Summary from the publisher:

The past decade brought forth a wave of excitement and promise for researchers and practitioners interested in community practice as an approach based on social justice principles and an embrace of community participatory actions. But, effective community practice is predicated on the availability and use of assessment methods that not only capture and report on conditions, but also simultaneously set the stage for social change efforts. This research, therefore, serves the dual purpose of generating knowledge and also being an integral part of social intervention. Research done in this way, however, requires new tools. Photovoice is one such tool - a form of visual ethnography that invites participants to represent their community or point of view through photographs, accompanied by narratives, to be shared with each other and with a broader community.

Urban Youth and Photovoice focuses on the use of this method within urban settings and among adolescents and young adults - a group that is almost naturally drawn to the use of photography (especially digital and particularly in today's era of texting, facebook, and instagram) to showcase photovoice as an important qualitative research method for social workers and others in the social sciences, and providing readers with detailed theoretical and practical account of how to plan, implement, and evaluate the results of a photovoice project focused on urban youth.

Summary of the book from the publisher:

This book deals with the black box of social science methodology: participant observation. From the perspective of anthropology, it explores the difference between an ethnographer as participant observer and any other participant. It discusses and gives insight into what participant observers do before they write their texts. It explains how they learn to engage with other people's cultural ecologies and develop relational expertise. Showing that anthropology is a craft of cultural learning processes, the book introduces the engaged participant observer as an expert ethnographer capable of aligning engagements with others. It argues that culture as representation is replaced by culture as a frictioned learning process through which collective and social cultures emerge. To advance understanding of the ethnographer's learning process, the book introduces a new methodological vocabulary of cultural learning processes that is based on a diffracted reading of ethnography, anthropological theory, post-phenomenology, feminist materialism and cultural-historical activity theory.

Summary of this book from the publisher:

These in-depth case studies provide novel insights in to the fast-changing language situation in multilingual China, and how it changes the meanings of language identity and language learning. This linguistic ethnographic study of language attitudes and identities in contemporary China in the era of multilingualism provides a comprehensive and critical review of the state of the art in the field of language-attitude research, and situates attitudes towards Chinese regional dialects in their social, historical as well as local contexts. The role of language policies and the links between the interactional phenomena and other contextual factors are investigated through the multi-level analysis of linguistic ethnographic data. This study captures the long-term language socialisation process and the moment-to-moment construction of language attitudes at a level of detail that is rarely seen. The narrative is presented in a highly readable style, without compromising the theoretical sophistication and sociolinguistic complexities.

Easter Long Weekend 2016

The Education Library is CLOSED

Friday March 25

Saturday March 26

Sunday March 27

We are OPEN with regular hours on Monday March 28, 2016

The Librarian is reading...

Summary from the publisher:

The incredible shift in the provision of library services resulting from innovations such as online resources, mobile technologies, tablet computers, and MOOCs and hybrid courses makes it more challenging than ever for academic librarians to connect students with the information they need. Enter the Personal Librarian, a flexible concept that focuses on customizing information literacy by establishing a one-on-one relationship between librarian and student from enrollment through graduation. In this book the editors, with decades of library instruction and academic library experience between them, and their contributors. Define personal librarianship and trace how it has developed within the broader context of the work that librarians do. Demonstrate its radical potential to impact student learning, retention, and graduation rates. Discuss how the concept relates to embedded librarianship and academic library liaisons, and the role of faculty and staffIllustrate how personalization can be supported by academic support centers, IT services, Student Affairs, and other college and university departmentsUse case studies from a variety of institutions to show how to develop and implement a Personal Librarian program. By prioritizing relationships over merely providing access to information resources, the Personal Librarian can improve services while ensuring that students have what they need to learn and grow. This book shows how to make it happen.


The purpose of this study was to identify the strengths and the needs of newcomer youth within their home environments. Youth between the ages of 15 and 18 years old who immigrated within the previous two years and were living in a medium-sized Canadian city were interviewed. Group interviews were conducted with participants at a local community centre. Analysis of the data was completed using concept mapping (Trochim, 1989) which included multidimensional scaling and cluster analysis. Results indicated that newcomer youth felt secure and experienced positive familial connections; however, challenges included the need for greater warmth and support from their families as well as openness to change.


The purpose of this study was to explore and identify key themes related to a child's experience of anger. The existing literature on children's emotional experiences stems from adult perceptions and interpretations; this study was envisioned to investigate the experience of anger among children using their own words. Participants were male and female students, aged 8-9 and in a general grade three classroom within a community school. Through the use of semi-structured interview focus groups conducted over a span of 10 weeks, participants were invited to disclose their understandings of anger and how they experienced it. Results were analyzed via a content analysis procedure that resulted in five themes. These themes consisted of Understanding Anger, Origins of Anger, Consequences of Anger, Regulation and Resolution of Anger, and finally Relations with Others. Results and implications of the findings were discussed.


The purpose of the study was to identify the emotional and spiritual challenges faced by Aboriginal foster parents. Interviews were conducted with a total of 83 Aboriginal foster parents in a central Canadian province. The interviews were conducted over the phone and participants were asked two questions: "What are the emotional challenges that would cause you to consider quitting fostering?" and "What are the spiritual challenges that would cause you to consider quitting fostering?" Responses to the questions were sorted by participants and analyzed using multidimensional scaling and cluster analysis. Seven concepts emerged in response to the first question including: 1) Defending Integrity, 2) Loss of Hope, 3) Unresolved Conflict, 4) Abuse, 5) Fear for Safety, 6) Burnout, and 7) Resentment. Three concepts emerged on response to the second question including: 1) Meaninglessness, 2) Being Alone, and 3) Religious Restrictions. The concepts were compared to and contrasted with the fostering literature.


Background: Depression among perpetrators of domestic homicide and domestic homicide-suicide is present in upwards of 75% of cases. Between 2003 and 2011, the Domestic Violence Death Review Committee (DVDRC) classified 56% of perpetrators with depression in all the cases in Ontario. Methods: Secondary data analysis of 133 cases taken from the DVDRC database was conducted to determine whether differences exist between depressed and nondepressed perpetrators. Results: Cases with depressed perpetrators had significantly more risk factors present than in cases with non-depressed perpetrators. Depressed perpetrators and perpetrators who committed homicide-suicide were significantly older than non-depressed perpetrators and perpetrators of homicide. Key characteristics of depressed perpetrators include threats and attempts of suicide, perpetrator witnessed violence as a child, prior history of hostage-taking and obsessive behaviour. Conclusions: This information is essential to educate mental health professionals because they are more likely to have an opportunity to intervene in light of the presenting depression.

Summary written by the author:

This thesis advocates for the inclusion of liberal education in discussions of college and university missions and mandates in North America. It is conceived with the purpose of influencing policy thinking and generating the theory and ideas required for sound education policy decision making. Research into liberal education is a special and atypical kind of inquiry and requires innovative theoretical approaches. Liberal education is foremost a philosophical problem and requires philosophical approaches; the method used is, therefore, conceptual in nature and drawn from analytical philosophy. My research approaches liberal education conceptually in three ways: historically, philosophically, and politically. Historically, all explanations of liberal education remain partial, debatable, and fragmentary. Philosophically, liberal education brings into focus fundamental questions and problems with a universal significance. Liberal education is perhaps best characterized as an ongoing argument, discussion, and debate. Politically, liberal education is relevant to many of the challenges facing North American society. Liberal education is civic in nature, aimed at producing responsible citizens able to contribute to democracy and the continuation of democratic institutions. The contribution to knowledge made by this research is the development of liberal education towards idealism and universality. Universality provides the meta-principle needed to ground the inclusion of liberal education in the missions and mandates of North American colleges and universities. The synthesis of the three conceptual approaches (i.e., historical, philosophical, and political) produces a new justification for liberal education, one based in objectivity and rationality as universal values. My argument is that the values of objectivity and rationality are the best explanation of the universalist understanding of liberal education and its processes and goals.


The migration of libraries to the digital realm has created new opportunities for information sharing; however, the abundance of available literature has made locating relevant research studies on specific learning disabilities a difficult task, one that existing search strategies have not adequately addressed. Moreover, definitions of specific learning disabilities have evolved and the nature of this field is interdisciplinary, creating a confusion of possible search terms for the topic. The present investigation used the Pearl Harvesting Information Retrieval Framework to create a comprehensive search strategy for locating research on learning disabilities. The analysis produced four groups of harvested search terms for the subtopics of general learning disabilities, reading disabilities, math disabilities, and nonverbal learning disabilities. The wide range of diverse search terms retrieved a significantly greater number of relevant citations than other search strategies.


The purpose of this study was to identify characteristics of a conjoint therapy program for Intimate Partner Violence with Aboriginal couples. Participation in telephone interviews by professionals in a Canadian province included two questions: "How would you address content with Aboriginal men in couple counselling who use abusive behaviour toward their intimate partner?" and "How would you address activities with Aboriginal men in couple counselling who use abusive behaviour toward their intimate partner?" The results were analyzed using a structured conceptualization procedure called Concept Mapping. Six concepts emerged in response to the first question including: 1) Cultural, 2) Western, 3) Traditional Ways, 4) What a Healthy Relationship Is (and Is Not), 5) Men's Self Responsibility and 6) Accountability to Family and Community. Three concepts emerged in response to the second question including: 1) Working with Community, 2) Teaching and Learning and 3) Traditional Ways. The results were compared and contrasted with the literature.


Childhood sexual abuse is a significant predictor of both problematic substance use and emotion regulation difficulties. In individuals who have experienced previous sexual abuse, later substance use has proven to be problematic in regards to having an increased risk of developing a substance use disorder and, additionally, increased the risk of revictimization. The present study examined a clinical sample of adolescents focusing on the associations between childhood abuse, adolescent substance use, and comparing group means on scales of emotion regulation (anxiety, depression, and disruptive behaviours). Abuse type was also examined for relational strength to substance use, specifically sexual abuse which may include other forms of abuse and other types and without sexual abuse present again control groups. Participants who had experienced any form of abuse were more likely to engage in substance use as well as score higher in emotion dysregulation compared to non-abused counterparts. Participants, who experienced at least one form of abuse excluding sexual abuse, received elevated scores on emotion regulation difficulties but were less likely to engage in substance use; whereas participants reporting sexual abuse were significantly more likely to engage in substance use but received lower scores of emotion dysregulation. Substance use occurred significantly more in females than males; substance use indicated lower scores of emotion dysregulation except in depression; and more than half of participants reporting substance use also reported experiencing at least one form of abuse. Future research should continue to further explore risk factors and mediators for substance use engagement in order to help minimize risk to youth.


The purpose of this study was to identify challenges and strengths of caregivers to a child with Fetal Alcohol Spectrum Disorder (FASD). Thirty-two caregivers raising a child with FASD participated in phone interviews that included the questions: "What challenges do you face in making your household function well?" and "What strengths do you have to make your household function well?" Responses to the questions were sorted by participants and the data was analyzed using multi-dimensional scaling and cluster analysis. In response to the question about challenges, seven concepts emerged: 1) Extra Responsibility on Caregivers, 2) Difficulty Keeping Daily Routine, 3) Lacking Professional and Personal Support, 4) Feeling Stigmatized and Isolated, 5) Managing Child's Self Regulation Problems, 6) Working with Child's Diminished Executive Functioning and 7) Addressing Child's Antisocial Behaviour. Four concepts emerged from the question about strengths, including: 1) Change Parenting Strategy for Different Children, 2) Use Non-Verbal, Sensory and Physical Strategies, 3) Stay Patient and Understanding and 4) Locate and Maintain External Supports. The concepts were compared and contrasted with the available literature.


Sexual violence is an ongoing problem in Canada that affects youth, and has become complicated due to the increased use of social media and the Internet. As a result, new violence prevention programs focus on bystanders' potential to intervene and has been shown to promote prosocial attitudes toward sexual violence (e.g. Banyard, Moynihan, and Plante, 2007; Katz, Heisterkamp, & Fleming, 2011). The present study examine current attitudes of adolescents in wrongfulness and willingness to intervene in scenarios of sexual violence that occur in either online or offline contexts. The study replicated and modified an existing evidence-supported American questionnaire that uses written bystander scenarios depicting potential sexual violence. Participants were 154 high school students from southwestern Ontario. Significant gender differences, as well as indications for anonymous online victims were found. Implications for future bystander intervention and violence prevention strategies are explored further.

Summary by the author:

The research for this study began with certain poststructural and postmodern readings and philosophical inflections that suggested, in various ways, that subjectivities are fluid, multiple, and complex. I arrived at the idea that one way of capturing the complexities of subjectivities is documenting becoming; this insight, in turn, led me to investigate the literature on academics who experience problems with representing, and on models of writing in higher education. However, the literature does not locate either the problem of representing or its resolution in the practices of academics struggling to write about the world in and through their subjectivities. In addition, the academic literacies model of writing in higher education does not take into consideration the crisis of representation, in the sense of how one writes. I employed a case study methodology. I also undertook document analysis of several disruptive poststructural autoethnographic (DPA) texts. The analysis indicated that writings that detail becoming capture the space of mind in the Deleuzian sense of affect, which is aligned with the body's answer to particular received data beyond one's control. These received data lead to the formation of mental assemblages in the Deleuzian sense of percept. The result is ongoing, unpredictable transformation within the person in the Deleuzian sense of concept. Using DPA texts with these Deleuzian concepts helped me open up new ways of seeing. Academics who write these texts go through a type of catastrophe and confront chaos to become artists in the Deleuzian sense, leaving traces in their writing by using different genres, layers, truths, and points of view.

eBook - Flip the System: Changing Education from the Ground Up

Summary from the publisher:

Education is threatened on a global scale by forces of neoliberalism, through high stakes accountability, privatization and a destructive language of learning. In all respects, a GERM (Global Education Reform Movement) has erupted from international benchmark rankings such as PISA, TIMMS and PIRL, causing inequity, narrowing of the curriculum and teacher deprofessionalization on a truly global scale.

FLIP THE SYSTEM.jpg In Flip the System, teachers from around the world and other educational experts such as Andy Hargreaves, Ann Lieberman, Stephen Ball, Gert Biesta, Tom Bennett and many more, make the case to move away from this uneducational economic approach, to instead embrace a more humane, more democratic approach to education. This approach is called 'flipping the system', a move that places teachers exactly where they need to be - at the steering wheel of educational systems worldwide.

This book will appeal to teachers and other education professionals around the world.

March Break 2016 Hours of Opening

During Western's March Break (MARCH 14 - 18, 2016) we do not have evening hours:

Monday to Friday 8:30 am to 4:30 pm
Saturday NOON to 5:00 pm

Summary from the publisher:

Literacy theories for the digital age.jpg Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

Summary from the publisher:

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800 to 1950.

The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies and the concept of transnationalism, to provide new insights into the work of Sisters in education.

Making a unique contribution to the field, chapters offer an interrogation of historical sources as well as fresh interpretations of findings, challenging assumptions. Compelling narratives from the USA, Canada, New Zealand, Africa, Australia, South East Asia, France, the UK, Italy and Ireland contribute to what is a most important exploration of the contribution of the women religious by mapping and contextualizing their work. Education, Identity and Women Religious, 1800-1950 will appeal to academics, researchers and postgraduate students in the fields of social history, women's history, the history of education, Catholic education, gender studies and international education.

Summary from the publisher:

Visual note-taking for educators.png We've come a long way from teachers admonishing students to put away their drawings and take traditional long-form notes. Let's be honest: note-taking is boring and it isn't always the most effective way to retain information.

Visual Note-Taking for Educators is a guide for teachers about getting your students drawing and sketching to learn visually. Whether in elementary school or high school, neuroscience has shown that visual learning is a very effective way to retain information.

The techniques in this book will help you work with your students in novel ways to retain information. Visual note-taking can be used with diverse learners; all ages; and those who have no drawing experience. Teachers are provided with a library of images and concepts to steal, tweak, and use in any way in their classrooms. The book is liberally illustrated with student examples from elementary and high school students alike.

New Book - Class Work: Vocational Schools and China's Urban Youth

Summary from the publisher:

Class Work.jpg Images of Chinese teens with their heads buried in books for hours on end, preparing for high-stakes exams, dominate understandings of Chinese youth in both China and the West. But what about young people who are not on the path to academic success? What happens to youth who fail the state's high-stakes exams? What many--even in China--don't realize is that up to half of the nation's youth are flunked out of the academic education system after 9th grade.

Class Work explores the consequences for youth who have failed these exams, through an examination of two urban vocational schools in Nanjing, China. Through a close look at the students' backgrounds, experiences, the schools they attend, and their trajectories into the workforce, T.E. Woronov explores the value systems in contemporary China that stigmatize youth in urban vocational schools as "failures," and the political and economic structures that funnel them into working-class futures. She argues that these marginalized students and schools provide a privileged window into the ongoing, complex intersections between the socialist and capitalist modes of production in China today and the rapid transformation of China's cities into post-industrial, service-based economies. This book advances the notion that urban vocational schools are not merely "holding tanks" for academic failures; instead they are incipient sites for the formation of a new working class.

Summary from the publisher:

hope and healing in urban education.jpg Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities. Drawing on ethnographic case studies from around the country, this book chronicles how teacher activists employ healing strategies in stressed schools and community organizations, and work to reverse negative impacts on academic achievement and civic engagement, supporting their students to become powerful civic actors. The book argues that healing a community is a form of political action, and emphasizes the need to place healing and hope at the center of our educational and political strategies. At once a bold, revealing, and nuanced look at troubled urban communities as well as the teacher activists and community members working to reverse the damage done by generations of oppression, Hope and Healing in Urban Education examines how social change can be enacted from within to restore a sense of hope to besieged communities and counteract the effects of poverty, violence, and hopelessness.

Professional development just got more effective.

Using quality feedback to guide professional learning.png To really help teachers grow and have a more positive impact on their students, transform your feedback! With this guide to quality feedback, you'll get your message across clearly and successfully, and promote professional growth as never before--with lasting results.

Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book will help you give feedback that's both heard and understood. Features include

- Research-based coverage aligned with the Learning Forward Standards for Professional Learning
- Structures for responding to teacher-created assessments, live observations, and videotaped lessons
- Advice that fits seamlessly into existing initiatives and support systems
- Tools, artifacts, vignettes, and examples of quality feedback in practice

The benefits of quality feedback are powerful, including high levels of accountability, bridges to new learning, and continuous improvement. Put it to work with your team and see the results for yourself.

Fresh ideas to help you meet the challenges of innovative leadership!

Breaking out of isolation.png As a school leader, you're required to know more, anticipate change, and prepare young minds for the future. Through powerful vignettes and strategies, you'll discover how innovation-minded school leaders connect to avoid isolation, lower stress, find support, and share ideas. Grow your professional practice and learn to:

- Jumpstart and sustain your Professional Learning Network
- Strategically and meaningfully connect with colleagues and staff
- Overcome isolation for lasting impact

Includes tips on Twitter, Google Hangouts, Pinterest and more. Get real-world solutions with this easy-to-follow roadmap to transformational change!

The Corwin Connected Educators series is your key to unlocking the greatest resource available to all educators: other educators. Being a Connected Educator is more than a set of actions: it's a belief in the potential of technology to fuel lifelong learning. To explore the other books in this series, visit the Corwin Connected Educators website!

Canadian Conference on Positive Psychology: Exhilarate 2016

canadian conference on positive psychology.jpg

Plan to attend the Canadian Positive Psychology Association (CPPA) 3rd Canadian Conference on Positive Psychology: Exhilarate 2016 LEARN IT, LIVE IT from June 15 - 17, 2016.

Bridge Restrictions Alter Bus Routes - March 10, 2016 Update

Western University Transportation Update: March 10, 2016

Following a recent engineering inspection and load evaluation of the University Drive bridge, larger-scale, articulated (60-foot) London Transit Commission (LTC) buses cannot currently cross the bridge. LTC 6 Richmond, 6A Richmond, and 13 Wellington routes are the only ones that cross the University Drive bridge, so only those routes are impacted.

This issue does not affect any other buses from routes that come onto campus or normal vehicular traffic. Repairs on the bridge began the week of March 7 and we anticipate work will be completed within three weeks, pending a positive load test outcome.

As of Friday, March 11, 2016 the LTC is providing enhanced detour routes for the 6 Richmond, 6A Richmond and 13 Wellington which provide passengers more options to reach their campus destinations. LEARN MORE!


New Book - 30 Essential Skills for the Qualitative Researcher

Summary of this book from the publisher:

Thirty 30 essential skills for the qualitative researcher by John W. Creswell.png 30 Essential Skills for the Qualitative Researcher fills a gap in introductory literature on qualitative inquiry by providing practical "how-to" information for beginning researchers in the social, behavioral, and health sciences. Author John W. Creswell draws on years of teaching, writing, and conducting his own projects to offer effective techniques and procedures with many applied examples from research design, qualitative inquiry, and mixed methods. Creswell defines what a skill is, and acknowledges that while there may be more than 30 that an individual will use and perfect, the skills presented in this book are crucial for a new qualitative researcher starting a qualitative project.

To find out more about John Creswell and his work, please visit: sagepub.com/johncreswell and johnwcreswell.com

New Book - A Critical Action Research Reader

Summary of this book from the publisher:

critical action research reader.jpg

Since its inception, action research has been the subject of confusion and controversy. Can something be research if it doesn't «prove» anything? Can something be action research if it's a project run by an expert who does not consider participants co-researchers? Questions multiply when the general term is limited to critical action research. What makes critical action research different from action research generally?

Can the action research project of a classroom teacher intended to raise standardized test scores properly be considered critical? Is there a role for advocacy in any enterprise calling itself research? If critical action research is distinct from traditional empirical research, then what formats make sense for sharing results?

This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research reports illustrating what various theories look like in practice. The book provides a sketch of the topography of critical action research terrain and illuminates some diverse paths through it.

New Book - Optimize Your School: It's All About the Strategy

Lead the change that you want to see in your school!

Summary about this book from the publisher:

Optimize your school.jpg Is your school or district heading in the right direction? In this essential guide for leaders, Lee Jenkins shows how to unite and energize your team as never before, while helping your students to love learning and crave achievement.

A trusted advisor to numerous districts, Jenkins knows how to successfully transform school culture - for the long-term. Beginning with an introduction from scholar Michael Fullan, each chapter presents compelling insights and strategies for leaders, addressing how to

- Evolve your leadership style to guide, empower and serve

- Apply the principles of continuous strategic improvement as an antidote to win/lose approaches to school accountability

- Develop a healthy, positive culture of achievement by deeply engaging your students in their own progress and success

Turn to this resource and prepare to lead positive change, from the classroom to the staff room and beyond.

racing to class.jpg In this incisive and practical book, H. Richard Milner provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices at the district and school levels, and in individual classrooms for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner's astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty and how they can best serve these students in their schools and classrooms.

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APA Help Online

The rules of APA Style®, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world. Accurately using APA Style is a mandatory part of graduate work here at the Faculty of Education in both our online and onsite environments.

On the APA Style® website, you will find tutorials, FAQs, Blog, free Ask An APA Expert service and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.


March Break 2016 Hours of Opening

During Western's March Break (MARCH 14 - 18, 2016) we do not have evening hours:

Monday to Friday 8:30 am to 4:30 pm
Saturday NOON to 5:00 pm

In Case You Missed It - News Release from September 14, 2015:

Experience Ontario Will Help Students Transition from Secondary Education

The Ontario Government is helping more students make the transition between secondary and postsecondary education and training with Experience Ontario, a new pilot program designed to help young people identify and work towards their future goals.

Premier Kathleen Wynne made the announcement at Central Toronto Academy. Experience Ontario is a two-year, $20-million pilot program that will give approximately 600 students across the province valuable work experience, career coaching and mentorship in its first year. The program will encourage graduating high school students to choose the appropriate postsecondary educational path for them, and will help them succeed once they enrol.

Each Experience Ontario participant will have access to a career coach to guide them throughout the nine-month program. Participants will attend a three-day career exploration conference, visit a postsecondary education institution or training facility, have their college or university application fee paid for and take part in up to three paid work placements in sectors related to their interests.

Helping more students succeed is part of the government's plan to build Ontario up by investing in people's talents and skills, making the largest investment in public infrastructure in Ontario's history, creating a dynamic, innovative environment where business thrives, and building a secure retirement savings plan. FIND OUT MORE!

Ontario's New Education Portal

eCampusOntario.ca is the primary face of the Ontario Online Learning Consortium (OOLC), a not-for-profit corporation whose membership is composed of all publicly-funded colleges and universities in Ontario. The OOLC is governed by a Board of Directors with leadership from two Board Chairs. Operations are headed by two Executive Directors. Funding for OOLC and the eCampusOntario initiative comes from the Government of Ontario.

A Focus on Learners

eCampusOntario.ca was created as a portal for learners to find online and mostly online courses--through browsing, searching by keyword, or filtering by institution and delivery format. Course details include links to information about scheduling, tuition and fees, instructors, and information about how to get registered and to seek credit transfer. Previously identified course equivalencies are also listed where available. In addition, students can search based on a specific course they need credit for to find available online options at other institutions.

eCampus Ontario will continue to grow: colleges and universities are adding new online and mostly online courses and programs, and the Government of Ontario has provided special funding to support further development in order to improve opportunities for learners.

Students who may be new to online learning, or perhaps new to post-secondary education, may be interested in browsing the eCampus Ontario suite of Student Supports. These supports have been selected by a committee of representatives from colleges and universities to aid learners in basic study skills, writing, and math. Users will also find a selection of administrative resources, including links to information about financial support and studying in Canada as an international student. Learn more!

Jason Winders writes for the Western News:

Seven winners representing four different faculties have been awarded Western's top honour for its highest calling. This year's winners join a company of teachers nearly a quarter century in the making.

Established in 1980-81, the University Awards for Excellence in Teaching were named in 1987 in honour of Edward Gustav Pleva, Western's first Geography teacher in 1938 and head of the department from 1948-68.

Established in 1989-90, the Award for Excellence in Teaching by Part-Time Faculty was renamed in 2003 in honour of Angela Mary Armitt, BA'36, MA'67, LLD'87, a champion of life-long learning, and Western's first dean of the faculty of Part-Time and Continuing Education.

Established in 1996-97, the Award for Excellence in Teaching was established to celebrate outstanding contributions in the area of classroom, laboratory or clinical instruction. The award was later named after Physiology professor and Educational Development Office c-ordinator Marilyn Robinson.

And new this year, the Award for Innovations in Technology-Enhanced Teaching honours those who significantly improved the experience and outcomes of their students through the intentional incorporation of technology into their teaching.

Continuing - and, in one case, starting - these traditions today, we present the 2015-16 Awards for Excellence in Teaching.

We offer print and ebook access to Michael Fullan's Freedom to Change: Four Strategies To Put Your Inner Drive Into Overdrive

Summary from the Publisher:

Freedome to Change Michael Fullan ebook and print access.jpg Break free to make real change for yourself and others

Have you ever felt like your progress was being blocked, not just by your own circumstances, but by the presence and actions of others? Freedom to Change releases you from the trap of constantly telling yourself that you'd be more successful at teaching, leading, or contributing to an organization if only others didn't stand in your way. In his engaging, irreverent style, bestselling author Michael Fullan explores the two kinds of freedom in our daily lives: freedom from obstacles versus freedom to take initiative and act. Gaining freedom from barriers has no value in itself until it is partnered with an equally determined sense of what you truly want. What change would you like to bring about for yourself or those around you?

Given that human nature and productivity are fundamentally social, Fullan prescribes four dynamically interrelated actions we can take:

1. Consciously seeking a balance between our own autonomy and cooperation with others
2. Improving the feedback exchange--giving more valuable responses, as well as eliciting, hearing, and accepting feedback more effectively
3. Building accountability to others into the fabric of our working lives
4. Finding ways to influence others with the changes we've made and want to spread

Illustrated and enriched with examples from education, business, and nonprofit sectors, Freedom to Change offers recommendations for both individuals and organizations seeking to enhance connectedness and independence.

Coherence  the right drivers in action.png Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan and Joanne Quinn

In this short, pithy video that is just over 3 minutes, Fullan explains the Coherence Framework featured in his new book 'Coherence' (with Joanne Quinn, Corwin, 2016). To get whole system change right we need to focus on all four components in Fullan's framework.

The top 20 students from our six heats will present in the final competition on Thursday, March 24, 2016 in the Davenport Theatre, Talbot College at 10:00 a.m. A lunch reception for all 3MT participants and guests will follow in the atrium of the International and Graduate Affairs Building. The first-place winner from Western's final will attend the 3MT Ontario 2016 final.

3MT (Three Minute Thesis) is a research communication competition where graduate students have 3 minutes or less to present their research and its impact to a panel of non-specialist judges and peers. The exercise develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to an intelligent but non-specialist audience.


On Order

The Stone Collection by Kateri Akiwenzie-Damm is ON ORDER for the Education Library.

Stone Collection by Kateri Akwenzie Damm.jpg

In these 14 unique stories, Kateri Akiwenzie-Damm takes on complex and dangerous emotions, exploring the gamut of modern Anishinaabe experience. Through unforgettable characters, these stories--about love and lust, suicide and survival, illness and wholeness--illuminate the strange workings of the human heart.

Recommended Reading

Residential Schools: The Devastating Impact on Canada's Indigenous Peoples and the Truth and Reconciliation Commission's Findings and Calls for Action

Summary of the book from the publisher:

Residential Schools The Devasting Impact.jpg Canada's residential school system for aboriginal young people is now recognized as a grievous historic wrong committed against First Nations, Metis, and Inuit peoples. This book documents this subject in a format that will give all young people access to this painful part of Canadian history.

In 1857, the Gradual Civilization Act was passed by the Legislature of the Province of Canada with the aim of assimilating First Nations people. In 1879, Prime Minister Sir John A. Macdonald commissioned the "Report on Industrial Schools for Indians and Half-Breeds." This report led to native residential schools across Canada. First Nations and Inuit children aged seven to fifteen years old were taken from their families, sometimes by force, and sent to residential schools where they were made to abandon their culture. They were dressed in uniforms, their hair was cut, they were forbidden to speak their native language, and they were often subjected to physical and psychological abuse. The schools were run by the churches and funded by the federal government.

About 150,000 aboriginal children went to 130 residential schools across Canada.

The last federally funded residential school closed in 1996 in Saskatchewan. The horrors that many children endured at residential schools did not go away. It took decades for people to speak out, but with the support of the Assembly of First Nations and Inuit organizations, former residential school students took the federal government and the churches to court. Their cases led to the Indian Residential Schools Settlement Agreement, the largest class-action settlement in Canadian history. In 2008, Prime Minister Harper formally apologized to former native residential school students for the atrocities they suffered and the role the government played in setting up the school system. The agreement included the Truth and Reconciliation Commission, which has since worked to document this experience and toward reconciliation.

Through historical photographs, documents, and first-person narratives from First Nations, Inuit, and Metis people who survived residential schools, this book offers an account of the injustice of this period in Canadian history. It documents how this official racism was confronted and finally acknowledged.

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Education Library Staff PHOTO 2015 2016.jpg

Following a recent engineering inspection and load evaluation of the University Drive bridge, it was recommended that larger-scale, articulated (60-foot) London Transit Commission buses not run over the bridge in its current state until further assessment can be completed. This means that LTC 6 Richmond, 6A Richmond and 13 Wellington routes that currently run over the bridge, will now stop at the Richmond Street gates. Stay up to date!


Videos and How-To's

Western Libraries presents a series of how-to videos and help pages to help you get started with your research! Learn the best tips and tricks from our librarians!

ASK: Chat with a Librarian (free service and easy to use)!

Our ASK: Chat with a Librarian service is open through the week and also has weekend hours. It is a free service and it is very easy to use.


March Break 2016 Hours of Opening

The Education Library does not have evening hours during March Break. Our shortened hours of opening are as follows:

Monday Friday 8:30 am to 4:30 pm
Saturday Noon - 5:00 pm

This book is available both in print and online through the library catalogue. Here is a summary of the second edition of this book from the publisher:

Qualitative research from start to finish EBOOK.jpg This book will help readers understand the practice of qualitative research--whether they want to do it, teach it, or just learn about it. All the major research phases are encompassed (startup, design, data collection, analysis, and composing), including newly emerging trends. Numerous easy-to-read vignettes show how other scholars have successfully implemented specific procedures. Equally distinctive, the book presents qualitative research as an adaptive craft. The array of choices among different procedures and methods enables readers to customize their own studies and to accommodate different worldviews and genres.

New to This Edition:

- Stronger discussion of different worldviews (e.g., constructivism, postpositivism, and pragmatism) and how they relate to different methodological choices.

- Clearer emphasis on doing a generalized qualitative study, while acknowledging 12 specialized genres (e.g., action-based research, arts-based research, autoethnography, grounded theory, phenomenology, and others).

- Expanded discussions of different kinds of qualitative study samples and of mixed methods.

- New ideas on how to avoid getting stalled when analyzing qualitative data.

- Consideration of an additional way of concluding a qualitative study: by taking action.

Pedagogical Features:

- Chapters start with an abstract and end with a suggested exercise.

- Key terms and concepts appear in boldface throughout the text and are listed in end-of-chapter recaps as well as in the book's glossary.

- Sections within each chapter start with a preview box: "What you should learn from this section."

- An appendix presents a semester- or yearlong field-based project.

This book is available online through the library catalogue. Here is a summary of the book from the publisher:

Writing a proposal for your dissertation ebook.jpg This user-friendly guide helps students get started on--and complete--a successful doctoral dissertation proposal by accessibly explaining the process and breaking it down into manageable steps. Steven R. Terrell demonstrates how to write each chapter of the proposal, including the problem statement, purpose statement, and research questions and hypotheses; literature review; and detailed plan for data collection and analysis. Of special utility, end-of-chapter exercises serve as building blocks for developing a full draft of an original proposal. Numerous case study examples are drawn from across the social, behavioral, and health science disciplines. Appendices present an exemplary proposal written three ways to encompass quantitative, qualitative, and mixed-methods designs.

Pedagogical Features:

- "Let's Start Writing" exercises leading up to a complete proposal draft.

- "Do You Understand?" checklists of key terms plus an end-of-book glossary.

- End-of-chapter quizzes with answers.

- Case study examples from education, psychology, health sciences, business, and information systems.

- Sample proposal with three variants of the methods chapter: quantitative, qualitative, and mixed methods.

Transit through Western University Campus - Update March 2016

Western's campus community is advised that due to weight restrictions on Western's University Drive bridge, Richmond and Wellington London Transit Commission (LTC) bus routes will not be coming onto campus beginning on Monday, March 7 for the foreseeable future.

Following a recent engineering inspection of the University Drive bridge, it was recommended that larger-scale, articulated buses not cross the bridge until further assessment can be completed.

Due to capacity demands, the LTC operates articulated buses on 6 Richmond, 6A Richmond and 13 Wellington routes and starting Monday, these buses will now stop at the University's Richmond Gates and not enter campus. This change does not impact other bus routes that come onto campus.

Western is working with the LTC to try and resolve these issues.

LTC London Transit BUS image.jpg

We have online access to this book through the library catalogue. Here is some information about the book from the publisher:

promoting global competence.jpg Promoting Global Competence and Social Justice in Teacher Education reconceptualizes the purpose of education to include the attainment of global or cosmopolitan perspectives. This goal has important implications for how we not only educate today's students, but also how we prepare teachers to teach in a diverse and complex world in which habits of perspective, inquiry, imagination, empathy, communication, commitment, humility, integrity, and judgment increasingly resonate in importance. This book advocates for preparing teacher candidates to acquire a nuanced, global perspective of their subject areas and be prepared to handle the demands of educating students for our changing global context. To this end, Promoting Global Competence and Social Justice in Teacher Education encourages the development of pedagogical strategies that will enable students to consider multiple perspectives and cultivate respect for diverse peoples and cultures

We have online access to this book through the library catalogue. Here is information about the book from the publisher:

deconstructing privelege.jpg Although scholarly examinations of privilege have increased in recent decades, an emphasis on privilege studies pedagogy remains lacking within institutions. This edited collection explores best practices for effective teaching and learning about various forms of systemic group privilege such as that based on race, gender, sexuality, religion, and class. Formatted in three easy-to-follow sections, Deconstructing Privilege charts the history of privilege studies and provides intersectional approaches to the topic.

Drawing on a wealth of research and real-life accounts, this book gives educators both the theoretical foundations they need to address issues of privilege in the classroom and practical ways to forge new paths for critical dialogues in educational settings. Combining interdisciplinary contributions from leading experts in the field-- such as Tim Wise and Abby Ferber-- with pedagogical strategies and tips for teaching about privilege, Deconstructing Privilege is an essential book for any educator who wants to address what privilege really means in the classroom.

We now have electronic access to this book through the library catalogue. Here is a summary of this book from the publisher:

Changing landscape of school leadership.jpg The primary focus of the book is to emphasize the major changes in the leadership responsibilities of the school principal and to underscore the necessity for them to gain new knowledge and skills in order to direct their leadership toward meeting the new changes in school-community goals and objectives.

M. Scott Norton emphasizes the fact that contemporary issues and problems must be viewed as symptoms of change. The symptoms represent administrative tasks that must be attacked by implementing the primary reason that the school principal is hired, that of leading on-going change.

The leader's responsibility focuses on school purposes as set forth in a viable school mission statement. The school's mission statement, that all too often is set forth as a public relations perspective, must instead set forth answers to questions such as, "What is our purpose?" "Why does our school exist?" "What is our reason for being here?" "How do we meet the on-going changes that face us educationally?"

The leadership of the school principal "attacks" the symptoms of change by collaborating with the school's faculty to set forth a mission to which all members can commit. Collaboration infers a unification of members' commitments toward the primary purposes of the school.

Collaboration and opportunities to confer on an on-going basis are established. Although the school principal's hands are often tied by such factors as lack of resources, underfunded/unfunded mandates, inability to hire and retain highly qualified personnel and constantly changing program requirements related to student testing and teacher performance evaluation, this book places emphasis on the principal's need to become a visionary change agent in order to "attack" the ever changing symptoms of educational change

Faculty Seminar Series Talk - Wednesday February 24, 2016

We're talking about more than texts: Researching meaning, networks and politics in education policy

Wednesday February 24, 2016

1:30 - 2:30 pm
Room 1010, Western's Faculty of Education

Dr. Melody Viczko, Assistant Professor, Critical Policy Studies

Mary Anne Krahn, EdD Candidate

Rachelle Martin, MA Student

Jenna Lorusso, PhD Candidate

Clara I. Tascón, PhD Candidate


How do we know the influences of policy in educational organizations?

In this session, we will highlight different approaches and aspects of policy research that offer dynamic understandings of what policies do and why they matter. Each panelist will talk about the ways in which she engages in policy research to open a broader understanding of not only what policies say in text, but also what they mean to people, how they organize our institutions and how they bring together divergent actors, interests and ideas.

Our panel involves a brief introduction to one aspect of policy research from each panelist so that we can initiate a conversation about why researching education policy matters and how our approaches to these studies offer exciting opportunities for thinking about practice and governance in organizations.

All are welcome. Bring your lunch if you don't have a chance to eat it before, and we will supply coffee and cookies.

Lunch & Learn: Blended Learning Strategies - Friday, February 19, 2016

Lunch & Learn: Blended Learning Strategies
Friday February 19, 2016
12:00 - 1:30 pm
Room 1139 (Community Room) at Western's Faculty of Education

Presented by: Rosa Cendros, Lisa Floyd and George Gadanidis

Come for some cool tools and strategies for blending your face-to-face and online teaching.
Bring your own strategies to share.

Citizen-Girls: Using Participatory Methodologies with Youth Workshop

Citizen-Girls: Using Participatory Methodologies with Youth
Dr. Leigh-Anne Ingram, UWO & Miranda Hersco, Student, UOIT
Wednesday February 17, 2016
2:00 to 3:00 pm
Western's Faculty of Education Room 1010

Youth are seldom able to direct the researcher's gaze or control the camera's lens. How can participatory visual research methodologies help us understand what young people are learning about their roles as citizens and civic agents?

This short workshop will draw on a project in the Greater Toronto Area (GTA) that used a qualitative approach, combining interviews and photovoice, to explore messaging about their roles as girl-citizen-students in Canada. Photovoice is a PAR methodology where participants are given cameras to document their lives and then write and discuss their images, revealing their own natural priorities and values (Mitchell & Allnutt, 2008; Cole & Knowles 2008; Prosser & Burke 2008; Wang & Baker 2006). This inquiry process drew on feminist political theories, Freireian approaches to community development, critical pedagogy and participatory media, allowing the research participants to explore messaging from families, schools and society about self, gender, citizenship and schooling. This workshop will be co-facilitated by some of the youth who were participant-researchers in the larger Citizen-Girl study and will explore the benefits and limitations of using a collaborative, critical and visually-informed approach to scholarly inquiry that engages youth and attempts to revise power relations in traditional, positivist research.

Please join us for this workshop and light refreshments.

We now have electronic access to this book through the library catalogue. Here is a summary of the book from the publisher:

Literacy theories for the digital age.jpg Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

Enjoy the Family Day Long Weekend!

FAMILY DAY 2016.jpg

The Education Library will be CLOSED on Saturday February 13, Sunday February 14, and Monday February 15 in celebration of Family Day.

News from CMEC

Provincial and territorial ministers of education are pleased to acknowledge the recent release of the final report of Truth and Reconciliation Commission of Canada (TRCC) on the history of residential schools in Canada.

Ministers note that the current CMEC Aboriginal Education Plan aligns closely with Recommendation 63 of the TRCC report by supporting the professional development of Aboriginal students interested in pursuing teaching as a career; developing teaching resources that highlight the legacy of Indian Residential Schools for use in Bachelor of Education and teacher-education programs across Canada; promoting understanding about the history and legacy of Indian Residential Schools in K-12 education systems across the country; and sharing promising practices in Aboriginal education.

This work is already under way or planned at the pan-Canadian level and in individual jurisdictions, in collaboration with First Nations, Métis, and Inuit communities, according to their unique histories and specific needs.

truth and reconciliation logo.png

Help with writing an annotated bibligraphy

Some faculty will give you very specific instructions on how to write an annotated bibliography for an assignment in their course so you must always follow guidelines set out by your professors. However, if they have left the annotated bibliography framework up to you, here is a brief but helpful list of my favourite help pages for writing an annotated bibliography:

How to Prepare an Annotated Bibliography: The Annotated Bibliography from Cornell University Library

Purdue Online Writing Lab - Annotated Bibliographies

University of Toronto Writing an Annotated Bibliography

Western Libraries - Annotated Bibliographies (includes a short video tutorial)

Brock Library What is an annotated bibliography? (video)

People We Know - Bill Irwin and Colleen Burgess

When Bill Irwin originally created the syllabus for his Evidence-Based Management class, he didn't anticipate needing assistance in the classroom.

"It's a resource-intensive course and it's a little different than some other MOS (Management and Organizational Studies) courses. We're focusing on ­evidence­-based management and helping students define what evidence is, along some of the other research questions," said the Huron University College professor, who is teaching this class on main campus this term.

bill and colleen photo from western news.jpg

More eBooks available through the library catalogue

International Handbook of Curriculum Research (Second Edition)


Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.

Language as Discourse: Perspectives for Language Teaching


In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse.

Routledge Handbook of Literacy Studies


The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry.

The Handbook is divided into eight sections: 1) The foundations of literacy studies
2) Space-focused approaches 3) Time-focused approaches 4) Multimodal approaches
5) Digital approaches 6) Hermeneutic approaches 7) Making meaning from the everyday
8) Co-constructing literacies with communities.

This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.

eBooks now available through the library catalogue

Writing a Proposal for Your Dissertation: Guidelines and Examples


This user-friendly guide helps students get started on--and complete--a successful doctoral dissertation proposal by accessibly explaining the process and breaking it down into manageable steps. Steven R. Terrell demonstrates how to write each chapter of the proposal, including the problem statement, purpose statement, and research questions and hypotheses; literature review; and detailed plan for data collection and analysis. Of special utility, end-of-chapter exercises serve as building blocks for developing a full draft of an original proposal. Numerous case study examples are drawn from across the social, behavioral, and health science disciplines. Appendices present an exemplary proposal written three ways to encompass quantitative, qualitative, and mixed-methods designs. Pedagogical Features: *"Let's Start Writing" exercises leading up to a complete proposal draft. *"Do You Understand?" checklists of key terms plus an end-of-book glossary. *End-of-chapter quizzes with answers. *Case study examples from education, psychology, health sciences, business, and information systems. *Sample proposal with three variants of the methods chapter: quantitative, qualitative, and mixed methods.

US Public Schools and the Politics of Queer Erasure


Since the 1920s, US public schools have focused on erasing queer identity. From teacher purges to vicious bullying of queer youth, these actions have been the norm for nearly one hundred years - thanks to the interplay of law, policy, and politics. In light of the recent Supreme Court decision in Obergefell v. Hodges, Lugg uses this history to illuminate a possible way forward to make public schools places of tolerance and even liberation for both queer youth and queer adults.

The Age of STEM: Educational Policy and Practice Across the World in Science, Technology, Engineering and Mathematics


Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice. The Age of STEM is a state of the art survey of the global trends and major country initiatives in STEM. It gives an international overview of issues such as:STEM strategy and coordination curricula, teaching and assessment women in STEM indigenous students research training STEM in the graduate labour markets STEM breadth and STEM depth. The individual chapters give comparative international analysis as well as a global overview, particularly focusing on the growing number of policies and practices in mobilising and developing talent in the STEM fields. The book will be of particular interest to anyone involved in educational policy, those in education management and leaders in both schooling and tertiary education. It will have a wider resonance among practitioners in the STEM disciplines, particularly at university level, and for those interested in contemporary public policy.

A good old fashion Western Libraries show down!

So, Western Libraries made the Gazette today! This all started with some good natured Twitter banter! But, then things took a turn! Who was the ultimate winner?

You can use the the library catalogue to look up journal titles, and then, in most cases, get access to the journal articles. You will need to know the year of publication, volume and/or issue number to get to the appropriate list.

Step One: Look up a journal title in the library catalogue.
Choose one of the links in the middle of the catalogue record. In some cases the links provide different date coverage so check the dates carefully. In this example, I am going to choose the first link:

school effectiveness and school improvement journa catalogue search january 2016.png

Step Two: After a link has been chosen from the catalogue record you will get this kind (or similar) of a screen. This page is showing you the TABLE OF CONTENTS of the most current issue of this journal. If you want an older volume/issue, you will need to make a selection from the list along the right hand side of the screen. Click on the PDF link to read the full text of the article online.

school effectiveness and school improvement journa catalogue search then scholars portal link january 2016.png

ASK: Chat with a Librarian (free service and easy to use)!

Our ASK: Chat with a Librarian service is open through the week and also has weekend hours. It is a free service and it is very easy to use.


Graduate Students ~ Lots of APA Style Help Available Online

The rules of APA Style®, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world. Accurately using APA Style is a mandatory part of graduate work here at the Faculty of Education in both our online and onsite environments.

On the APA Style® website, you will find tutorials, FAQs, Blog, free Ask An APA Expert service and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.


Citation Management Software (Zotero, Mendeley or Endnote)

Citation management software (like Zotero, Mendeley or Endnote) helps you organize the articles that you find when searching in databases, and automates the process of creating your bibliography when you're writing. There are many citation management software packages available, each of which has its own strengths and weaknesses.

For a quick overview, check out our Benefits of Using Citation Management Tools video

You can use the library catalogue to get started on literature reviews, papers and other assignments.

If you look up a relevant title, you can click on the SUBJECT HEADINGS near the bottom of the library catalogue record to find more resources.



Finding resources can feel like a daunting task so Western Libraries has provided an easy to use single-box search default to get you started.

Simply type keywords into the default search box on our website to start finding library resources.

Pro Tip: You can use Boolean operators/connectors (and/or/not) to combine keywords.
Keep multiple keyword phrases together by enclosing them in quotation marks - see example below:

adult education online pedagogy january 2016.png




summon results page.png

Starting a LITERATURE REVIEW by searching databases

Along the top of the Western Libraries' website you will find a number of very useful tabs.
If you click or hover your mouse over the RESEARCH TOOLS tab you will find our complete list of DATABASES (leading to the online, full text of journal articles, dissertations, theses, book reviews and much much more!) to search for completing papers, assignments and literature reviews. You will also find, listed under RESEARCH TOOLS, a RESEARCH GUIDE for Education Graduate Students with additional information, help and contact information for your academic librarian, Denise Horoky.

research tools graphic january 2016.png

Attention Education Graduate Students

The following research databases will be useful to you as you look for resources for papers, assignments and literature reviews:

CBCA Education (for Canadian education information)
Dissertations and Theses
ProQuest Education Journals
ProQuest Psychology Journals
ProQuest Research Library
ProQuest Sociology Collection
Sociological Abstracts

Western Libraries provides access to almost 800 research databases so the list above is only a fraction of the information available to you. Here is the complete list of research databases.

Be a SuperSearcher! ProQuest Databases Training Channel (videos)

PROQUEST LOGO SMALL'.jpg The ProQuest Training channel provides up-to-date screencasts on a wide variety of resources from ProQuest.

The ProQuest Education Journals database let's you easily limit your search to PEER REVIEWED journal articles. Here's how:

peer review limit in proquest education journals.png

Many ways to find dissertations and theses

From the top of the Western Libraries website choose:

Research Tools
Click on D from the Databases by Title list
Scroll down to find the Dissertations and Theses databases
Choose a database and begin searching by entering your keywords

Questions about finding theses? Please contact Denise Horoky!

Dissertations and Theses DATABASES.png

Find Western University Theses using Scholarship@Western

You can use Scholarship@Western to find Western University theses (plus a whole lot more!):

scholarship at western mark hunter thesis example.png

Find Faculty of Education Theses using the library CATALOGUE

If you know the name or the author of a thesis you can look it up on the library catalogue:

colette peters thesis.png

Click on the SUBJECT HEADING in the catalogue record to get the full lists of Faculty of Education theses. Please note: Some but not all of our theses will be available full text and online.

theses subject heading catalogue search screen.png

Citing and Writing Help Page on Western Libraries Website

The Citing and Writing help page on the Western Libraries website provides further information and help about the following:

Style Guides

Citation Management Software (Zotero, Mendeley or Endnote)


Copyright @ Western

Writing Support Centre (on main campus)

citing and writing page.png

RACER is an online Interlibrary Loan system used to search for material and place requests. To access RACER you must have an account. It is easy and free to set up an account. Please keep in mind that your University ID number is used as your login and your password is created by you.

RACER Materials from another university.png

The Student2Scholar (S2S) modules will help graduate students in the social sciences develop their core academic literacies and research skills, enabling them to participate more actively and confidently in their communities of research. Modules fall within four categories in the S2S learning journey: Inquiry and Exploration; Investigation and Organization; Analysis and Evaluation; and Creation and Communication. Each module includes a wide range of interactive, self-paced learning activities and assessments. You can easily pick and choose the module best suited to your information/research need:

Pre-Module: Collecting Citations and Creating Bibliographies

Module 1: Thinking like a Researcher

Module 2: Defining Your Research

Module 3: Introductory Search Techniques for Research

Module 4: Advanced Search Techniques for Research

Module 5: Discovering Grey Literature

Module 6: Understanding Design and Authority in Research

Module 7: Publishing and Research Impact

Module 8: Your Rights and Responsibilities as a Scholar

Module 9: Joining the Scholarly Conversation

Student2Scholar LOGO.jpg

ASK: Chat with a Librarian (free and easy to use)!

Our ASK: Chat with a Librarian service is open through the week and also has weekend hours. It is a free service and it is very easy to use.


Join us at the next Faculty Seminar Series presentation

Identifying students at risk for self-injury: Informing school-based prevention efforts through research

Dr. Chloe Hamza

Thursday, January 21, 2016
12:00 - 1:00 pm
Room 1010, Faculty of Education

All are welcome. Bring your lunch and we will supply coffee and cookies.


Given that mental health issues often co-occur with academic difficulties, schools provide an important context for the early identification of student mental health needs. One serious and widespread mental health issue that has received increased attention in recent years is nonsuicidal self-injury (e.g., self-cutting without lethal intent). In particular, there has been mounting concern among parents, educators, and school practitioners that nonsuicidal self-injury may be associated with increased risk for suicidal behavior among students. In my presentation, I will explore findings on the link between these two forms of self-injurious behavior, and present research that I have done to assist schools in identifying students most at risk for suicidal behavior.

People We Know - Dr. Isha DeCoito

Congratulations to Dr. Isha DeCoito on her successful Mitacs Accelerate application for her project entitled "A Longitudinal Study: Investigating the Impact of an Outreach Program on Students' Future Course Selection and STEM Career Choices"!

The Fourth International Conference on Grey Literature (GL '99) in Washington, DC, in October 1999 defined grey literature as follows: "That which is produced on all levels of government, academics, business and industry in print and electronic formats, but which is not controlled by commercial publishers."

The What Works Clearninghouse with the Institute of Education Sciences (IES)< provides access to grey literature, as well as many other useful resources, in the field of education.

The goal of the WWC is to be a resource for informed education decision making. To reach this goal, the WWC identifies studies that provide credible and reliable evidence of the effectiveness of a given practice, program, or policy (referred to as "interventions"), and disseminates summary information and free reports on the WWC website. With over 700 publications available and more than 10,500 reviewed studies in the online searchable database, the WWC aims to inform researchers, educators, and policymakers as they work toward improving education for students.

Finding Grey Literature (GL) using the ERIC Database

The ERIC database is one of the best sources for finding grey literature (GL) in the field of education. Although it provides primarily American information it will also capture some Canadian, British and Austrian education information. The ERIC database is a source of information of longstanding having started in 1966 and continuing to the present day. The older documents were made available on microfiche and the Education Library has the complete set of ERIC microfiche. However, the very good news is that the new documents are now almost all digitized and are often provided online with direct links.

The ERIC database will lead you to journal articles (coded with an EJ number) and documents (many of which will be consider grey literature and are coded with an ED number).

The ERIC documents coded with the prefix "ED" items are primarily grey literature. To find these documents, in the limiter box "Journal or Documents", limit to "Documents"

Here is an example of how to limit to documents only:

grey literature ERIC documents.png

The Education Library has ED microfiche from 1966 (when the database first started) to approximately 2004 (when full funding by the US Department of Education for the database ended). Grey literature continues to be added to the ERIC database. Most, but not all documents have been digitized and are available online.

Most important for online students: The newer ED documents will be found by searching the ERIC database and most (but not all) grey literature documents will be available online through a direct link in the database.

ERIC currently indexes grey literature content published by 1,057 selected centers, agencies, programs, associations, non-profit organizations, and initiatives.

To see a current list of these non-journal sources, click here (http://eric.ed.gov/?nonjournals) to access the list at the ERIC website.

The Education Academic Librarian, Denise Horoky, has been working with the ERIC database for almost 30 years and has a great deal of expertise in finding grey literature. Denise can provide further information and can assist in locating ERIC documents.

Summary from the publisher:

one teacher in ten.jpg For more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America--and around the world--resulting in a rich tapestry of varied experiences. From a teacher who feels he must remain closeted in the comparative safety of New York City public schools to teachers who are out in places as far afield as South Africa and China, the teachers and school administrators in One Teacher in Ten in the New Millennium prove that LGBT educators are as diverse and complex as humanity itself. Voices largely absent from the first two editions--including transgender people, people of color, teachers working in rural districts, and educators from outside the United States--feature prominently in this new collection, providing a fuller and deeper understanding of the triumphs and challenges of being an LGBT teacher today.

Summary from the publisher:

Supporting transgender and gender creative youth.jpg

Supporting Transgender and Gender Creative Youth brings together cuttingedge research, social action methods, and theory on the topic of transgender youth and gender creative children. Organized in three sections covering theoretical and clinical, educational, and community perspectives, the chapters specifically address issues and challenges in education, social work, medicine, and counseling as well as recommendations that are relevant for parents, families, practitioners, and educators alike. The result is a well-researched and accessible book that will provide support and knowledge to a broad audience of individuals invested in improving the social worlds of gender diverse children and youth.

Summary of this book from the publisher:

Canada is considered a leader when it comes to LGBTQ rights, but as Queer Mobilizations shows, this has less to do with progressive politicians than with the tireless work of LGBTQ activists.

Ever since certain homosexual acts were decriminalized in 1969, queer activists have fought for - and won - a series of public policy battles in governments across Canada. As this volume argues, anti-discrimination legislation, the extension of benefits to same-sex couples, the right to marry, adoption rights, and the protection of gay-straight alliances in schools did not result from a single act, nor the work of a single organization but rather from the concerted efforts of many people, in many places, over many years. Consequently, it took twenty five years for all of Canada's human rights laws to prohibit discrimination on the basis of sexual orientation.

Queer Mobilizations investigates the relationships between LGBTQ activists and local, regional, and federal Canadian governments. Contributors explore how various governments have tried to regulate and repress LGBTQ movements, and how, in turn, LGBTQ activists have successfully shaped public policy across the political spectrum, from city halls to the House of Commons.

New Book - Transgender Lives: Complex Stories, Complex Voices

"I didn't hear the word transgender until I was eighteen, when a person I was dating came out as trans. My boyfriend came out as my girlfriend, and I thought, 'What ... is that?' She said, 'I just don't think I'm a man.' And I said, 'Guess what? Neither do I.' And then the skies parted, and I understood who I was."--Katie Burgess, nonprofit director and community activist/organizer.

Summary from the publisher: Meet Katie, Hayden, Dean, Brooke, David, Julia, and Natasha. Each is transgender, and in this book, they share their personal stories. Through their narratives, you'll get to know and love each person for their humor, intelligence, perseverance, and passion. You'll learn how they each came to better understand, accept, and express their gender identities, and you'll follow them through the sorrows and successes of their personal journeys. Transgender Lives helps you understand what it means to be transgender in America while learning more about transgender history, the broad spectrum of transgender identities, and the transition process. You'll explore the challenges transgender Americans face, including discrimination, prejudice, bullying and violence, unequal access to medical care, and limited legal protections. For transgender readers, these stories offer support and encouragement. Transgender Lives is a space for trans* voices to be heard and to express the complexities of gender while focusing on what it means to be human. This book is suitable for Intermediate/Senior students.

The CALL NUMBER for this new book is LB1715.M776 2015 and it can be found downstairs in the Education Library's lower level STACKS. Browse the library shelves in this call number area to find other related resources.

Publisher's Summary:

Queer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical "how-to" strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their own teacher education programs. Looking at both the politics and practices of teacher education and the ways in which queer issues manifest in schools, it is hopeful in suggesting that if teachers and pre-service teachers can critically reflect on homophobia and heteronormativity, they can begin to think about and relate to queer youth in a different, more positive and inclusive way. A Companion Website [http://queerinclusion.com] with additional activities and materials for teacher educators and faculty development and a practical guide enhances the usefulness of the book

We have print and online access to this new book. The CALL NUMBER for the print copy is LC71.J66 2015 and is located downstairs in the Education Library's lower level STACKS. Browse the library shelves in this call number area for other related resources.

Summary of the book from the publisher:

Policy and gay lesbian bisexual transgender and intersex students.jpg This book addresses policy research on homophobic and transphobic bullying in schools. It covers quantitative and qualitative research into policy impacts for gay, lesbian, bisexual, transgender and intersex students. It draws on a large-scale Australian study of the impacts of different kinds of policy at the national, state, sector and school level. The study covers over 80 policies, interviews with key policy informants and survey data from 3,134 GLBTIQ students. Since new guidelines were released by UNESCO, homophobic and transphobic bullying in schools has become a key area of interest around the world. There has been much pressure on educational leadership to engage with these issues since the UN released international human rights legislation on sexual orientation and gender identity that have implications for student rights. The book presents statistically significant correlations between specific types of state and school level education policies that explicitly named homophobia/ GLBTIQ student issues, and lowered incidence of homophobic bullying, lowered risk of suicide and self-harm for these students. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks. International contexts of homophobic and transphobic bullying are discussed, as well as recent transnational work in this field. The book considers the different types of collaborations that can lead to further policy development, the transferability of the research and some of the benefits and problems with transnational policy adoptions.

Creating Gender Inclusive Classrooms and Universities

Creating Gender Inclusive Classrooms and Universities

Friday, January 29, 2016

11:30 am - 12:30 pm
Teaching Support Centre
Room 121, The D.B. Weldon Library

This workshop provides faculty, students, and staff with some ways to create trans and gender inclusive classrooms. The workshop will be co-facilitated by Dr. Cameron Greensmith and Meghan Mann. We will attempt to address the many ways trans, intersex, and gender non-conforming students, faculty, and staff can be supported within the university walls. We take the position that everyone attending is learning, so please come with questions or que(e)ries on the topic.

In an effort to create a safe and gender inclusive space, we will start this workshop with a gender pronoun check in, followed by a discussion of language use in and outside of the classroom, and finally a discussion of some of the hurdles trans, intersex, and gender non-conforming students, faculty, and staff experience on a day-to-day basis.

Cameron Greensmith is a queer cisgender Adjunct Assistant Professor in the Department of Women's Studies and Feminist Research at the University of Western Ontario. Dr. Greensmith's research and writing attempts to disrupt and destabilize whiteness and settler colonialism within queer social movements.

Meghan Mann is a queer cisgender fifth year student completing a Sexuality Studies and Psychology Double Major. She is interested in queer and trans inclusivity, intersectionality politics, and feminist theory.

This event is being sponsored by the Teaching Support Centre and Women's Studies and Feminist Research.

Planning Ahead for Family Day Long Weekend

FAMILY DAY 2016.jpg

The Education Library will be CLOSED on Saturday February 13, Sunday February 14, and Monday February 15 in celebration of Family Day.

The Librarian is Reading...

Teaching Information Literacy ONLINE.jpg Summary: As online learning becomes increasingly popular and widespread, librarians and faculty need new models for developing information literacy instruction in online environments. In this book, Thomas P. Mackey, Interim Dean at the Center for Distance Learning, SUNY Empire State College and Trudi E. Jacobson, Dudley Award Winner and Head User Education Librarian at SUNY Albany explore innovative faculty-librarian partnerships for teaching information literacy online. This edited volume includes a foreword by noted online learning scholar Terry Anderson, Professor & Canada Research Chair in Distance Education at Athabasca University. All of the contributions to this book are co-written by faculty-librarian teams, providing a global perspective from the UK's Open University and the University of Manchester, and from a number of U.S. institutions including the University of Central Florida, and Indiana State University. Each chapter fuses pedagogical, disciplinary, and technological issues and covers practical approaches to hybrid, blended, open, and fully online courses and programs. Several disciplines are represented at the undergraduate and graduate levels, including Business and Accounting, Computer and Library Science, History, English, Women's Studies, Education, and Social Work, as well as Curriculum Instruction and Media Studies. To help readers replicate the models in this book, each chapter includes an emphasis on program planning, best practices, potential challenges, and effective assessment strategies for improving student learning. Author teams describe technology innovations using reusable learning objects, Web 2.0 tools, learning management systems, open wiki environments, online portals, and the virtual world of Second Life.

People We Know - Colleen Burgess

We would like to bring to your attention today's ARCL Framework for Information Literacy for Higher Education Spotlight, which features an article written by Colleen Burgess, an academic librarian at Western's D. B. Weldon Library.

Colleen's article: "Teaching Students, Not Standards: The New ACRL Information Literacy Framework and Threshold Crossings for Instructors", was published in Partnership: The Canadian Journal of Library and Information Practice and Research in Volume 10, Number 1, June 2015.

Congratulations Colleen!

People We Know - Julie Byrd Clark and Shelley K. Taylor

Shaping ethnography in multilingual.jpg Summary: The essays in this book, Shaping Ethnography in Multilingual and Multicultural Contexts, embrace the ethnographer's role of engaging with, analyzing, and problematizing the rapid changes in culture the world is experiencing. Their particular purpose is to explore and document the multiple intersections of multiculturalism, multilingualism, and ethnography. Special Note: This book includes contributions by the following Western Faculty of Education faculty members: Julie Byrd Clark and Shelley K. Taylor.

Youth Work: An Institutional Ethnography of Youth Homelessness

Youth Work.jpg Summary: Combining institutional ethnography and community-based research, Youth Work (we provide online and print copies of this book) is a sophisticated examination of the troubling experiences of young people living outside the care of parents or guardians, as well as of the difficulties of the frontline workers who take responsibility for assisting them. Drawing from more than a year of on-site research at an Ontario youth emergency shelter, Naomi Nichols exposes the complicated institutional practices that govern both the lives of young people living in shelters and the workers who try to help them.

A troubling account of how a managerial focus on principles like "accountability" and "risk management" has failed to successfully coordinate and deliver services to vulnerable members of society, Youth Work shows how competitive funding processes, institutional mandates, and inter-organizational conflicts complicate the lives of the young people that they are supposed to help. Nichols's book is essential reading for those involved in education, social services, mental health, and the justice system, as well as anyone with an interest in social justice.

researching interpersonal relationships.jpg Summary: This accessible book explores and demonstrates methodological tools used to guide qualitative relationships research, especially studies of interpersonal communication. Researching Interpersonal Relationships introduces both classic and cutting-edge methodological approaches for qualitative inquiry and analysis, including opening chapters with accessible overviews of interpretive theory and research design. Additional chapters feature a detailed overview of a specific method and analytical tool and are illustrated by original research studies from leading scholars in the field, each in a different interpersonal communication context. Post-study interviews with the researchers are also provided to allow new and experienced researchers a better understanding of how qualitative research approaches can expand and solidify understandings of personal relationships. This groundbreaking book is the first of its kind written especially for relationships researchers on qualitative research, and it makes a welcome addition to advanced undergraduate and graduate student classrooms as well as any serious qualitative relationships researcher's bookshelf.

Fostering social justice through qualitative inquiry.jpg Summary: Qualitative researchers increasingly flock to social justice research to move beyond academic discourse and aid marginalized communities and groups. This is the first textbook to address the methods of conducting qualitative research using a social justice paradigm. Fostering Social Justice Through Qualitative Inquiry addresses the differences that a social justice stance requires from the researcher, then discusses how major qualitative methodologies are employed to create social justice in both the process and products of qualitative research.

Appropriating the discourse of social justice in teacher education.jpg Summary: In recent years there have been strong movements of reforms in teacher education. The most common are intended to adjust teacher preparation to the standardization demands of NCLB, Race to the Top, and CAEP to make teacher education more accountable. These reforms--carried out in the name of excellence, accountability, diversity, and inclusion--constitute subliminal efforts to appropriate the possibilities for real transformation in teacher education. However, in spite of the pervasive rhetoric to identify diversity and social justice with the accountability and standardization movement, there are endeavors to create transformations in teacher preparation that are authentic. These deliberate changes seek to counteract the neoliberal vision of school reform and strive to reclaim the original goals of public education represented in a vision of rigorous content knowledge, democratic schooling, and social justice. Appropriating the Discourse of Social Justice in Teacher Education is a testimony to that kind of authentic reform. It documents the transformational efforts of a teacher education program that infused the preparation of its teachers with a vision of education as a public good. This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real "seeds of transformation" within teacher education departments are abundant.

After a brief holiday hiatus, our ASK: Chat with a Librarian service has re-opened.


Western's Teaching Support Centre (TSC) Presents...

The Assessment Series - Winter 2016 Workshops

Designing Assessments that Align with Your Learning Outcomes

Monday, January 25, 2016, 1:30 - 3:30 pm

Teaching Support Centre, Room 121, Weldon Library

In our courses, we all have objectives we would like to achieve and assignments that we give to our students to meet these objectives. But is there a better way to ensure that our assessments align with our learning outcomes? In this session, you will generate learning outcomes for a course and discuss a number of assessment methods that would achieve these outcomes. Two instructors, Karen Ferguson (Nursing) and Lisa Hodgetts (Anthropology), will also discuss how they have achieved this outcomes-assessment alignment in their courses.

The Good, the Bad, and the Ugly: Item analysis for multiple choice exams

Friday, February 26, 2016, 10:00 - 11:30 am

Teaching Support Centre, Room 121, Weldon Library

So your multiple choice midterm exam came back with a mean of 58%. Is this good? Do you have to raise the average? How would you decide if the exam was fair and the items were reasonable? In this workshop, we will examine item analysis results produced by Scan Exam and discuss how to interpret the results and change item scoring when necessary. Please feel free to bring along any analyses that you might have to the workshop.

People We Know ~ Rita A. Gardiner

gender authenticity and leadership by RITA GARDINER.jpg The Education Library provides both print and online access (through the library catalogue) to Rita Gardiner's new book, Gender, Authenticity and Leadership: Thinking with Arendt.

Here is information about the book from the publisher:

Gender, Authenticity and Leadership examines the conceptual underpinnings of authentic leadership to discover why little attention has been paid to gender. The author explores the failure to interrogate the complexities surrounding the concept of authenticity, especially as it relates to the diversity of lived experience. Rather than encouraging a genuine approach to leadership, this theory's normative foundation is more likely to encourage social conformity. By contrast, the author shows how Hannah Arendt provides us with a richer ethical lens from which to consider these issues.

Using a blend of phenomenology and feminist theory, the foundations of authenticity are traced back to the Enlightenment and the emergence of bourgeois selfhood. Historically, women's desire to lead was negatively affected by notions of gender propriety, and these societal restrictions serve to perpetuate gender inequities. Thus, the book demonstrates how gender prejudice is deeply embedded in organizational practices, as well as the cultural imagination.

As part of this inquiry, the author conducted interviews with senior women leaders in higher education. Their descriptive accounts illustrate ethical tensions between personal principles and institutional priorities that serve to complicate the notion of authentic leadership. Research findings also suggest that it is the relational self that is fundamental to understanding what it might mean to lead authentically.

When we broaden our definition of what constitutes authentic leadership to account for the myriad ways in which we live and lead, we discover how people without positional authority can change their communities in profound ways. Hence, leadership is not dependent upon a person's organizational position, but rather on how their actions demonstrate care for the world. This more expansive context, together with Arendt's insights, opens up new avenues of thinking about the interconnections among gender, authenticity and leadership.

Do you read University Affairs? Do you know you have online access AND the print copies are available in the Education Library's main floor journal collection? This interesting article, Tracing Our Words Down the Academic Rabbit Hole, published in April 2015 and written by Melonie Fullick, was just brought to my attention.

Do you Google yourself to see where your academic words end up?

Coherence the right drivers.png The CALL NUMBER for this new book is LA217.2.F675 2016. Here is some information about the book from the publisher:

Complex times call for streamlined solutions--and leaders to pull them together. If initiative overload and fragmentation are keeping your best plans from becoming reality, it's time to lead with coherence. Using the right drivers as your foundation, you'll bring people and ideas together--and implement the kind of lasting change that maximizes results. The key to success is the Coherence Framework, a dynamic, customizable road map with four essential components: Focused direction to build collective purpose Cultivating collaborative cultures while clarifying individual and team roles Deepening learning to accelerate improvement and foster innovation Securing accountability from the inside out.

People We Know ~ Paul Tarc

International education in global times.jpg Paul Tarc's International Education in Global Times: Engaging the Pedagogic

Summary from the publisher:

This book illuminates the changing landscape and expediency of international education in global times. Within this larger picture, the book focuses on the educational effects of international encounters, experiences and lessons - the complex processes of learning and subject formation in play during and after one's international/intercultural experience. These complex processes, hinged on past and present self-other relations, are illustrated by employing the parable of «The Elephant and the Blind Men.»

In contrast to more narrow, developmentalist conceptions of intercultural learning, Paul Tarc attends to each of the linguistic, existential, structural, and psychical dimensions of difficulty constituting learning across difference. Becoming aware of, and reflexive to, these dimensions of difficulty and their implications for one's own learning and resistance to learning, represents the domain of cosmopolitan literacy. The key intervention of this book is to re-conceive pedagogical processes and aims of international education as fostering such cosmopolitan literacy. Graduate courses on international education, study abroad, global citizenship education, and preservice education courses focusing on international education and teaching internationally could be primary candidates for this text.

This Education Research Guide is your one-stop shopping for getting started on the task of finding resources for your assignments, papers and literature reviews. There is also a direct link to your academic librarian, Denise Horoky's email, contact information and other online help.

Your Academic Librarian is IN!

We are here to help you! Denise Horoky is your Research Librarian with an office at the Education Library in Western's Faculty of Education. Denise Horoky is reachable in a multitude of ways (on-site and online)!

Research Librarian is IN.jpg

Education Library on Facebook and Twitter

In addition to this Blog, the Education Library maintains active, professional and academic Facebook and Twitter pages.

Please join us online!


nVivo access available through Western Libraries

nVivo is qualitative software used to analyze large amounts of text. In response to requests for a central campus location where the software can be used, it is now available on four computers in the Map and Data Centre for Western users. The computers are accessible any time that The D. B Weldon Library is open. If you are interested in learning more about nVivo this video is a good introduction to the software. Additionally, there is a whole suite of tutorials and other online help available to you.

Our Director, Christena McKillop, was interviewed for the Western Library staff newsletter in December. Find out all about her here!

In that same newsletter you will find a story about all of us: Education Library staff Nominated Again for Western's Award of Excellence

Reference Management Software ~ Mendeley and Zotero

A chill is in the air. Snow has (finally) arrived. Our festive holiday seasons have come and gone. Our calendar pages have suddenly flipped to January 2016! The beginning of the winter term is upon us. So, now is a perfect time to set up REFERENCE MANAGEMENT accounts. We recommend Mendeley or Zotero.

Both are FREE easy-to-set-up accounts and both have excellent HELP documentation including videos and FAQs. Choose one, set up your account and get started!

People We Know ~ First Syrian Scholarship Recipient

This email message was sent to us by our Dean, Vicki Schwean:

Colleagues and Friends,

"You must be the change you want to see in the world." (M.K. Gandhi). Let this be another year where we collectively realize our ethical and moral commitments to diversity, equality, justice, and respect. My wishes for a productive 2016, one that brings peace for all. We start this new year welcoming Basel, the first Syrian Scholarship Recipient, at Western University. The Faculty of Education will be supporting Basel as he acquires the language skills necessary to succeed in his studies at Western. Basel will be enrolling in the English Language Centre the first week of January 2016. Please join me in welcoming Basel to Western and the Faculty of Education.

Education Library's Hours of Opening ~ Winter 2016

Winter 2016 Hours of Opening for the Education Library

Monday to Thursday ~ 8:30 am to 7:00 pm

Friday ~ 8:30 am to 5:00 pm
Saturday~ NOON to 5:00 pm
Sunday ~ CLOSED
Upcoming Holiday Hours will be Posted Online!

People We Know ~ Marianne Larsen, Allyson Larkin and Jennifer Kozack

Congratulations to Editor Marianne Larsen for her new book International Service Learning: Engaging Host Communities. In addition to contributions by Dr. Larsen, the book also features PhD graduate Allyson Larkin and current doctoral student Jennifer Kozak.

Information about this book from the publisher:

International service learning (ISL) programs are growing more popular with students looking to advance their skills and knowledge to become global citizens. While the benefits of these programs among students are well documented, little is known about the implications they have on host communities themselves. This volume explores the impact of ISL programs on members of host communities (e.g. host families and local partner NGOs) who are increasingly influenced by the presence of international students in their lives. Drawing upon post-colonial, feminist and other critical and decolonizing theories, it examines the complicated power relations between North American ISL students and host communities in East and West Africa, the Caribbean and Central America. It stresses the importance of developing trusting relations between ISL students, faculty and individuals in the host communities to create mutually engaging learning experiences.

In case you missed this news release prior to the holidays in December 2015:

In 2014, Carleton became the first Ontario university to offer a dedicated and comprehensive certificate program that enhances educators' abilities to develop and teach blended and online courses. Now, Carleton's Teaching and Learning Services has made all of the materials and modules from that program available online as open educational resources (OERs). The materials are unbranded so that other institutions can adapt and adopt them for their own personalized blended and online teaching programs.

The Certificate in Blended and Online Teaching features 11 modules, which can be completed as a whole or as stand-alone resources. They include: Benefits and Challenges of Online Education, Online Teaching Skills, Instructional Design Models and Theories of Learning, Online Course Development, Learning Outcomes as Blueprints for Design, Assessment in Online Environments, Communication Strategies in Online Environments, Synchronous and Asynchronous Tools, Online Learning Communities, Interaction, Engagement and Motivation, and Gamification in Education.

The 11 modules contain facilitator guides, PowerPoint presentations, SCORM packages, teaching tips and videos, and are licensed under Creative Commons so that other institutions can modify and personalize them as they develop their own programs.

A handful of schools have already begun adopting elements of this program, including Fanshawe College and the University of Toronto. We invite you to browse these and other resources on cuOpen (www.carleton.ca/cuopen) - Carleton's online repository of OERs.

People We Know ~ Annette Walker

Please join us in congratulating Ms. Annette Walker who was chosen by the 2016 UCEA faculty planning committee to participate in the 36th Annual David L. Clark National Graduate Student Research Seminar in K-12 Educational Administration and Policy, to be held in Washington, D.C. on April 7-8, 2016. Nearly 90 doctoral students were nominated this year from universities in the United States and Canada, but only top-ranked proposals were accepted. The Clark Seminar brings together emerging K-12 educational leadership and policy scholars with noted researchers for two days of presentations, generative discussion, and professional growth.

The vast majority of Western Libraries' acquisitions of journals, monographs and other materials are purchased from providers in American dollars. The drastic decline in the value of the Canadian dollar against the US dollar, along with an ongoing increase in the costs of scholarly publications (exceeding inflation), has dramatically impacted the purchasing power of the Western Libraries acquisitions budget. For example, each cent in the drop of the value of the Canadian dollar increases the annual cost of subscriptions to Western by $100,000 and the value of the dollar against US currency has dropped to 71.8 cents as of December 18, 2015. This leaves us with a significant forecasted budget deficit. Read more!

Education Library's 'GETTING STARTED..." Videos

video.jpg The Academic Librarians (Christena McKillop and Denise Horoky) at the Faculty of Education created three GETTING STARTED research videos.

These videos are short (4 minutes or less) introductory guides to the research tools. Have a look!

11 Inspiring TED Talks for Modern Educators

TED TALKS LOGO.jpg There is no reason why teachers shouldn't embrace a role as fundamental players in the creativity revolution sweeping across global economies and societies.

But being an innovative modern educator on the cutting edge of educational design can become a tedious effort without outside inspiration and support from peers.

Instead of being bombarded by the same old educator rhetoric, you can rediscover a sense of your vision and momentum by gleaning something from these selected and diverse inspiring TED talks!

Graduate Students ~ Lots of APA Style Help Available Online

The rules of APA Style®, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world. Accurately using APA Style is a mandatory part of graduate work here at the Faculty of Education in both our online and onsite environments.

On the APA Style®website, you will find tutorials, FAQs, Blog, free Ask An APA Expert service and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.


New Books! New Books! New Books!

Whats_New.jpg If you get a chance to visit the Education Library, please have a look at the bountiful new book shelves on the main floor. We add new books to our collection every day.

If you are an online student unable to visit us (sad librarian face!!) watch this blog for upcoming posts showcasing our fabulous and ever-growing ebook collection available to students via our library catalogue.

If you scroll down through older posts in November and December 2015 you will find many new ebook titles already showcased!

If you would like to suggest a book or ebook purchase, please contact Denise Horoky at the Education Library.

Be a SuperSearcher! ProQuest Databases Training Channel (videos)

PROQUEST LOGO SMALL'.jpg The ProQuest Training channel provides up-to-date screencasts on a wide variety of resources from ProQuest.

For more immediate and personalized help, online or in person, please contact Denise Horoky at the Education Library.

ASK a Librarian Online Chat service re-opens on January 11, 2016


Ask a Librarian is currently closed for the winter holidays. This free and convenient (especially for online students!!) service will reopen at 10 AM on Monday January 11, 2016.

The following research databases will be useful to you as you look for resources for papers, assignments and literature reviews.

CBCA Education (for Canadian education information)
Dissertations and Theses
ProQuest Education Journals
ProQuest Psychology Journals
ProQuest Research Library
ProQuest Sociology Collection
Sociological Abstracts

Western Libraries provides access to almost 800 research databases so the list above is only a fraction of the information available to you. Here is the complete list of research databases.

Personalized Research Consultations for Graduate Students

Find recent content on the main index or look in the archives to find all content.

Recent Comments

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