2010 Archives

Searching a Research Database - It Is Easy To Get Started

If you are working off campus, please type in your UWO Personal Computer Account user name and password (the same ones you use to log into your UWO email account) in the Off Campus Access option on the far left hand side of the Western Libraries' web site.

Click on the option "Databases by Title"

Select one of the databases you want to search.

For example, you may want to search one of these databases CBCA Education (for Canadian information), ERIC or PsycInfo or Proquest Education Journals to get started on your research. And, have you looked at the Scholars Portal Search database?

Databases are "keyword friendly" - type in some of the concepts you are considering and see what kind of results you are getting. You may find other keywords just by glancing at the titles in your results list. So, give those a try.

Other keywords can be taken from your course lectures, notes and readings.

You can also use this helpful resource when looking for keywords suggestions:

The Contemporary Thesaurus of Search Terms and Synonyms: A Guide to Natural Language Computer Search (Second Edition). The call number is ZA4060.K58 2000 and this book is found in the lower level STACKS of the Education Library.

You can also search the databases by author's name (great for seeing what your profs have written) and by journal title.

We strongly encourage graduate students to book a research consultation appointment with the librarians for a personalized and customized information session about database searching - you will be glad you did!

Looking For Help With APA Style?

Looking for help with APA Style? We encourage you to click HERE.

The Digital & Scholarly Blog was created for outreach to the University of Western Ontario (UWO) community and to colleagues in higher education. It alerts readers to the latest news about and resources for scholarly publishing and other relevant topics such as author rights, peer review, and publication impact.

RefWorks Help Page

Our colleagues at the Allyn and Betty Taylor Library on main campus have created a HELP page for getting started with RefWorks. We are very grateful to them for their diligent work and their willingness to share their wealth of knowledge about RefWorks.

Search Library Databases on Your Smartphone

The latest addition to the Western Libraries mobile website is a page of mobile-friendly databases, including RefWorks, Scholars Portal Journals, the IEEE, CINAHL, and more.

Simply bookmark http://m.lib.uwo.ca on your Android, Blackberry, or iPhone, and click on the "Databases" link to start searching on the go!

Hours of Opening Change in December

The Education Library's holiday hours begin in December. This weekend (December 4th and 5th) is the last weekend we are open this term. We resume weekend hours in 2011 on January 8th and 9th.

The University of Western Ontario (UWO) will be closing for the December holiday at 12:01 a.m., Friday, December 24, 2010. The University will reopen on Monday, January 3, 2011. The Education Library will be closed during that time.

Please carefully check the Education Library's HOURS OF OPENING links during the month of December.

Education Library on Facebook

The Education Library's Facebook page has been updated. Have a look!

As a result of a scheduled upgrade, RACER, Western Libraries' Interlibrary Loan system, will be unavailable from Friday December 3rd at 6 p.m. through to Tuesday December 7th at 9 a.m..

PLEASE NOTE: During this time it will not be possible to submit an interlibrary loan request. Western Libraries apologies for any inconvenience this down time may cause.

eLearning 2.0 and New Literacies: Are Social Practices Lagging Behind?

This journal article appeared in the September 2010 issue of Interactive Learning Environments (Volume 18, Number 3):


While the growing prevalence of Web 2.0 in education opens up exciting opportunities for universities to explore expansive, new literacies practices, concomitantly, it presents unique challenges. Many universities are changing from a content delivery paradigm of eLearning 1.0 to a learner-focused paradigm of eLearning 2.0. In this article, we first articulate the paradigmatic differences between eLearning 1.0 and eLearning 2.0 based on technological, social and epistemological dimensions on which we make the case that current social practices of learning in many universities are not keeping up with the possibilities afforded by the Web 2.0 tools. To illustrate our argument, we draw upon our observations of a course in which tertiary students exhibited a traditional, divide-and-conquer disposition while using wikis. There is little in-depth collaboration leading to higher order meaning making or knowledge building among these students. From these observations, we contend that to realize eLearning 2.0, there is a need to change the social-technological infrastructure in universities, and we discuss the various dimensions in which these changes could be implemented.

Perceived Academic Effects of Instant Messaging Use

This journal article appears in the February 2011 issue of Computers & Education (Volume 56, Number 2):


College students use information and communication technologies at much higher levels and in different ways than prior generations. They are also more likely to multitask while using information and communication technologies. However, few studies have examined the impacts of multitasking on educational outcomes among students. This study fills a gap in this area by utilizing a large-sample web-based survey of college student technology usage to examine how instant messaging and multitasking affect perceived educational outcomes. Since multitasking can impede the learning process through a form of information overload, we explore possible predictors of academic impairment due to multitasking. Results of this study suggest that college students use instant messaging at high levels, they multitask while using instant messaging, and over half report that instant messaging has had a detrimental effect on their schoolwork. Higher levels of instant messaging and specific types of multitasking activities are associated with students reporting not getting schoolwork done due to instant messaging. We discuss implications of these findings for researchers studying the social impacts of technology and those in higher education administration.

This journal article appears in the February 2011 issue of Computers & Education (Volume 56, Number 2):


Interest in game-based learning for K-12 is growing. Thus, helping teachers understand how to use these new pedagogies is important. This paper presents a cross-case study of the development of teacher professional development for the River City project, a games-based multi-user virtual environment science curriculum project for middle school children, over three years of its development. Successful professional development required attention to multiple factors including teacher efficacy in using the software, pedagogical issues and school culture. A theoretical model for successful technological implementations is discussed.

This journal article appears in the February 2010 issue of Computers & Education (Volume 56, Number 2):


This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected. Control variables such as demographical data, attitude towards the learning subject, computer literacy, motivation, learning effort and available infrastructure were captured by means of a self-report. As a learning outcome, the grade in the final exam was included. For the VLE-users, the mean performance in the VLE was taken as a predictor for success in the final exam. Two different groups of VLE-users were observed and classified into 'light and 'heavy' users. The results showed that among those students who had spent two or more hours per week for pre- and post processing of the lectures, 'heavy' VLE-users performed better than non-users in the final exam. Additionally, the 'heavy' users' performance in the VLE was the best predictor for the grade in the final exam. We discuss the results in the context of self-regulated learning competence.

This journal article appears in the February 2011 issue of Computers & Education (Volume 56, Number 2):


This study investigated the extent and nature of university students' use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. 'Digital natives' and students of a technical discipline (Engineering) used more technology tools when compared to 'digital immigrants' and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers' teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students' shifting patterns of learning and technology use.

This journal article appears in the November 2010 issue of Computers & Education (Volume 55, Number 3):


This work explores the feasibility of proposing universal design guidelines for E-training modules considering aging differences as an important factor. A controlled experiment was designed and conducted to evaluate the effects of module design characteristics on information recall, satisfaction, disorientation, and task workload, and the implications for E-Training. Sixteen Web modules with two different lesson content types were developed for this study, considering different independent variables such as camera focus, environment simulator, video size, and instructor's gender. The experimental results suggest that an interface that ensures high levels of satisfaction and information recall as well as low levels of disorientation and task workload could be accomplished only partially if young and aging participants were to be target simultaneously with the same type of training module. Based on the results of this study the specific preferences in design suggest an interface that provides narrative type information, where a large video is displayed with a realistic background, and text is larger than18 point font avoiding colored text, is preferred over other combination of design variables.

This journal article appears in the November 2010 issue of Computers & Education (Volume 55, Number 3):


Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups' collaboration style became more established with more experience with the tasks. The three critical factors-tool, tasks and group cohesion-that affect cognitive, teaching, and social presence are discussed.

This journal article appears in the November 2010 issue of Computers & Education (Volume 55, Number 3):


The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.

This journal article appears in the November 2010 issue of Information Processing & Management (Volume 46, Number 6):


Prior research in the social search space has focused on the informational benefits of collaborating with others during web and workplace information seeking. However, social interactions, especially during complex tasks, can have cognitive benefits as well. Our goal in this paper is to document the methods and outcomes of using social resources to help with exploratory search tasks. We used a talk-aloud protocol and video capture to explore the actions of eight subjects as they completed two "Google-hard" search tasks. Task questions were alternated between a Social and Non-Social Condition. The Social Condition restricted participants to use only social resources -- search engines were not allowed. The Non-Social Condition permitted normal web-based information sources, but restricted the use of social tools. We describe the social tactics our participants used in their search process. Asking questions on social networking sites and targeting friends one-on-one both resulted in increased information processing but during different phases of the question-answering process. Participants received more responses via social networking sites but more thorough answers in private channels (one-on-one). We discuss the possibility that the technological and cultural affordances of different social-informational media may provide complementary cognitive benefits to searchers. Our work suggests that online social tools could be better integrated with each other and with existing search facilities. We conclude with a discussion of our findings and implications for the design of social search tools.

Distributed Leadership in Online Groups

This article appeared in the June 2010 issue of the International Journal of Computer-Supported Collaborative Learning (Volume 5, Number 2):


We conducted research within a program serving future mathematics and science teachers. Groups of teachers worked primarily online in an asynchronous discussion environment on a 6-week task in which they applied learning-science ideas acquired from an educational psychology course to design interdisciplinary instructional units. We employed an adapted coding system to determine that group leadership was highly distributed among participants. We illustrated that leadership emerged through different forms of participation described in this paper and that, in some cases, individuals specialized in specific leadership roles within groups. Findings helped validate the theoretical concept of group cognition and led us to suggest an approach to online asynchronous learning for college students that depends more on students' emergent leadership skills than on prescriptive assignment or scripting of participant roles.

This article appears in the December 2010 issue of the International Journal of Computer-Supported Collaborative Learning (Volume 5, Number 4):


Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5-11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children's communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8-10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children's joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children's collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children's productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children's knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher's scaffolding strategies, the establishment and use of "talk rules" in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer-supported collaborative learning (CSCL) are discussed. These relate to the integration of the IWB with other classroom learning systems and resources, and to the nature of progression in children's activity and learning with this new type of highly integrated system of CSCL.

This article appears in December 2010 issue of the International Journal of Computer-Supported Collaborative Learning (Volume 5, Number 4):


Research on knowledge cultivation often focuses on explicit forms of knowledge. However, knowledge can also take a tacit form-a form that is often difficult or impossible to tease out, even when it is considered critical in an educational context. A review of the literature revealed that few studies have examined tacit knowledge issues in online learning environments. The purpose of this study was to develop a greater understanding of the conditions and processes that help promote the sharing or cultivation of tacit knowledge in a formal online course setting. Using naturalistic inquiry as the methodology of this study, an online graduate business course offered at a private, non-profit United States-based university was purposively selected as the research site. The study found that the online course encouraged processes and created conditions consistent with Nonaka's model of knowledge creation and the concept of ba (or shared context)-encouraging students to share, and to construct knowledge through socialization, externalization, combination, and internalization. The results suggest that purposefully developing a ba-like environment may be a useful approach to facilitating online learning, creating a strong potential to support learning processes necessary for students to cultivate tacit knowledge.

This journal article appears in the December 2010 issue of Computers & Education (Volume 55, Number 4):


Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students' learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.

This journal article appears in the January 2011 issue of Computers & Education (Volume 56, Number 1):


The purpose of this study was to evaluate the effectiveness of voluntary discussion forums in a higher education setting. Specifically, we examined intrinsic forum participation and investigated its relation to course performance across two experiments. In Experiment 1 (N = 1284) an online discussion forum was implemented at the beginning of an undergraduate introductory psychology course, and measures of course performance (i.e., writing assignment grades, exam grades, and extra-credits obtained) were compared with measures of forum participation. In Experiment 2 (N = 1334) an online discussion forum was implemented halfway through a second undergraduate introductory psychology course, after an initial measure of course performance was obtained, to control for the potential confound of student engagement (e.g., students who perform better in the course use the forum more). Overall, the results showed that students who participated in the forum tended to have better performance in the course, and furthermore that participating in the discussion forum, particularly reading posts on the forum, slightly improved exam performance. This study provides empirical support for the theoretical proposition that there is a facilitation effect of discussion forum participation on course performance. The results also suggest that implementation of an online discussion forum is beneficial even if a teacher only invests minimal time on the forum.

This journal article appears in the January 2011 issue of Computers & Education (Volume 56, Number 1):


The present study focuses on a specific learner characteristic in the management of time - procrastination -, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in discussion forums. A study was conducted to test this hypothesis among a sample of learners taking a 10-week course on environmental and land use issues. As predicted, a negative relationship was found between procrastination and performance, and this relationship was mediated by the level of the learners' participation in discussion forums. In other words, it appears that if high procrastinators are less successful online learners than low procrastinators, it is partly due to their lack of participation in discussion forums during the learning process. Additionally, some behavioral differences between high and low procrastinators were found in the times they decided to (re)start working at a distance, felt motivated to work on their course, and felt like dropping out of the course. To conclude, some practical implications for tutoring online activities and for stimulating participation in online learning environments have been proposed.

This article appears in the January 2011 issue of Computers & Education (Volume 56, Number 1):


Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive, were designed to match with three thinking styles, namely legislative, executive, and judicial respectively. An online reflection learning system was subsequently developed to reflect this scenario. An experiment was then conducted where the learners were classified into fit or non-fit group in order to analyze whether there was a good fit between the teaching strategies designed by the teacher and the thinking styles of learners. A total of 223 graduate and undergraduate students participated in the experiment. The results revealed that the reflection levels of the fit group had outperformed the non-fit group.

Help Page for RefWorks

Our colleagues at the Allyn and Betty Taylor Library on main campus have created a HELP page for getting started with RefWorks. We thank them for their diligent work and their willingness to share their wealth of knowledge. Here is the link to the Taylor Library's "Introduction to RefWorks" Help Page.

Search Databases On Your Smartphone!

The latest addition to the Western Libraries mobile website is a page of mobile-friendly databases, including RefWorks, Scholars Portal Journals, the IEEE, CINAHL, and more.
Just bookmark http://m.lib.uwo.ca on your Android, Blackberry, or iPhone, and click on the "Databases" link to start searching on the go!

Redesigning Online Learning for International Graduate Seminar Delivery

This article appeared in a 2010 issue of the Journal of Distance Education (Volume 24, Number 2):


Given the crucial role played by universities in a knowledge-based society, understanding how and under what conditions online learning (OL) can improve access to graduate studies is of the highest importance to today's growing global economy. Over the past decade, phenomenal advances have been made in the application of communication and information technologies to support student learning in higher education. Yet, in proportion to overall provision of higher education, the use of technology by faculty for graduate-level, online learning (OL) has been minimal, especially among regular faculty. This paper presents an adapted form of OL, especially designed for traditional universities, with initial data from studies underway in two Canadian universities. Finally, an emerging network of researchers interested in the role of online learning within mainstream higher education is presented.

Fostering Quality Online Dialogue: Does Labeling Help?

This article appeared in the April 2010 issue of Journal of Interactive Learning Research (Volume 21, Number 2):


Despite its potential, online dialogue (online dialogue) can be superficial. Following Vygotskian (1978) and design experiment approaches (Brown, 1992), this study explores a labelling feature that allows students to tag parts of their messages. Data comes from 4 sessions of a graduate education course. Students engaged in 2-3 graded online activities in groups of 3-4. Students contributed labels for subsequent sessions. Field-notes and descriptive statistics suggested there were 7 labelling groups, 7 non-labelling groups, and 3 difficult-to-categorize groups. Types of labelling use emerged: interactive labelling, elaboration labelling, and interactive elaboration labelling. Labelling correlated to the quality of online dialogue (r=0.410). The Nelson-Denny text-comprehension measure, task-specific motivation, and labelling predicted approximately 25% of the variance in quality online dialogue, F(3,38)=5.149, p less than 0.05; adding labelling was significant. Narrative analyses suggested that some types of labelling more effectively supported online dialogue than did others. Content analyses (n=696 coded "paragraphs") found the interactive elaboration labelling group contributed proportionately more segments coded as critical thinking than did the elaboration labelling group ((M=0.96 vs. M=0.50), especially more analysis and inference. Labelling correlated to performance on the final examination r=0.283. A model including the final, the Nelson-Denny, task-specific motivation, online dialogue marks, and labelling was significant, (F(4, 37)=8.257, R=0.672, R[superscript 2]adj. = 0.415), but adding labelling was not.

Unbundling Faculty Roles in Online Distance Education Programs

This journal article appeared in the May 2010 issue of the International Review of Research in Open and Distance Learning (Volume 11, Number 2):


Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

The Education Library's Facebook Page Has Been Updated

Experiencing Online Pedagogy: A Canadian Case Study

This journal article appeared in the September 2010 issue of Teaching Education (Volume 21, Number 3) and is co-written by Heather E. Duncan and John Barnett:


This case study explored the educational experiences of Canadian preservice teachers in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion; delivery and content must accommodate diverse learning styles; and leadership online must be taught as well as modeled. Students reflected with the instructor and researcher on ways to improve the online experience. The study provided the researchers with a valuable opportunity to dialogue about online teaching.

This article appeared in the April 2010 issue of Journal of Computer Assisted Learning (Volume 26, Number 2):


Providing adaptive features and personalized support by considering students' learning styles in computer-assisted learning systems has high potential in making learning easier for students in terms of reducing their efforts or increasing their performance. In this study, the navigational behaviour of students in an online course within a learning management system was investigated, looking at how students with different learning styles prefer to use and learn in such a course. As a result, several differences in the students' navigation patterns were identified. These findings have several implications for improving adaptivity. First, they showed that students with different learning styles use different strategies to learn and navigate through the course, which can be seen as another argument for providing adaptivity. Second, the findings provided information for extending the adaptive functionality in typical learning management systems. Third, the information about differences in navigational behaviour can contribute towards automatic detection of learning styles, helping in making student modeling approaches more accurate.

This journal article appeared in the August 2010 issue Computers & Education (Volume 55, Number 1):


At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended-learning approach (i.e., the webOption) whereby students can attend lectures live, watch them online at their convenience, or both. The current research examines the use of pause and seeks features afforded by the webOption interface and how these features are related to students' learning approaches and their performance in calculus courses. These courses emphasize the teaching of mathematical proofs; cognitive skills that are enhanced with practice (Schneider & Shiffrin, 1977). Access to online lectures allows students to re-experience the professor as they teach these skills. Given this, it was predicted that use of the webOption might be especially potent in these learning contexts. The results we report here do not confirm that prediction. Students do use and appreciate the features of the webOption, however, those students who augmented their class attendance with online viewing, and those who used the lecture-control features the most, were actually the students who performed most poorly. We interpreted the results to be due to different learning strategies and the manner in which these strategies interact with course content. Our results suggest that using the pause feature is related to a surface strategy of learning, which is in turn related to poorer performance in the course.

Evaluation of a Teaching Tool - Wiki - in Online Graduate Education

This article appeared in the Fall 2010 issue of Journal of Information Systems Education (Volume 21, Number 3):


This study provides information on ways to enhance learning for students using online educational programs. Technologies that foster and engage students in the learning process are necessary in the online learning environment. Wiki is an online teaching strategy used to promote student interaction. A Wiki was introduced into three sections of a graduate level online health professions course. The use of the Wiki is evaluated using the Perception of Wiki Survey to determine students' perceptions of the value of the technology. A student's choice to pursue one career over another, and eventual success or lack of success in that career, may relate to their personal learning style and the learning demands of that discipline. In this study students' learning style preference is determined using the Felder-Silverman Index of Learning Styles. The relationship between the students' perceptions of the Wiki and their learning style preferences is examined in this mixed methods study. No firm conclusions can be reached from the findings but interesting possibilities are raised

What is the Academic Efficacy of Podcasting?

This journal article appears in the November 2010 issue of Computers & Education (Volume 55, Number3):


Podcasting may be an answer to some of the challenges to higher education to modernize, to open up, and to develop a competitive edge. However, over the years there have been many high claims for new technology, and not all of them have been redeemed. In terms of academic performance, it may therefore be asked if podcasting really is worth the investment? Looking for at least a tentative answer, the present paper reviews an extensive body of scholarly literature published 2004-2009 on experiences with podcasting in higher education. It is concluded that purely in terms of assessing student performance, indications of the efficacy of podcasting are as yet fairly weak--admitting for a general lack of longitudinal studies. Still, podcasting does seem to have a general positive impact on the academic environment. One such effect is opening up for experimentation with known forms of teaching. Another effect is that many students experience podcasts as a genuine improvement to the study environment, and that they use the new tool rationally as a supplement to their study activities.

This journal article appeared in the July 2010 issue of The Gifted Child Quarterly (Volume 54, Number 3):


This article describes a case study of a group of ten 14-year-old students who engaged with an online extended-learning project as an extracurricular activity for about 6 months. The students were physically located in Australia, Malaysia, and the United Kingdom. The facilitation and online learning made use of a progressive pedagogy that moved from structured, whole group online participation to a more individual, open approach to learning. The study investigated students' motivation to participate in the online learning and explored the nature of the interactions in an online learning environment. The findings show that students interacted differently online, depending on the task at hand. Seven of the 10 students completed the final task of creating learning products. The implications of the study for online learning with high-ability school students are discussed.

This journal article was published online in February 2010 and appears in the May 2010 issue of Update: Applications of Research in Music Education (volume 28, Number 2):


Online graduate degree programs are a growing phenomenon as technology continues to develop and becomes more widely available and the needs of an increasingly educated society require better access to higher learning. In this study, the authors identified and studied the nine online (80% of the program or more) graduate music education programs accredited by the National Association of Schools of Music in the United States. They examined curriculum requirements, program requirements, and factors pertaining to application and enrollment. A fundamental belief in this study is that these online degrees are neither inferior nor superior to traditional coursework but rather represent an additional tool a university may employ to reach and educate its ever-expanding community. As suggested in the literature, these online programs offer significant benefits of convenience, although drawbacks include feelings of weaker interpersonal interactions and limited curricular options.

This journal article appears in the December 2010 issue of Educational Psychology (Volume 30, Number 7):


This study investigated the relationship between two intellectual styles approaches: Sternberg's thinking styles of teachers and Felder and Silverman's learning styles. Ninety-five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg's theory of self-government were highly to moderately correlated with Felder's learning styles. The TSTI did not differentiate between master's and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.

Free Online Access to World Development Reports

A new online, open access, collection of all World Development Reports since 1978 was launched today by the World Bank. The Complete World Development Report Online, which allows users to easily access and search across these World Bank annual flagship publications, is free and open to the public.

Introduction to RefWorks Help Page

Our colleagues at the Allyn and Betty Taylor Library on main campus have created a HELP page for getting started with RefWorks. We thank them for their diligent work and their willingness to share their wealth of knowledge. Here is the link to the Taylor Library's "Introduction to RefWorks" Help Page.

Transcript from Ontario Ministry of Education's web site:

Hello, I'm Leona Dombrowsky, Minister of Education.

Every day in communities across Ontario, tens of thousands of employers are giving students the skills and hands-on experience they need for success in the workplace.

Through cooperative education, job shadowing, mentoring, workplace tours or career fairs, employers are opening their doors to students for meaningful opportunities.

I am pleased to celebrate Experiential Learning Week November 22 to November 26 -- to recognize the valuable contributions of employers who participate in school-work programs -- and to encourage more employers to take part.

These programs give students important, first-hand experiences to help them make some of the most important decisions of their lives. This includes which career goals and aspirations to set, what postsecondary education and training to pursue, and where to seek their first full-time employment.

Our government has taken key steps to expand the number of quality opportunities for our students.

All school boards in the province are now required to offer school-work programs to interested students.

High school students can now include up to two cooperative education credits as compulsory credits toward the Ontario Secondary School Diploma. Cooperative education credits can also be used to a much greater extent for students to meet their overall credit requirements for graduation.

The Ministry of Education has also introduced Specialist High Skills Majors. This program offers high school students the option to graduate with an Ontario Secondary School Diploma with practical training in a particular industry. Examples include experience in the non-profit sector, hospitality and tourism, information and communication technology, agriculture, the environment and health and wellness.

Last May I visited a Specialist High Skills Majors program in construction and I saw first hand the pride of a group of students who were building a shed, showing me their carpentry skills. They were so engaged that they even encouraged me to help apply drywall - something I had never done before. It's that kind of enthusiasm that showed me what a difference we can make when we enable students to access learning opportunities that are hands on.

I would like to take a moment to thank you -- the employers who are making a difference in the lives of Ontario's students. Through their experiences with you, they are developing skills that will serve both the students and the employers of tomorrow.

Education Library's Facebook Page Has Been Updated

Search Databases on Your Smartphone!

Search Databases on your Smartphone!

The latest addition to the Western Libraries mobile website is a page of mobile-friendly databases, including RefWorks, Scholars Portal Journals, the IEEE, CINAHL, and more.

Just bookmark http://m.lib.uwo.ca on your Android, Blackberry, or iPhone, and click on the "Databases" link to start searching on the go!

People We Know: Peter Jaffe, Claire V. Crooks and C. Lynn Watson

Peter Jaffe, Claire V. Crooks, and C. Lynn Watson are co-authors of a book called Creating Safe School Environments: From Small Steps to Sustainable Change.

Summary of the Book:

We are past the point of debating whether safe schools and violence prevention are priorities for educators. The challenge now is not whether but how to address these issues. While there are a number of excellent programs and tools designed to address the issues of bullying, harassment, media violence, dating violence, and how to foster positive relationships, it is a challenge for educators to match their students' needs with the most appropriate program or strategy. Even the best research-based programs available will not be successful unless they respond to a school's identified needs. This book offers a practical and strategic framework for identifying a school's needs with respect to safe schools planning and developing a roadmap for action. It offers specific solutions to common barriers and points of resistance. There is no shortcut to properly assess what a school needs to make it a safe and secure place in which to learn. This book takes readers step by step through a process of assessment, planning, implementation, and achieving sustainability in this critical area.

About the Authors:

Peter G. Jaffe is a Professor in the Faculty of Education, The University of Western Ontario, and Academic Director of the Centre for Research and Education on Violence Against Women and Children. He has written extensively on violence prevention and been an advocate for promoting healthy relationships in schools and communities. He has served for 30 years as a trustee on the Thames Valley District School Board.

Claire V. Crooks is the Associate Director of the CAMH Centre for Prevention Science in London, Ontario, and an Adjunct professor in the Faculties of Education and Health Sciences at The University of Western Ontario. She has written more than forty articles, chapters, and books on violence, adolescent behaviour, and working with Aboriginal youth, including Adolescent Risk Behaviors: Why teens experiment and strategies to keep them safe (2006, Yale University Press, with David Wolfe and Peter Jaffe).

C. Lynn Watson is an Educational Consultant with many years experience as an activist parent, educator, trustee, and government policy advisor. Lynn has worked as a researcher on a wide variety of projects, including developing violence prevention programs for schools that resulted in the publication of A.S.A.P., A School-Based Anti-Violence Program.

This information and performance video is from the "Performing Research Ideas" web site:

Violence in the Media and Violence Against Women and Children

Peter Jaffe asks: What is the relationship between violence in the media and violence against women and children? Some research is showing that the relationship is as strong as "smoking and cancer", "lead ingestion and lower IQ", and "condom non-use and AIDS."

Peter Jaffe is a Professor in the Faculty of Education at the University of Western Ontario and the Academic Director of the Centre for Research on Violence Against Women & Children. He is the Director Emeritus for the Centre for Children and Families in the Justice System, which is a children's mental health centre specializing in issues which bring children and families into the justice system in London, Ontario.
For more information see Peter Jaffe's UWO website.

This song was written based on an interview with Peter Jaffe (shown above-right). See also the music video I've never met a happy bully.

Lyrics/video by George Gadanidis. Music by Ian Parliament, Ryan Casselman, Emily Parliament & Ricardo Scucuglia.

People We Know: George Gadanidis - "Performing Research Ideas"

Performing Research Ideas is a research performance project by George Gadanidis with two goals:

* outreach: disseminate research through performance
* research: study the process and impact of research performance

This information and performance video is from the "Performing Research Ideas" web site:

I've never met a happy bully

Bullying and abuse

Peter Jaffe says: Research shows that approximately 50% of the bullying stops when we break the silence and identify the problem.

Peter Jaffe is a Professor in the Faculty of Education at the University of Western Ontario and the Academic Director of the Centre for Research on Violence Against Women & Children. He is the Director Emeritus for the Centre for Children and Families in the Justice System, which is a children's mental health centre specializing in issues which bring children and families into the justice system in London, Ontario.

For more information see Peter Jaffe's UWO website.

This song
was written based on an interview with Peter Jaffe.

Lyrics/video by George Gadanidis. Music by Ian Parliament, Ryan Casselman, Emily Parliament & Ricardo Scucuglia.

This week the Education Library's Facebook page and Blog are dedicated to the topic of bullying in schools. Entries and posts include a sampling of the current research and ongoing public discussion about this very important topic that affects all of us. Let's all work together to end bullying in our schools.

This article appeared in the August 2010 issue of the British Educational Research Journal (Volume 36, Number 4):


Since the 1990s the educational community has witnessed a proliferation of 'bullying' discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse 'bullying' operates to simplify and individualise complex gendered/classed/sexualised/ racialised power relations embedded in children's school-based cultures. Using a feminist poststructural approach, this article critically traces the discursive production of how the signifiers 'bully' and 'victim' are implicated in the 'normative cruelties' of performing and policing 'intelligible' heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as 'natural'. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school-based gender violence, and some new research directions are suggested.

This journal article appeared in the September 2010 issue of Group Dynamics: Theory, Research, and Practice (Volume 14, Number 3):


The present study sought to examine the efficacy of an abbreviated version of the Bully Busters program, a psychoeducationally based group intervention and prevention program designed to increase teacher's knowledge and use of bullying intervention skills, as well as teacher self-efficacy in intervening with bullying so as to subsequently effect change in the school climate. Teacher-participants attended seven group sessions designed to provide them with exposure to the didactics of the model, as well as to engage them in active learning, role-playing, and cognitive and emotional processing of their experiences of the impact of bullying behaviors on their teaching efficacy as well as the school climate. Materials and experiences from these groups were then taken to the classroom and implemented with the student-participants vis-à-vis classroom exercises. The findings suggest that an abbreviated group-based version of the Bully Busters program can have positive effect on teacher reports of efficacy in intervening with bullying behaviors.

Optimizing population screening of bullying in school-aged children

This article appeared in the JUly 2010 issue of the Journal of School Violence (Volume 9, Number 3):


A two-part screening procedure was used to assess school-age children's experience with bullying. In the first part 16,799 students (8,195 girls, 8,604 boys) in grades 4 to 12 were provided with a definition of bullying and then asked about their experiences using two general questions from the Olweus Bully/Victim Questionnaire (1996). In the second part, students were asked about their experiences with specific types of bullying: physical, verbal, social, and cyber. For each form of bullying, students were provided with several examples of what constituted such behavior. Results indicated that the general screener has good specificity but poor sensitivity, suggesting that the general screening questions were good at classifying noninvolved students but performed less well when identifying true cases of bullying. Accordingly, reports from the World Health Organization, UNICEF, and the United Nations may underestimate the prevalence of bullying among school-aged children world-wide.

Cyber Bullying Behaviors Among Middle and High School Students

This article appeared in the July2010 issue of the American Journal of Orthopsychiatry (Volume 80, Number 3):


Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents

Focus on BULLYING on the Education Library's Facebook Page

The focus of the Education Library's Blog and the Education Library's Facebook page this week is the issue of bullying.

This article appeared in the September - October 2010 issue of the Journal of Criminal Justice (Volume 38, Number 5):


Purpose: Most research on school-based adolescent sexual victimization has lacked an explicit theoretical focus. This study examined whether an opportunity framework is appropriate for understanding adolescent school-based sexual harassment and sexual assault victimization using gender-specific multilevel analysis. Methods: Using a sample of middle and high school adolescents, we examined the effects of individual-level indicators of opportunity on school-based sexual harassment and sexual assault victimization. In addition, we explored the relative influence of school factors on student sexual victimization, including the potential moderating influence the school environment may have on the effects of individual-level indicators of opportunity. Finally, we examined the potential differences in the correlates of sexual victimization across male and female adolescents. Results: Several individual-level indicators of opportunity were associated with school-based sexual harassment and sexual assault for both males and females, though several important gender differences were observed. In addition, school factors directly and indirectly influenced sexual victimization. Conclusions: Findings suggest that an opportunity framework is appropriate for understanding school-based sexual harassment and sexual assault victimization, and that important gender differences do exist. The implications of these results and directions for future research are discussed.

Preadolescent violence among girls

This journal article appeared in the September 2010 issue of Youth & Society (Volume 42, Number 1):


This research study explored preadolescent girl-to-girl violence based on the perceptions of the victim at 14 years of age and those of her family. Using a heuristic research design (Moustakas, 1990), this constant comparative analysis of multiple data sources found (a) a clearly delineated progression of girl-to-girl violence, (b) blindness surrounding girl-to-girl violence in the responses of not only the victim's family but also the victim herself, and (c) proactive factors and strategies for early recognition and prevention of girl-to-girl violence. The implications based on these findings include examining when and under what conditions various forms of aggression emerged, alternative trajectories of victimization, and future research that can inform the prevention of girl-to-girl violence

This journal article appears in the November 2010 issue of Child and Adolescent Mental Health (Volume 15, Number 4):


There has been little published about the nature and frequency of suicidal phenomena in children compared to that of adolescents.

Standardised information on all presentations with suicidal phenomena to the Children's University Hospital, Dublin from 2002 to 2008 were retrospectively analysed from a centralised database.

During the time period of the study, 401 young people presented for assessment, of whom 21.9% (N = 88) were under 12 years of age. Children differed from adolescents in terms of gender distribution, method of self-harm, and risk factors present.

Children under 12 are capable of displaying suicidal phenomena and differ considerably to adolescents in this regard.

This journal article appeared in the September 2010 issue of Child and Adolescent Mental Health (Volume 15, Number 3):


Background: The relationship between history of family involvement with child protective services (CPS) and bullying was examined. Method: Data were obtained from 2,516 pupils aged 12-19 in the 2007 Ontario Student Drug Use and Health Survey. The association between self-reported history of family involvement with CPS and bullying was estimated using negative binomial hurdle regression models. Results: Females who reported family CPS involvement were more likely to have bullied and been bullied compared with females without CPS involvement. Among males, family CPS involvement was only significantly associated with bully victimisation. Conclusion: A history of family CPS involvement was a risk factor for bullying victimisation and perpetration. Key Practitioner Message: 1. Bullying in schools is a major concern as youth who report being bullied at school are also likely to report elevated levels of distress. 2. About one-in-six youth in the population reports historical involvement with child protective services. 3. Youth involved with child protective services have an increased risk for being bullied in high school. 4. Females, but not males, who report child protective services involvement have an increased risk to bully their peers at school.

This article appeared in the November 2010 issue of the Journal of Clinical Child & Adolescent Psychology (Volume 39, Number 6):


The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M¼13.4 years, SD¼.63) from 109 middle school classes. Selfand peer reports were used to answer the research questions. It was found that adolescents in classrooms that held permissive attitudes toward bullying were more likely to bully themselves, even after controlling for individual attitude, gender, social preference, and number of reciprocal friends. However, the association of classroom attitudes with individual bullying decreased substantially when classroom bullying behavior was taken into account. Our study suggests that the effects of classroom antibullying attitudes might be partly mediated by classroom behaviors. It implies that research that has not included classroom behavior might have overestimated the effects of classroom attitudes on bullying.

Education Library's Facebook Page and Blog Focus on Bullying

This week, the Education Library's Facebook page and this Blog is will focus on the issue of bullying in our schools.

This article appeared in the September 2010 issue of the Journal of Clinical Child and Adolescent Psychology (Volume 39, Number 5) and the lead researcher, Pamela M. Seeds, is from King's University College at the University of Western Ontario (UWO):


The support deterioration model of depression states that stress deteriorates the perceived availability and/or effectiveness of social support, which then leads to depression. The present study examined this model in adolescent depression following parent-perpetrated maltreatment and peer-perpetrated bullying, as assessed by a rigorous contextual interview and rating system. In 101 depressed and nondepressed community adolescents between the ages of 13 and 18 (M = 15.51, SD = 1.27), peer bullying and father-perpetrated maltreatment were associated with lower perceptions of tangible support and of belonging in a social network. These forms of support mediated the association of bullying and father-perpetrated maltreatment with greater depression severity. In contrast, mother-perpetrated maltreatment was associated with higher perceptions of tangible support.

This journal article appears in the December 2010 issue of Prevention Science (Volume 11, Number 4):


This study examined the link between bullying victimization and substance use and tested the mediating role of depression in male and female adolescents. Cross-sectional data were collected from a national sample of 1,495 tenth graders who participated in the 2005/06 Health Behaviors in School-aged Children U.S. Survey. Victimization, depression and substance use were all measured as latent variables. Substance use was measured by drinking alcohol, being drunk, smoking cigarettes and using marijuana in the past 30 days. Multiple-group structural equation modeling showed that victimization was linked to substance use in both males and females. Among females, depression was positively associated with both victimization and substance use and mediated the association between the two latter variables. Among males, depression was associated with victimization but not with substance use. Results highlight the elevated risk for victimization and substance use problems that depression poses among adolescent females.

This journal article appeared in the September 2010 issue of Prevention Science (Volume 11, Number 3):


In response to a gap in gender-sensitive programming for young aggressive girls (5-11) and their families, the SNAP® Girls Connection (GC) was developed in 1996. This multi-systemic intervention is built on a developmental model of risk and protective factors within the girl and her relationships. We evaluated the SNAP® GC using a prospective quasi-experimental design, randomly assigning 80 girls to treatment (N = 45) and waiting-list groups (N = 35) over 2 years. Fifty-five parents completed measures at assessment periods 1, 2 and 3. Results showed significant positive changes on girls' problem behavior and parenting skills for the treatment versus the waiting-list groups, as well as maintenance of treatment gains. Implications of the findings on treatment effectiveness of this gender-sensitive intervention are discussed.

This journal article appeared in the October 2010 issue of Small Group Research (Volume 41, Number 5):


Prejudice and hate crimes against lesbians and gay men are prevalent throughout the United States. Prejudice in public school settings is particularly problematic for lesbian, gay, and bisexual (LGB) students and LGB parents. Efforts to reduce prejudice for LGB groups have met with limited success. Creating safer and more inclusive school environments is essential. An experimental mixed methods field design tested outcomes of an intergroup dialogue intervention on public school teacher attitudes, feelings, and behaviors toward LGB students and parents. Quantitative results indicate dialogue participation resulted in statistically significant positive changes in attitudes, feelings, and behaviors. Qualitative data analysis confirmed positive changes as a result of dialogue participation

This journal article, written by researchers here at the University of Western Ontario (UWO) appeared in the November 2010 issue of Social Development (Volume 19, Number 4):


This study examined the effects of aggressive and prosocial contexts of peer groups on children's socioemotional and school adjustment. Data on informal peer groups, social functioning, and different aspects of adjustment were collected from multiple sources in a sample of elementary school children (149 boys, 181 girls; M age = 10 years). Multilevel analyses indicated that group aggressive and prosocial orientations made direct contributions to children's social, school, and psychological functioning. Group contexts also moderated the individual-level relations between social behavior and self-perceptions; prosocial behavior was associated with social or scholastic self-perceptions more evidently in low prosocial and high aggressive groups. The results suggest that the peer group is an important context for children's performance and adjustment in various domains.

This journal article appeared in the November 2010 issue of Teaching and Teacher Education (Volume 26, Number 8):


Concern for school-based homophobia is increasing, yet there is a tendency to focus on individual incidents of homophobic bullying rather than the cultural and institutional factors supporting them. We analyse ways in which institutional heteronormativity operates in primary schools and report results from our research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression. We argue that policy and practice need to be reconceptualised to recognise institutional heteronormativity and to interrogate the discourses underpinning systematic forms of oppression.

This article appeared in the November 2010 issue of the Journal of Youth and Adolescence (Volume 39, Number 11):


Past studies have investigated relationships between peer acceptance and peer-rated social behaviors. However, relatively little is known about the manner in which indices of well-being such as optimism and positive affect may predict peer acceptance above and beyond peer ratings of antisocial and prosocial behaviors. Early adolescence--roughly between the ages of 9 and 14--is a time in the life span in which individuals undergo a myriad of changes at many different levels, such as changes due to cognitive development, pubertal development, and social role redefinitions. The present study investigated the relationship of self-reported affective empathy, optimism, anxiety (trait measures), and positive affect (state measure) to peer-reported peer acceptance in 99 (43% girls) 4th and 5th grade early adolescents. Because our preliminary analyses revealed gender-specific patterns, hierarchical regression analyses were conducted to investigate the predictors of peer acceptance separately for boys and for girls. Girls' acceptance of peers was significantly predicted by higher levels of empathy and optimism, and lower positive affect. For boys, higher positive affect, lower empathy, and lower anxiety significantly predicted peer acceptance. The results emphasize the importance of including indices of social and emotional well-being in addition to peer-ratings in understanding peer acceptance in early adolescence, and urge for more research on gender-specific peer acceptance.

This article appeared in the November 2010 issue of Computers in Human Behavior (Volume 26, Number 6):


Non-empirical publications have espoused the importance of monitoring/controlling children's online and computer activities through monitoring software; however, no empirical research has verified whether this is a viable means for promoting responsible and safe internet use. This study examined the association between parenting behaviours and adolescent online aggression. The sample included 733 adolescents (451 females), between 10 and 18 years, from Western Canada. Participants completed a questionnaire that included questions on internet aggression, and parenting. The parenting questions were modified from Stattin and Kerr's (2000) questionnaire to better suit the online environment. Results from the univariate least squares factor analysis revealed two distinct factors: (1) Parent Solicitation (parents ask where child is going on the internet), (2) Child Disclosure (child naturally tells parents what they are doing). Hierarchical Linear Regression analysis revealed that having a computer in the bedroom increased the likelihood of engaging in online aggression and that adolescent self-disclosure of online behaviours (and not controlling or monitoring online activities) was negatively associated with online aggression. These findings emphasize the importance of establishing good communication between parents and adolescents rather than investing money on monitoring software and on controlling adolescent internet use.

And, I Quote...

Sometimes, though, schools overlook simple solutions. Tracy Vaillancourt, the Canadian Research Chair in Children's Mental Health and Violence Prevention, points out that the harassment doesn't happen when adults are around, and yet often playgrounds and high-incident areas like hallways are largely unsupervised. "At best, you might have two teachers monitoring 300 kids, and most of the time, though not always, they are catching up with each other," she says.

And, I Quote...

Many anti-bullying programs are implemented in schools, often inconsistently, because they sound good, rather than being supported by actual research. A couple of years ago, says David Smith, a psychologist at the University of Ottawa who studies bullying interventions, the Ontario government doled out money for anti-bullying initiatives, but schools had to scramble to get it spent before the end of the fiscal year, without real thought about where it should go to do the most good. "Probably," Dr. Smith observes wryly, "Chapters and Amazon.com did very well."
As quoted in the Globe and Mail - Friday, Oct. 29, 2010.

And, I Quote...

"Research consistently shows that bullying is linked to depression, poor school performance and anxiety, for both victim and perpetrator. The worst offenders are cleverly covert, often the popular kids in class. They're the ones teachers like and parents don't suspect, and they use their social capital to cow bystanders into staying quiet, or joining in."
Dr Kenneth Rigby - University of South Australia - South Australian School of Art

Bully Awareness and Prevention Week

All this week, the Education Library's Facebook page is dedicated to the bully awareness and prevention week.

Author: Collin Jonathon (CJ) Alexander O'Callaghan


Technology is an increasingly integral part of communication. Counselling and psychotherapy have likewise incorporated electronic means of interaction to increase access and broaden the schope of service delivery, but little information looks at these services from the perspective of the client. To determine what the salient features of the clients' subject experiences of electronically-mediated therapy are, this study employs a survey to learn the experiences of those who have undergone e-counselling. Finds are based on a Postmodern, Grounded Theory analysis of online questionnaires. The analysis indicates that participants are insufficiently disabused of preconceptions about online communication, and sugggests that they underestimate their vulnerability to internet security concerns. However, communication problems notwithstanding, online clients continue the course of their counselling, and develop mastery of internet-specific communication tactics.

For other Faculty of Education theses, click HERE and HERE.

Author: Vi Vo


This research used critical policy analysis to examine the experiences of three equity workers from one school board. Information was collected by interviewing and also conducting an examination of one school board's equity policy. This thesis explored how these equity workers were able to remain equity focuused in a neoliberal education context with limited resources and funding for equity initiatives. By resisting and appropriating the opportunities and demands created by the reforms, the equity workers were, to some extent, able to resist the pressure to be less equity and student focused. There were both commonalities and diversity among these equity workers' experiences.

For other Faculty of Education theses, click HERE and HERE.

Western Libraries' will offer an open access workshop

Date: Thursday, Nov. 18, 2010
Time: 2:00 pm - 3:00 pm
Location: Electronic Instruction Room, The D. B. Weldon Library (on main campus)

Information about the Workshop: It aims to help participants learn how to ensure that their published research will be freely available online. The workshop also provides an opportunity for a discussion of issues related to open access publishing.

LIKE us on Facebook!

The Education Library's Facebook page has been updated - have a look.

Author: Nisha Mehta


This study explored the interpersonal challenges and ways of coping utilized by Sri Lankan youth. Participants included 1.5 generation youth aged 19-20 residing in a large Canadian city. All of the participants idenitified as Tamil, and either their parents or they themselves were born in Sri Lanka. Sri Lanka has been in a state of civil unrest with ethnic conflict for several years and some participants had been exposed to large scale community violence before coming to Canada. A total of 12 semi-structured interviews organized around interpersonal challenges faced and ways of coping in the contexts of home, peers and school life were completed. From a content analysis of the transcriptions, several themes emerged. The five themes included: role expectations, collectivism and independence, violence and discrimination, affiliations and academic expectations. These themes were compared and contrasted to the available literature. Implications for future research and counselling are described.

For other Faculty of Education theses, click HERE and HERE.

Thesis: Interpretative Study of the Purposes of London Islamic School

Author: Asma Ahmed


This thesis explores the purposes of Islamic schools with specific reference to the London Islamic School (LIS) in London, Ontario. Drawing mainly on Ramadan's (1999) integrative and post integrative framework and Coleman's social capital theory, the thesis focuses on Ramadan's question of how "milestones" can be provided which would help young Muslims find their way in the modern West. Using the key informant approach to gathering data, the researcher conducted a total of 27 interviews with current students, graduates of LIS, parents of current students, parents of graduates, teachers, administrators and board members. The findings led the researcher to conclude that the London Islamic school provides many "milestones" for Muslim youth to build a Canadian and Muslim identity in an environment that is conducive to Western and Islamic values and character, although not in a strongly systematic fashion.

For other Faculty of Education theses, click HERE and HERE.

Because the field of education intersects with so many other fields and disciplines, you will find the Western Libraries' BROWSE BY PROGRAM pages invaluable to you as you do your multi-disciplinary research.

This article appeared in the October 2010 issue of the Journal of Human Nutrition and Dietetics (Volume 23(Suppl 1):


Inuit in Nunavut (NU) and Inuvialuit in the Northwest Territories (NWT), Canada, were traditionally nomadic peoples whose culture and lifestyle were founded on hunting and gathering foods from the local environment, primarily land and marine mammals. Lifestyle changes within the last century have brought about a rapid nutrition transition, characterized by decreasing consumption of traditional foods and an associated increase in the consumption of processed, shop-bought foods. This transition may be attributed to a multitude of factors, such as acculturation, overall food access and availability, food insecurity and climate change. Obesity and risk for chronic disease are higher in the Canadian Arctic population compared with the Canadian national average. This present review describes the study population and methodologies used to collect data in order to study the nutrition transition amongst Aboriginal Arctic populations and develop Healthy Foods North (HFN), a novel, multi-institutional and culturally appropriate programme that aims to improve dietary adequacy and reduce risk of chronic disease. Included in this special issue of the Journal of Human Nutrition and Dietetics are papers describing dietary intake patterns, physical activity levels, dietary behaviors, chronic disease prevalence and psychosocial factors that potentially mediate behavior. A further paper describes how these data were utilized to inform and develop Healthy Foods North.

People We Know: Carol Beynon

News from the Faculty of Education - Music to Our Ears - November 8, 2010:

Congratulations to Education's Acting Dean, Carol Beynon, who was one of eight alumni from Western's Faculty of Music to be inducted into the 2010 Alumni Wall of Fame on Saturday, November 6, at the Ontario Music Educators Association Annual Conference.

Established in 2008 as part of the Faculty's 40th anniversary celebrations, the Wall of Fame recognises alumni who have made tremendous contributions in their field. Bob Wood, Dean of the Faculty of Music, described Carol as "a triple threat in this business - an exceptional administrator and teacher, a respected researcher and an exceptional and active musician." Carol was recognised both for her research in music education, which is widely recognized and cited across Canada, as well as for her work as Co-Director of the Amabile Boys' and Men's Choir of London.

Other inductees into this year's Wall of Fame included Stephan Moccio, who wrote the 2010 Vancouver Olympics theme song, Jeans 'n' Classics creator Peter Brennan, musician Bill Gelday, executive director of the National Youth Orchestra Barbara Smith, Chicago Conductor Francesco Milioto, University of Victori professor and pianist Arthur Rowe and Carleton University professor and composer Patrick Cardy

"Let's All End Bullying: A Community Discussion"

"Let's All End Bullying: A Community Discussion" will be held on Thursday, November 18th, 2010 from 5:30 p.m. to 9:00 p.m at the Thames Valley District School Board (TVDSB) on Dundas Street. Please take part in this important discussion.

See you there!

This journal article appeared in a recent 2010 issue of Environmental Education Research (Special Themed Issue: Experiencing Environment and Place through Children's Literature, Volume 16, Numbers 3-4):


This article explores how Indigenous Canadian children's literature might challenge adult and child readers to consider different meanings and worldviews of the environment as a land-based value system. As three teacher educators from elementary and university classrooms, we use reader-response theory to explore a collection of rich alternative narratives of Indigenous land-based knowledge systems available in the work of Indigenous authors and illustrators of children's literature. Our study considers how Indigenous picture books might serve to decolonize environmental consciousness through offering accessible and immersive Indigenous stories of the land. As we respond to and analyze these picture books, we work from a prior commitment to decolonization as a critical self-reflexive political process in which one's colonized beliefs are explicitly pinpointed, challenged and countered by Indigenous worldviews and perspectives

This article appeared in the January 2010 issue of the International Journal of Leadership in Education (Volume 13, Number 1):


My intention in this article is not to solely "talk up" or "talk back" to troubling dominant discourses about, and practices in, educational leadership, but to authenticate and legitimate Indigenous women's voices through theorising their leadership realities and by situating such knowledge in the cultural spaces that they occupy. Accordingly, this article leads with the voices of Indigenous women that shape the theoretical discussion. Finally, I offer alternative ways of seeing the relationship between community, schools and leaders from Indigenous perspectives.

This article appeared in the April 2010 issue of the International Journal of Mental Health and Addiction (Special Themed Issue: Indigenous Health, Volume 8, Number 2):


Colonial projects in Canada have a long history of violently intervening into the personal lives and social structures of Indigenous peoples. These interventions are associated with elevated rates of addictions and mental health issues among Indigenous peoples. In this paper we employ an indigenized social determinants approach to mental health and addictions that accounts for the multiple, intersecting effects of colonial discourse upon the health of Indigenous peoples, and particularly the health effects of colonial interventions into the lives of First Nations Indigenous children in Canada. We focus on both historic and contemporary discourses about Indigenous peoples as deviant, discourses that include particular ideas and assumptions held by government officials about Indigenous peoples, the series of policies, practices, and institutional structures developed to 'address' Indigenous deviance over time (including contemporary child protections systems), and their direct impact upon healthy child development and overall Indigenous health. From a discursive perspective, addictions and mental health issues among Indigenous peoples can be accounted for in relation to the ideas, policies, and practices that identify and aim to address these issues, something that the social determinants literature has yet to incorporate into its model.

This article appeared in the February 2010 issue of the Policy Studies Journal (Volume 38, Number 1):


Many indigenous populations are experiencing rural-to-urban migration. In making this transition, indigenous peoples are entering industrial societies where most income derives from wages or salaries, and formal educational achievement is crucial in determining economic prospects. This research analyzes the gap in test score results between Aboriginal and non-Aboriginal students in public schools in the Canadian province of British Columbia. It finds a strong effect of school quality, as measured by non-Aboriginal achievement, on Aboriginal achievement. It also finds a nonlinear negative relationship between Aboriginal achievement and the number of Aboriginal students in a school over the empirically observed range. It thus suggests a possible trade-off and dilemma between, on the one hand, policies that enable Aboriginal students to concentrate in a few schools able to provide a culturally sensitive curriculum and, on the other, policies to maximize Aboriginal academic achievement

This article appeared in the April 2010 issue of the International Journal of Mental Health and Addiction (Special Themed Issue: Indigenous Health, Volume 8, Number 2):

The authors are "People We Know":

Crooks, Claire
Chiodo, Debbie
Thomas, Darren
Hughes, Ray


First Nations youth in Canada demonstrate disproportionately high rates of negative behaviors such as violence, substance abuse, and leaving school early. An understanding of historical context and current environment helps explain these patterns. Providing culturally relevant opportunities for youth to build healthy relationships and leadership skills has the potential to increase youth engagement. Over the past four years our multidisciplinary team of researchers, educators, program developers, and community leaders have worked together to develop a number of school-based initiatives that focus on increasing youth engagement through building on strengths and the promotion of healthy relationships. Specific strategies include peer mentoring, a credit-based academic course, and transition conferences for grade 8 students. This article describes these initiatives and some of the early successes and challenges we have faced in the design and implementation of them. Preliminary evidence is presented to support the contention that these initiatives increase youth engagement.

This article appeared in a recent 2010 issue of the McGill Journal of Education (Volume 45, Number 1):


This paper provides an historical and contemporary interpretation of the developmental influences that have led to the Ontario Ministry of Education's recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective on the rhetorical constructions, assumptions, and value-orientations implicit in two seminal documents. This discussion will assist Aboriginal Advisory Groups and communities, as well as policy-makers and practitioners, to think clearly about implementation strategies in the broader context of Aboriginal socio-educational development.

This article appeared in a recent 2010 issue of the Canadian Journal of Education (Volume 33, Number 2):


There is a crisis relevant to the publicly funded education of Aboriginal students in Ontario. This article, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis. By defining the nature of this critical juncture, presenting how these policies may be "widening the void" rather than "closing the gap," and offering opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms, the authors appeal to school boards, faculty associations, as well as Deans of Education, to act decisively to support Aboriginal self-determination.

This article appeared in the March 2010 issue of the Canadian Journal of Educational Administration and Policy (Number 102 March 27, 2010)


Following the 1949 recommendations of the Joint Committee of the Senate and House of Commons (SJC), the Canadian government shifted away from a policy of segregated to integrated schooling for Aboriginal children. This paper examines the minutes and proceedings of the SJC. Fewer than 10% of the briefs presented to the SJC called for integration indicating that government's policy shift was less reflective of the needs of the citizens who addressed the SJC than of government "insiders" who had first promoted integration in the early 1940s. Nevertheless, the SJC's open proceedings helped government to maintain the illusion of democratic processes

This article appeared in the Spring 2010 issue of the Alberta Journal of Educational Research (Volume 56, Number 1):


The education of First Nations students in Canada on reserve is the legal responsibility of the federal government. This article reviews and critiques the federal government's past and current special education policies and practices in regard to First Nations schools throughout Canada. The author has found that rather than establishing a comprehensive special education system for First Nations schools, the federal government has focused on limiting funding, services, and development. Four themes emerge from this review: (a) lack of willingness on the part of the federal government to honor constitutional obligations and responsibilities in special education to First Nations; (b) focus of providing provincial level of special education services resulted in little consultation with First Nations; (c) limited funding, and (d) lack of respect for First Nations expertise.

This article appeared in the June 2010 issue of the Canadian Journal of Educational Administration and Policy (Number 106, June 7, 2010):


Usually reviews of special education in Canada describe the special education programs, services, policies, and legislation that are provided by the provinces and territories. The reviews consistently ignore the special education programs, services, policies, and legislation that are provided by federal government of Canada. The federal government of Canada is constitutionally responsible for the education, including special education, of First Nations students residing on reserves. This responsibility extends throughout Canada. This article describes the current status of special education programs provided to First Nations schools by the federal government and makes recommendations for the development of a comprehensive system of special education services and programs.

This information is from the London Abused Women's Centre (LAWC) web site:

November is Woman Abuse Awareness and Prevention Month in the Province of Ontario.

Every woman hs the right to live free from violence and abuse in her home, workplace and community.

You can help make that happen.

Monday, November 15, 2010 has been designated "wear purple day". We are asking the City of London to come together to show support by being creative and wearing purple clothing, purple accessories, purple makeup and more

The goal of the London Abused Women's Centre's "Shine the Light on Woman Abuse" campaign is to raise awareness of woman abuse by turning the City of London purple for the month of November.

Purple is a symbol of courage, survival, and honour, and has come to symbolize the fight to end woman abuse. We invite local businesses, schools, churches, and neighbourhoods to decorate their stores, offices, classrooms, places of worship, and homes with purple lights, balloons, streamers, or any other purple supplies.

The Council of Ministers of Education, Canada (CMEC), joins today with over 100 countries from around the world to celebrate the 11th annual International Education Week (IEW).

The purpose of IEW is to increase awareness and understanding of international education among participating countries through a variety of activities and events undertaken by governments, educational institutions, stakeholder groups, and individuals.

This year's theme for Canada is "International Education: Building a Society for the 21st Century." It underscores the important role international education can play in furthering social, cultural, and economic development in an increasingly interdependent world.

Education groups mark IEW in a variety of ways.

More information about events and activities can be found on the CMEC-sponsored IEW Web site.

Author: Elizabeth Claire Willits


The purpose of the present study was to examine the specific risks involved in separating from an intimate partner. Factors examined were whether the perpetrator or victim were financially dependent, whether they had children, where there was an escalation of violence, whether the victim had a new partner and whether the victim had access to social and community supports. These factors were predicted to be significant in helping the public and professionals understnd the risks specific to separating couples and to help keep women safe before, during and after separation. 65 case reviews, provided by the Domestic Violence Death Review Committee of Ontario, were coded and analysed. The results showed that women are at risk through the entire process of separation. The perpetrator's isolating and violent behaviour also appeared to increase as the process of separation progressed. Implications and suggestions for future research are discussed.

To see other Faculty of Education theses, click HERE and HERE.

Thursday November 18th - Open Access Workshop

Western Libraries' will offer an open access workshop:

Date: Thursday, Nov. 18, 2010
Time: 2:00 pm - 3:00 pm
Location: Electronic Instruction Room, The D. B. Weldon Library (on main campus)

Information about the Workshop:

It aims to help participants learn how to ensure that their published research will be freely available online. The workshop also provides an opportunity for a discussion of issues related to open access publishing.
Wondering what databases are most appropriate for your subject area?

If you aren't sure what database to choose, visit the Browse by Program section of our website to see what databases are most recommended for your area.

In addition to a list of the best databases for your subject you can also retrieve a full list of databases associated with your program. Just click on the DATABASES BY TITLE button.

Look for the 'Databases' or 'Articles' tab on your chosen program page to find old standards and new favourites.

Research Services Available to Graduate Students

Personalized Research Assistance

... to take advantage of these services, please contact the Librarian most closely associated with your area of research.

Literature Searching

...help finding scholarly literature related to your area of research

Current Awareness

...keep up to date with the latest publications in your areas of interest

"Let's All End Bullying: A Community Discussion"

"Let's All End Bullying: A Community Discussion" will be held on Thursday, November 18th, 2010 from 5:30 p.m. to 9:00 p.m at the Thames Valley District School Board (TVDSB) on Dundas Street. Please take part in this important discussion.

See you there!

Because the field of education intersects with so many other fields and disciplines, you will find the Western Libraries' BROWSE BY PROGRAM pages invaluable to you as you do your multi-disciplinary research.

This journal article appears in the Fall 2010 issue of The Alberta Journal of Educational Research (Volume 56, Number 3):


Cognitive and sociocultural theories of literacy development are historically considered incommensurable in practice and in research. Cognitivists view literacy development as a succession of qualitatively varied skills whereas socioculturalists view literacy as socially and culturally embedded. Traditional educational discourses tend to reflect cognitivist perspectives, which risk creating and maintaining social inequities in our increasingly diverse society. The underpinnings and differences of these two theories are discussed. It is argued that integration of the theories is possible and desirable in educational practice and research in order to equalize the learning opportunities for all students.

Western is a major Canadian research-intensive university. In support of the University's research mission, Western Libraries provides services and facilitates access to scholarly resources for faculty, post-doctoral fellows, graduate students, and researchers in affiliated institutions. Western's Faculties and Schools are hosts to a number of research centres, institutes and groups that foster collaborative research and scholarship.

Education Library's Facebook Page Has Been Updated!

The Education Library's Facebook page has been updated (and we try to keep it very current with the news and views of the education community) - have a look!

Children's Exposure to Violence: A Comprehensive National Survey (NCJ 227744) October 2009 Bulletin(12 pages):


Presents findings from the National Survey of Children's Exposure to Violence, the most comprehensive survey to date of children's exposure to violence in the United States. The survey was conducted between January and May 2008, and surveyed more than 4,500 children or their parents or adult caregivers regarding their past-year and lifetime exposure to violence. This Bulletin discusses the survey's findings regard children's direct and indirect exposure to specific categories of violence, how exposure to violence changes as children grow up, and the prevalence and incidence of multiple and cumulative exposures to violence. It also discusses the implications of the survey findings for policymakers, researchers, and practitioners who work with juvenile victims of violence.

New Research: Teens of Lesbian Moms Report Zero-Per-Cent Abuse Rate

This information is from the Toronto Star newspaper (November 15, 2010) and was written by Allison Cross (Staff Reporter):

Adolescents raised in lesbian-headed households are less likely to endure physical or sexual abuse by a parent or caregiver, suggests a new report from a long-term U.S. study of lesbian families.

Out of 39 sons and 39 daughters of lesbian mothers, all aged 17, who completed an online questionnaire, none reported ever being physically or sexually abused by a parent or caregiver, the report says.

"For many decades now, the opponents of same-sex parenting have alleged that same-sex parents are more likely to abuse their children and therefore shouldn't be given custody or be allowed to adopt or foster children," says the study's lead researcher Nanette Gartrell, a psychiatry professor at the University of California, San Francisco. "And, those allegations have made their way into legislation . . . it's important that allegations of abuse can be countered with scientific data."

The findings, published last week in the journal Archives of Sexual Behavior, are part of the U.S. National Longitudinal Lesbian Family Study, now in its 24th year.

The report compares the zero-per-cent abuse rate in lesbian-headed households to the 26 per cent of American adolescents who report being physically abused by a parent or caregiver, and the 8.3 per cent who report sexual abuse.

The latter numbers are taken from the U.S. Office of Juvenile Justice and Delinquency Prevention's National Survey of Children's Exposure to Violence.

Women are generally less likely to initiate violence, Gartrell says, which contributed to the zero rate of abuse in this report.

This information is from the London Abused Women's Centre (LAWC) web site:

November is Woman Abuse Awareness and Prevention Month in the Province of Ontario.

Every woman hs the right to live free from violence and abuse in her home, workplace and community.

You can help make that happen.

The goal of the London Abused Women's Centre's Shine the Light on Woman Abuse campaign is to raise awareness of woman abuse by turning the City of London purple for the month of November.

Purple is a symbol of courage, survival, and honour, and has come to symbolize the fight to end woman abuse. We invite local businesses, schools, churches, and neighbourhoods to decorate their stores, offices, classrooms, places of worship, and homes with purple lights, balloons, streamers, or any other purple supplies.

Q&A about Western Libraries' Borrowing Policies

Here is a link to a page that answers all of your questions about the Western Libraries' borrowing policies!

Education Library's Hours of Opening

Here is a link to the Education Library's HOURS OF OPENING.

Western's Education Library Communicates with YOU!

The Education Library uses this Blog, a Facebook page, a Twitter feed and a Recent News feature on our Education Library home page to communicate with our students.

This article appears in the September 2010 issue of the Journal of School Health (Volume 80, Number 9):


BACKGROUND: Among students, little is known about the physical and social context of eating lunch. The objective of this study was to determine if food intake (including the type of food and beverages and portion sizes) was associated with specific aspects of the physical and social lunch environment (location, with whom lunch was consumed, who prepared the food, and where the food was originally purchased).

METHODS: A total of 1236 participants (males = 659, females = 566) in grades 6 (n = 359), 7 (n = 409), and 8 (n = 463) from southern Ontario, Canada, completed the Food Behavior Questionnaire during the 2005-2006 academic year.

RESULTS: A total of 8159 foods and 2200 beverages were consumed during the lunch meal, which contributed to 552 kcal (SD = 429) or 30% (SD = 16) of total daily energy intake (kcal/day). Higher amounts of energy, meats and alternatives, other foods, fried foods, and pizza were consumed when participants ate in between places or at a restaurant/fast food outlet (compared with at home or school, p < 0.05) and/or when prepared by friends or others (compared with themselves or family members, p < 0.05). A large number of participants (46%) reported consuming sugar-sweetened beverages during lunch, despite a school board-level policy restricting the sales of "junk food," which appears to be brought from home.

CONCLUSIONS: Our findings support schools in policy efforts that restrict fast food access (by leaving school grounds, preventing fast food companies from coming onto school grounds, or restricting sugar-sweetened beverage sales in vending machines) and that eating in between places should be discouraged.

This article appears in a 2010 issue of the Journal of Environmental Education (Volume 41 Issue 4):


Generally speaking, environmental education teaching, research, and practice have been informed by the traditions of western, Euro-centric culture. In this context indigenous perspectives are often marginalized, maligned, and perceived to be unscientific and therefore inferior. This essay adds to the growing body of literature exploring aboriginal indigenous environmental epistemologies and responsible human interactions with the natural environment. The paper provides a Canadian context as it examines the environmental philosophy and attitude of a Canadian First Nations community to the natural environment grounded in the lived experiences of adults, children and elders from the Walpole Island First Nation. We make the argument that while not a panacea, Aboriginal environmental epistemologies hold lessons for teaching environmental stewardship and sustainability behavior in mainstream classrooms.

Author: Lynda Hemming


This research examined how secondary mathematics teachers understood communication in mathematics. Through a series of semi-structured interviews a sample of 12 secondary mathematics teachers from a board in Ontario were asked about their understandings and practices surrounding communication in the context of the implementation of the Ontario Curriculum: Mathematics (Revised) (2005). Participants' teaching experience ranged from 2.5 years to 23 years. The findings suggest that while teachers have a broad understanding of communication of mathematics, they primarily teach and assess communication as mathematical conventions and writing in prose about mathematical ideas. Also, teachere were voal about their desire for knowledge and support with respect to communication in mathematics. The Education Quality and Accountability Office (EAQO), the institution responsible for standardized testing in Ontario, has had a big influence on teachers' practices surrounding communication.

For other Faculty of Education theses, please click HERE and HERE.

Author: Katie Higginbottom


This study used a qualitative research methodology, in the form of a case study, to explore strategies leaders can use to successfully influence others with the purpose of creating measurable change. Influence strategies present during the September 15th 2008 episode of The Oprah Winfrey Show, in which Winfrey successfully influenced millions of views to take action towards helping pass PROTECT Our Children Act, U. S. Senate Bill 1738 are explored. In this study, leadership is understood as a property of the individual and that individual's ability to influence others. Given the rate of change in the ever-advancing global climate forcing organizations to adapt; as well as, the observed benefits organizational change has on employees and the overal organization; an enormous need exists for leaders to become more effective at influencing change. This study offers new insight into strategies which present and aspiring leaders can use to successfully influence others.

For other Faculty of Education theses, please click HERE and HERE.

This article appears in the Fall 2010 issue of the Alberta Journal of Educational Research (Volume 56 Issue 3):


This study explores teacher candidates' understandings of children with special needs and learning disabilities; the effect of a special education course supporting a tutoring practicum; and how curricula can critically deconstruct and disrupt dominant, inequitable notions and practices. Data were collected through initial and end-of-course questionnaires and focus groups that took place after the course and related practica had ended. Theory-practice gaps addressed are transferable to teacher education contexts where the focus is on developing future teachers' understandings of and responses to dis/ability in early childhood education learning environments.

Let's All End Bullying: A Community Discussion

"Let's All End Bullying: A Community Discussion" will be held on Thursday, November 18th, 2010 from 5:30 p.m. to 9:00 p.m at the Thames Valley District School Board (TVDSB) on Dundas Street. Please take part in this important discussion. See you there!

Author: Joel Alan Lopata


This study gave an opportunity for pre-service teachers to voice their beliefs and knowledge about the antecedents to bullying and to victimization. Concept mapping was used to analyze the data. The information yielded from interviews was clustered into themes according to sorting tasks completed by participants. Regarding the antecedents to bully and victimization, pre-service teachers had accurate and inaccurate beliefs, lack of knowledge, and differing beliefs about bullies and victims. Concept maps and accompanying facto rating tables indicated that participants believed important antecedents to bullying include family factors, abuse, instability, and socioeconomic factors, school and academic factors, interpersonal factors and personal factors. Results showed that important antecedents to victimization were social factors, physiological factors, school factors and exceptionalities, and family factors. Results may inform faculty of education and new-teacher program personnel of what knowledge on the antecedents to bullying and victimization pre-service teachers have, and what information about antecedents needs to be taught.

For other Faculty of Education theses, click HERE and HERE

This journal article appears in the October/November/December 2010 issue of Reading Research Quarterly (Volume 45, Number 4):


The purpose of this project was to develop theoretical constructs and instructional design elements related to improving students' ability to learn through writing. The authors used a design experiment approach to develop an instructional model to improve students' ability to use writing as a learning tool. This model, developed by Bereiter and Scardamalia, posits that a dialectic between solving rhetorical problems and solving content problems can transform the writer's knowledge. The framework initially included frequent writing in the content areas, a conception of writing as learning, education in analytic genres (i.e., arguments, explanations), development of intrinsic motivation to write, strategies for the constructive use of sources, evaluation and revision for learning, assessment designed to support self-evaluation, and remediation of mechanics. The two phases of the study focused on argument writing and explanation writing in the content areas, respectively. Each phase included several cycles of (a) implementing the design elements, (b) monitoring students' texts for evidence of the knowledge transforming process, and (c) revising our theory-in-action and modifying the design elements of the framework. In a series of posttest activities, the experimental class showed a significantly greater ability to learn during writing than a comparison class, as well as significantly greater argument genre knowledge, explanation genre knowledge, and explanation text quality.

Open Access Workshop - Thursday November 18, 2010

The library will offer an open access workshop:
Date: Thursday, Nov. 18, 2010
Time: 2:00 pm - 3:00 pm
Location: Electronic Instruction Room, The D. B. Weldon Library (on main campus)

Information about the Workshop:

It aims to help participants learn how to ensure that their published research will be freely available online. The workshop also provides an opportunity for a discussion of issues related to open access publishing.

This workshop is open to the whole university community.

Advance registration is required. The registration form is available HERE.

See you there!

Western's Education Library Communicates with YOU!

The Education Library uses this Blog, a Facebook page, a Twitter feed and a Recent News feature on our Education Library home page to communicate with our students.

Scholars Portal Software Upgrade and "Get It @ Western" Option

Overnight the Scholars Portal staff in Toronto upgraded the software that provides the e-journal list and the "Get it @ Western" service in all of our Western Libraries' databases.

The information about what journals we have access to has all been migrated successfully.

But, some of our customizations did not survive the change, so the "Get it @ Western" button looks different in databases right now, and the "Get it @ Western" menu has a strange header. So,

We have contacted Scholars Portal and we are working with them to get these issues resolved as quickly as possible.

And, I Quote...

"Students relied on librarians infrequently, if ever, whether they were conducting research for course work or for personal use. Moreover, students in this yearʼs sample reported using librarians less often than they reported in the 2009 survey results."

Project Information Literacy Progress Report: "Truth Be Told" (Page 8)


One of the findings of a new report "Truth Be Told: How College Students Evaluate and Use Information in the Digital Age":

Evaluating information was often a collaborative process--almost two-thirds of the respondents (61%) reportedly turned to friends and/or family members when they needed help and advice with sorting through and evaluating information for personal use. Nearly half of the students in the sample (49%) frequently asked instructors for assistance with
assessing the quality of sources for course work--far fewer asked librarians (11%) for assistance.

And, I Quote...

"A 32-year-old librarian relates what now seems like a quaint memory from a simpler time. Not that many years ago, while conducting a literature review for her own humanities dissertation, she was able to search and exhaust every information source her campus library had to offer.

But for many of todayʼs undergraduates, the idea of being able to conduct an exhaustive search is inconceivable. Information seems to be as limitless as the universe. And research is one of the most difficult challenges facing students in the digital age."

From a new report: "Truth Be Told: How College Students Evaluate and Use Information in the Digital Age"

NOVEMBER 1, 2010


Abstract: A report about college students and their information-seeking strategies and research difficulties, including findings from 8,353 survey respondents from college students on 25 campuses distributed across the U.S. in spring of 2010, as part of Project Information Literacy.

Respondents reported taking little at face value and were frequent evaluators of Web and library sources used for course work, and to a lesser extent, of Web content for personal use. Most respondents turned to friends and family when asking for help with evaluating information for personal use and instructors when evaluating information for course research.

Respondents reported using a repertoire of research techniques--mostly for writing papers--for completing one research assignment to the next, though few respondents reported using Web 2.0 applications for collaborating on assignments.

Even though most respondents considered themselves adept at finding and evaluating information, especially when it was retrieved from the Web, students reported difficulties getting started with research assignments and determining the nature and scope of what was required of them.

Overall, the findings suggest students use an information-seeking and research strategy driven by efficiency and predictability for managing and controlling all of the information available to them on college campuses, though conducting comprehensive research and learning something new is important to most, along with passing the course and the grade received.

Recommendations are included for how campus-wide stakeholders--faculty, librarians, and higher education administrators--can work together to help inform pedagogies for a new century.

Western Reaches Tentative Deal with Staff Association (UWOSA)

The University of Western Ontario has reached a tentative agreement with its Staff Association (UWOSA). UWOSA - The University of Western Ontario Staff Association represents more than 1000 employees engaged in administrative and technical roles across the university. This includes the five Library Assistants (LA's) here at the Education Library.

The agreement was reached after 18 hours of negotiations with the assistance of a provincially-appointed conciliator. UWOSA's last contract expired on June 30, 2010. The two sides have been meeting since May 28.

Details of the agreement won't be released until after the agreement has been ratified by the union and the Board of Governors.

Western President Amit Chakma says, "Members of UWOSA are essential to the University's operations, and I am delighted a tentative agreement has been reached. I want to express my deepest appreciation to members of both bargaining teams for their hard work over the last several months, and I congratulate them on their efforts."

Remember, remember...

Remember, remember the fifth of November. Why? It's Guy Fawkes Day!

Tentative Agreement Reached with UWOSA (Staff Association)

The University of Western Ontario has reached a tentative agreement with its Staff Association (UWOSA). UWOSA - The University of Western Ontario Staff Association represents more than 1000 employees engaged in administrative and technical roles across the university.

The agreement was reached at about 3:00 this morning after 18 hours of negotiations with the assistance of a provincially-appointed conciliator.

UWOSA's last contract expired on June 30, 2010. The two sides have been meeting since May 28 and UWOSA was in a legal strike position as of 12:01 a.m. Thursday.

Details of the agreement won't be released until after the agreement has been ratified by the union and the Board of Governors.

Western President Amit Chakma says, "Members of UWOSA are essential to the University's operations, and I am delighted a tentative agreement has been reached. I want to express my deepest appreciation to members of both bargaining teams for their hard work over the last several months, and I congratulate them on their efforts."

Western's Education Library Communicates with You!

The Education Library uses this Blog, a Facebook page, a Twitter feed and a Recent News feature on our Education Library home page to communicate with our students.

From Western's web site: Students have been inquiring about access to Western Libraries in the event of a possible labour disruption. The following outlines how services would be impacted:

UWOSA (staff) labour disruption:
Online access to information resources will continue to be offered to students through the library website.

Libraries will also continue to offer study space and in-library services although these will be limited during a UWOSA labour disruption.

Revised hours of operation for each location will be posted on the library website when this information becomes available.

The Education Library uses this Blog, a Facebook page, a Twitter feed and a Recent News feature on our Education Library home page to communicate with our students. Please check any of these sites for more details about library services at the Education Library if a UWOSA (Staff Association) strike begins.

Tenatative Agreement with UWOFA and Talks Continue with UWOSA

Following a tentative agreement with the University of Western Ontario Faculty Association (UWOFA) early yesterday morning, the University continues talks today with its Staff Association (UWOSA) and a provincially-appointed conciliator.

UWOSA represents about 1,000 employees engaged in administrative and technical roles across the University. Although in a legal strike position as of 12:01 a.m. today, the union has not set a strike deadline. Their last contract expired June 30, 2010.

"Day in and day out, members of UWOSA play important roles in helping Western achieve its academic and research mission," says Helen Connell, Western's Associate Vice-President, Communications & Public Affairs. "The bargaining teams are working hard to get an agreement, and we are hopeful one can be reached. However, the needs of our undergraduate and graduate students, and postdoctoral scholars are our priority, and to that end, University-wide and faculty-based contingency planning continues."

While classes will continue in the event of a labour disruption by UWOSA, some services could be affected.

Specific details will be announced if a labour disruption appears imminent.

Specific details about Library services and library hours will be announced if a UWOSA strike begins.

UWOFA (Faculty) Strike Avoided

No UWOFA (Faculty) strike, let's all hope UWOSA (Staff) are also successful in their negotiations.

Orginally reported in a newspaper article last week:

Children growing up with gay or lesbian parents progress through school just about as well as their classmates with straight parents, according to a study believed to be the first large-scale examination of the well-being of children with same-sex parents.

"The difference in outcomes varies only a little bit by family structure. The really important things are parental income and education; the parents' social class is the big determining factor," says Michael Rosenfeld, an associate professor of sociology at Stanford University.

"The question is: what about family structure? The answer seems to be -- at least in the case of same-sex couples -- that it doesn't matter."

Rosenfeld used U.S. census data from 2000, the most recent year for which that type of information is available, to assess how children in different family types fared in school, using their ages and grade levels to figure out how many of them had been left behind a grade.

"When children are living in a chaotic home situation, they're much more likely to not be making progress at school and, therefore, to be held back," Rosenfeld says. "Children's progress through school is actually a reasonable proxy for the health of the home environment."

Western Libraries will host a public lecture on copyright and access to knowledge this week:

Technological Protection Measures in Bill C-32: What Is Their Impact on Access to Knowledge?

Date: Wednesday, Nov. 3, 2010
Time: 2:00 pm - 3:30 pm
Location: Moot Court Room, Faculty of Law Building

Speaker: Dr. Thomas Margoni, Faculty of Law and Department of Computer Science

Dr. Margoni will analyze modifications in Bill C-32 that would most directly affect digital media.

Particular attention will be given to the implementation of the so-called Technological Protection Measures (TPMs) and Rights Management Information (RMI), and how they will affect fair dealing provisions.

He will further analyze whether, beyond the international requirements, Canada (as many other countries) really needs protection for digital locks, which in many cases turns out to be a "private system" of justice.

Contract-based alternatives that favour Access to Knowledge (A2K) and wider dissemination of culture (such as Creative Commons and Free/Libre Open Source Software licences) will be explored.

This lecture is open to all. No registration is required.

Library Services During Possible Upcoming Strikes

From Western's web site: Students have been inquiring about access to Western Libraries in the event of a possible labour disruption. The following outlines how services would be impacted:

UWOFA (faculty) labour disruption:
In the event of a labour disruption by UWOFA, Western Libraries will continue to operate and provide services to students.

UWOSA (staff) labour disruption:
Online access to information resources will continue to be offered to students through the library website.

Libraries will also continue to offer study space and in-library services although these will be limited during a UWOSA labour disruption.

Revised hours of operation for each location will be posted on the library website when this information becomes available.

The Education Library uses this Blog, a Facebook page, a Twitter feed and a Recent News feature on our Education Library home page to communicate with our students. Please check any of these sites for more details about library services at the Education Library during possible upcoming strikes.

Celebrate Media Literacy Week: November 1 - November 5, 2010

The theme for Media Literacy Week 2010, Gender and Media, encourages adults to explore with young people the issues related to gender representation - body image, stereotyping, sexualisation, roles and relationships - as well as how media can be used to provide more realistic and empowering role models for youth.

Media Literacy Week was conceived in 2006 under the name National Media Education Week to promote media literacy as a key component in the education of young people and to encourage the integration and the practice of media education in Canadian homes, schools and communities.

Media are powerful forces in the lives of youth.

Young people are immersed in media, moving beyond geographical and regulatory boundaries as they access, absorb, communicate, create and repurpose media content.

And they're doing this largely without guidance and often without reflection.

To be media literate in this new environment, young people need to develop knowledge, values and a range of critical thinking, communication and information management skills - and media education is an essential tool in helping them acquire these skills.

Media Awareness Network (MNet) and Canadian Teachers' Federation (CTF) are working with an advisory committee, teacher and media education organizations and community groups to develop and promote a wide range of media education resources, professional development programs and youth activities in support of the week.

Education Databases Unavailable This Weekend


Due to maintenance by the vendor, all PROQUEST products will be unavailable to search from 10:00 p.m. Saturday, October 30th until 10 a.m. Sunday October 31. This includes CBCA Education, ERIC, and ProQuest Education Journals.

CADDAC: "2010 Provincial Report Card: ADHD in the School System"

The first ever report card released (October 27, 2010) on how Canada's special education systems recognize, identify and support students with ADHD (attention-deficit/hyperactivity disorder), reveals alarming results.

The report card produced by the Centre for ADHD Advocacy, Canada (CADDAC) looks at the various systems of special education across Canada and evaluates their potential impact on students with ADHD. The report highlights marked inconsistencies from province to province in how students with ADHD are identified, understood and accommodated within Canadian school systems.

From the CADDAC web site:

The Centre for ADHD/ADD Advocacy, Canada (CADDAC) is a national, not-for-profit organization providing leadership in education and advocacy for ADHD organizations and individuals with ADHD across Canada. CADDAC's mandate is to take a national leadership role in networking all organizations, professionals, patients, caregivers and other stakeholders involved in ADHD related issues, and to then support those people through education and advocacy.


To better the lives of those affected by ADHD in Canada by:

* Providing current, scientifically-based ADHD information

* Increasing the awareness, understanding and tolerance of ADHD as a neurological disorder

* Dispelling the myths, misunderstandings and stigma surrounding ADHD

* Advocating to government and decision-makers

This information is from a news release dated October 26, 2010:

While several of Ontario's 20 universities are internationally ranked, pressures on the postsecondary system are palpable. Increased enrollment is jeopardizing the range and quality of programs while a changing labour market demands postsecondary credentials. How can Ontario's universities improve access, quality and international competitiveness while ensuring a system that is both sustainable and accountable?

A new report from the Higher Education Quality Council of Ontario (HEQCO) says universities should set measureable goals based on their strengths, and the provincial government should base new funding on whether those goals are met. The results, according to The Benefits of Greater Differentiation of Ontario's University Sector, would produce a postsecondary system that is more cohesive, more fluid, more sustainable and higher quality.

HEQCO president and CEO Harvey Weingarten, with report co-author and HEQCO research director Fiona Deller, embraced the provincial government's challenge to explore whether a more strongly differentiated set of universities would help improve the overall performance and sustainability of the system, and help Ontario compete internationally. With input from student groups and university and college leaders, the report builds on HEQCO's research and best thinking on the postsecondary sector.

Student-centered and grounded in financial incentives, the report challenges universities to be accountable based on their mission and priorities. "Students should have clearer choices from a larger number of higher quality programs," says Weingarten. "They should have greater clarity on which institutions best serve their career and personal aspirations. They should have more mobility within the college/university system.

"For government, funding universities in areas where they can excel would encourage greater differentiation of the system," says Weingarten. "It's one of the most powerful levers available to achieve the goals of increased system quality, competitiveness, accountability and sustainability. Differentiation would change the way government funds the system. It doesn't necessarily mean more money; it means that money is spent differently."

A cornerstone of the differentiated approach is a comprehensive agreement between each university and the Ontario Ministry of Training, Colleges and Universities, identifying the expectations and accountabilities of each institution including target enrolment and student mix, priority teaching and research programs and areas for future growth and development.

"New funding to an institution would be aligned with its mission" says Weingarten, "and annual progress would be evaluated using an agreed-upon set of performance indicators. Institutional funding would be continued or removed based on progress towards agreed-upon goals and targets."

He notes that the university system is already somewhat differentiated. "In many cases, program specialization is underway on an institutional or regional basis. But we can go further. Each of our 20 universities and 24 colleges has distinct attributes and strengths. We have breadth and depth in the postsecondary system but not all institutions have to look the same. Many other provinces and countries have started down the differentiation road; we need to, as well."

The HEQCO report describes several postsecondary models both within and outside of Canada. The international models were chosen for their innovation in reforming or addressing stagnation in their respective systems (UK, Germany), their historical leadership in differentiated institutional mandates (California), or their relevance to Ontario (New Zealand's attempt to address its geography and the problem of regional diversity).

"We don't propose recreating what they are doing; we have different systems, different demographics and are starting at a different place," says Weingarten. "But we need to adopt the attitude, the mind set."

The Higher Education Quality Council of Ontario is an arm's-length agency of the Government of Ontario dedicated to ensuring the continued improvement of the postsecondary education system in Ontario. The Council was created through the Higher Education Quality Council of Ontario Act, 2005. It is mandated to conduct research, evaluate the postsecondary education system, and provide policy recommendations to the Minister of Training, Colleges and Universities with a view to enhance the quality, access, and accountability of Ontario's higher education system.

Contract Negotiations Update (from Western's web site) - October 26, 2010:

The University of Western Ontario Faculty Association (UWOFA)

UWOFA has established a strike deadline of 12:01 a.m. on November 3. Talks are continuing however, with negotiation meetings scheduled before November 3, including meetings with a provincially-appointed mediator November 1 and 2.

The University of Western Ontario Staff Association (UWOSA)

Negotiations have been continuing and further talks are scheduled for November 1 and 4, the latter with a provincially-appointed conciliator. UWOSA will be in a legal strike position at 12:01 a.m. on November 4.

The potential for labour disruptions is of concern to the entire Western community.
In order to respond to questions people have about how a strike might impact them, Western has developed several "frequently asked question" lists for undergraduate students, graduate students, postdoctoral scholars and faculty and staff. Please see the Western web site for more details.

Members of the campus community can also receive updates via Facebook and Twitter. Please see the Western web site for more details.

We understand and regret the anxiety these negotiations are causing, and commit to continue to work with both UWOFA and UWOSA to reach agreements and limit any disruption for our students and the broader campus community.

There is another opportunity for us to learn about copyright from a different perspective.

You are cordially invited to a public lecture about digital locks and access to knowledge:

Technological Protection Measures in Bill C-32: What Is Their Impact on Access to Knowledge?

Date: Wednesday, Nov. 3, 2010
Time: 2:00 pm - 3:30 pm
Location: Moot Court Room, Faculty of Law Building (on main campus)

Speaker: Dr. Thomas Margoni, Faculty of Law and Department of Computer Science

Dr. Margoni will analyze modifications in Bill C-32 that would most directly affect digital media. Particular attention will be given to the implementation of the so-called Technological Protection Measures (TPMs) and Rights Management Information (RMI), and how they will affect fair dealing provisions. He will further analyze whether, beyond the international requirements, Canada (as many other countries) really needs protection for digital locks, which in many cases turns out to be a "private system" of justice. Contract-based alternatives that favour Access to Knowledge (A2K) and wider dissemination of culture (such as Creative Commons and Free/Libre Open Source Software licences) will be explored.

This lecture is open to all. No registration is required.

**It will be rescheduled in the event of a faculty strike.**

Author: Keith J. Leung


The purpose of this study was to explore the impact of work-related stress among Wilderness Field Instructors. Participants included five field instructors from Northern Ontario and five field instructors from Northern Alabama. All participants were employed by their Wilderness programs at the time of the study. Semi-structured interviews were conducted at each of the two sites. Five themes emerged from the interview data describing the lived experience of working in Wilderness Therapy, along with several recommendations for policy and practice.

For other Faculty of Education theses, click HERE and HERE.

Author: Nicole K. Gall


This thesis examines Alternative Education students' perceptions of the fairness of school discipline. Through a qualitative lens, the students' perceptions were explored according to a number of justice indicators in order to expose evaluations of justice in schools. Specifically, the study was designed to better understand students' perceptions of the fairness of safe school rules, punishments, and rule enforcement practices in schools and to acknowledge differences in students' fairness judgements according to their personal experience with school rule violations. Sixteen student participants were interviewed. The study concludes that the student participants perceived safe school rules, punishments, and rule enforcement practices to be unfair overall in reporting that less justice exists in schools than that which should exist. The student participants also offered anecdotal evidence of perceived injustice in schools exposing school authorities' differential treatment of students as the foremost reason why school discipline is unfair. When the student participants' perceptions were examined accored to their own personal level of school rule violation experience, student participants with more experience than other student participants reported higher evalutions of justice for the following four justice indicators: appropriateness of school rules, appropriateness of punishments, and consistency across the application of school rules. In these instances, a higher degree of school rule violation experienced more positive perceptions of fairness.

For other Faculty of Education theses, click HERE and HERE.

Thesis: Barriers and Coping Among Gay and Lesbian Immigrants to Canada

Author: Cassie Fischer


The study was an investigation of the experiences of gay and lesbian immigrants to Canada, regarding the life barriers face and coping strategies utilized to deal with those barriers. Participants were nine individuals who immigrated to Canada from Europe, Latin America, and the United States of America, and resided in four cities across Canada at the time of the interview. Semi-structured interviews were conducted with participants, and seven themes emerged from the data. The themes included internalized barriers, relationship barriers, socio-political oppression, internal resources, symbolic resources, relationships/connections, and support from receiving environment. The themes were compared with the available literature and examined for similarities and differences. Implications for counselors were reviewed and potential for future research was discussed.

For other Faculty of Education theses, click HERE and HERE.

Author: Rebecca Lianne Cuthbert


This study examined the differences upon intake between children who improved and those who did not improve during a follow-up period that extended two years after their placement in a residential treatment facility. Participants included 201 children (155 males, 46 females) accepted for residential treatment at the Child and Parent Resource Institute (CPRI), a teritiary care facility for children with mental health difficulties. The findings indicate that pretreatment measures of conduct disorder and negative behaviour towards others predict elevated conduct scores at six-months post-discharge. Anxiety and substance abuse predict conduct scores below clinical level at six-month post-discharge. Co-morbid conduct and attention deficit/hyperactivity disorder predict elevated conduct scores at six-months and two years post-discharge. These findings are discussed as they relate to both clinical and policy issues related to seriously emotionally disordered children who are placed in residential treatment.

For other Faculty of Education theses, click HERE and HERE.

The UWO Faculty Association has set a strike deadline of 12:01 a.m. November 3, 2010.

That is the first date on which unionized faculty members at the University of Western Ontario will be in a legal strike position.

The announcement follows the filing of a "No-Board" report by Ministry of Labour Director Reg Pearson, October 17, 2010.

"We still hope a strike will not be necessary," said UWOFA President James Compton. "And we will continue to bargain in good faith to achieve a fair and equitable settlement."

Five negotiation dates are scheduled before the deadline, including November 2, 2010.

More than 1400 full and part-time unionized faculty members have been without a contract since June 30, 2010.

Outstanding issues at the table include: a series of linked articles that would institute "performance management" techniques governing Academic Responsibilities, Conflict of Interest and Conflict of Commitment, Annual Performance Evaluation, Sabbatical Leave, and Discipline. Compensation also remains unresolved.

Western Libraries will be hosting a public lecture on copyright:

Another Look at Bill C-32 and the Access Copyright Tariff: Still Double Trouble for Higher Education

Date: Wednesday, Oct. 27, 2010
Time: 12:30 pm - 1:45 pm
Location: Room 52, Faculty of Law Building (on main campus)
Speaker: Professor Sam Trosow, Faculty of Law and Faculty of Information & Media Studies

Professor Trosow will provide an update on the copyright developments surrounding Bill C-32, the proposed Access Copyright Tariff, and the various responses from the post-secondary education community.

More information about this lecture is available on the Western Libraries' Copyright Lectures web page.

Western Libraries' cordially invites you to attend a panel discussion on digital scholarship:

Date: Tuesday, October 19, 2010

Time: 2:00 pm - 3:15 pm

Location: Room 11, Labatt Health Sciences Building

\Moderator: Joyce Garnett


Dr. Alan MacEachern (Department of History), Director of NiCHE (http://niche-canada.org/)

Dr. Juan Luis Suárez (Department of Modern Languages & Literatures), Director of CulturePlex (http://www.cultureplex.ca/)

The speakers will discuss how they use technologies to open up communication and facilitate collaborations among scholars in different disciplines. They will also talk about the impact of technologies on research practice and scholarship advancement. There will be a moderated discussion between the speakers and the audience after the two presentations.

The University of Western Ontario Staff Association (UWOSA) and the University of Western Ontario Faculty Association (UWOFA) have each requested a no board report from the Ontario Ministry of Labour, which will set a firm date for legal strike.

Read the entire Western News article.

This journal article appeared in the March 2010 issue of the International Journal of Disability, Development and Education (Volume 57, Number 1):


This article analyses the content and legal implementation of the right to education as a human right in Canada. It seeks to expose the extent to which Canadian legislative mechanisms have succeeded in protecting the right to education of students with disabilities by using students with epilepsy as a test case. To that end, the article examines the barriers faced by students with epilepsy in realising their right to education. It explores the content of the right to education in international law so as to provide an ideal against which the legal implementation of the right to education in Canada can be measured. In examining the degree to which legal implementation of the right to education for students with disabilities lives up to the ideals espoused in international law, the article analyses the effectiveness of the legal mechanisms that implement the right to education for students with epilepsy in addressing the three types of barriers faced by these students. The revelation of where students with epilepsy fall through the cracks serves as a reflection of the limits of current legal mechanisms in protecting the right to education for students with disabilities.

Early School Leaving Among Immigrants in Toronto Secondary Schools

This journal article appeared in the May 2010 issue of the Canadian Review of Sociology (Volume 47, Number 2):


While education statistics confirm that there is little difference in the dropout rates of native-born and immigrant youth, analyses of Toronto District School Board (TDSB) data have revealed significant variation in school persistence within immigrant groups. Among newcomer youth, the decision to leave school early has been reported to be strongly influenced by socioeconomic status as well as such factors as country of origin, age at arrival, generational status, family structure, and academic performance. While living in low-income conditions is thought to place both foreign- and Canadian-born youth at risk of poor school performance and early school withdrawal, their substantially higher incidence of poverty suggests that today's immigrant youth are likely to face greater obstacles to academic success that may in turn have detrimental, long-term consequences. This paper uses TDSB data to investigate the extent to which living below the low-income cutoff affects the likelihood of dropping out of secondary school, while taking into account generational status as well as a variety risk factors, noted above. Policy implications are discussed.

This journal article appeared in the July 2010 issue of Computer Assisted Language Learning (CALL) (Volume 23, Number 3):


A substantial amount of literature regarding first language (L1) acquisition has shown that reading for meaning significantly contributes to vocabulary expansion and strongly relates to overall academic success. Research in the English as a Second Language (ESL) context, however, has presented mixed results, in particular for recent immigrant students in North America. This is due to the large gap between their vocabulary knowledge and reading ability and their urgent need to acquire English academic language in order to meet grade requirements in the school. This study investigates ESL students' vocabulary learning outcomes through reading facilitated by a computer-assisted language learning (CALL) program that supports their word recognition ability. It focuses on the differences in their understanding of target words in both their first and second languages (L2) that have rarely been studied. The results from both monolingual and bilingual receptive vocabulary tests show that the students learned more words with access to computer-mediated dictionaries than without; however, the variations in their vocabulary learning in the CALL environment were found to be related to their English skills and conceptual knowledge of target words in their L1. Bilingual vocabulary tests demonstrate great potential, as a more sensitive assessment measure, in accurately evaluating ESL students' vocabulary learning progress, given their atypical language development trajectory which is different from monolingual native English-speaking students.

This article appeared in the July 2010 issue of the Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement (Volume 42, Number 3):


The goal of this study was to explore the role of childcare history as a potential moderating factor in the development of anxiety in early elementary school. Data were drawn from multiple cycles of the National Longitudinal Survey of Children and Youth. At Time 1, the sample included n = 3,100 children aged 4 to 5 years. Based on parent ratings at Time 1, groups of extremely anxious, aggressive, and comorbid children were identified, as well as a comparison group. Parents also reported on children's primary care experiences (e.g., centre-based care, home-based care, no care). Two years later, teachers provided ratings of child anxiety and aggression in elementary school. Results indicated an interaction between early behavioural risk group and childcare type in the prediction of later anxiety. Anxious children who participated in home-based care were significantly less anxious 2 years later than anxious children in the centre-based care or no-care groups. Results are discussed in terms of the importance of the fit between child characteristics and childcare type in the emergence of anxiety in early childhood.

This journal article appeared in the August 2010 issue of Research in the Teaching of English (Volume 45, Number 1):


This study compares and contrasts the selection and distribution of literary texts in the English programs of two diverse secondary schools, one in Massachusetts, USA, the other in Ontario, Canada. Analysis of the departments' curriculum documents, state/provincial curriculum policies, and teacher interviews indicated that at both schools, Eurocentric and Anglo-centric literature dominated the curriculum of advanced courses. Analysis further demonstrated that texts of U.S. origin permeated the curriculum of advanced courses at both the U.S. and Canadian schools. A number of reasons for the similarities in the selection and distribution of literary texts across the two schools are considered, as well as the practical, cultural, and political implications of these curricular patterns. I argue in conclusion for a literature curriculum that reflects the historical and contemporary conditions of the transnational communities to which students belong. Educational stakeholders in local schools, policy makers, and teacher educators may contribute to the development and implementation of such a curriculum.

This journal article appeared in the September 2010 issue of Child and Adolescent Mental Health (Volume 15, Number 3):


Background: The relationship between history of family involvement with child protective services (CPS) and bullying was examined. Method: Data were obtained from 2,516 pupils aged 12-19 in the 2007 Ontario Student Drug Use and Health Survey. The association between self-reported history of family involvement with CPS and bullying was estimated using negative binomial hurdle regression models. Results: Females who reported family CPS involvement were more likely to have bullied and been bullied compared with females without CPS involvement. Among males, family CPS involvement was only significantly associated with bully victimisation. Conclusion: A history of family CPS involvement was a risk factor for bullying victimisation and perpetration. Key Practitioner Message: 1. Bullying in schools is a major concern as youth who report being bullied at school are also likely to report elevated levels of distress. 2. About one-in-six youth in the population reports historical involvement with child protective services. 3. Youth involved with child protective services have an increased risk for being bullied in high school. 4. Females, but not males, who report child protective services involvement have an increased risk to bully their peers at school.

This journal article appeared in the September 2010 issue of Developmental Psychology (Volume 46, Number 5):


In this article we replicate and extend findings from Duncan et al. (2007). The 1st study used Canada-wide data on 1,521 children from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the influence of kindergarten literacy and math skills, mother-reported attention, and mother-reported socioemotional behaviors on 3rd-grade math and reading outcomes. Similar to Duncan et al., (a) math skills were the strongest predictor of later achievement, (b) literacy and attention skills predicted later achievement, and (c) socioemotional behaviors did not significantly predict later school achievement. As part of extending the findings, we incorporated a multiple imputation approach to handle missing predictor variable data. Results paralleled those from the original study in that kindergarten math skills and Peabody Picture Vocabulary Test--Revised scores continued to predict later achievement. However, we also found that kindergarten socioemotional behaviors, specifically hyperactivity/impulsivity, prosocial behavior, and anxiety/depression, were significant predictors of 3rd-grade math and reading. In the 2nd study, we used data from the NLSCY and the Montreal Longitudinal-Experimental Preschool Study (MLEPS), which was included in Duncan et al., to extend previous findings by examining the influence of kindergarten achievement, attention, and socioemotional behaviors on 3rd-grade socioemotional outcomes. Both NLSCY and MLEPS findings indicated that kindergarten math significantly predicted socioemotional behaviors. There were also a number of significant relationships between early and later socioemotional behaviors. Findings support the importance of socioemotional behaviors both as predictors of later school success and as indicators of school success

This journal article appeared in the August 2010 issue of Studying Teacher Education A Journal of Self-Study of Teacher Education Practices (Volume 6, Number 2):


This article describes a collaborative research journey involving nine teacher educators. Their common purpose was to find a research identity in a university department with a strong commitment to the education and training of student teachers but which existed within a university that prided itself on maintaining a reputation for research excellence. The methodology was inextricably linked to the decision to take a journey as a group. The journey, both route and progress, became the focus of our self-study through a number of exchange platforms including collaborative meetings, agendas which embraced equity and social justice, a shared blog space for self-reflection, and engagement with others through partnership conferences. Data were qualitative and focused on the ambitions, frustrations, and achievements of the participants as revealed through personal writing on a blog. Key findings of this study include: (i) the discovery of hurdles, false starts and frustrations that were common to all members of the group but hitherto had remained hidden and private; (ii) the tension between an identity as educator with a sense of responsibility to students and that of an active researcher; and (iii) issues of time and work balance between teaching and researching.

Western Libraries is celebrating by setting up Open Access Information desks at two locations on main campus. These information booths on campus are being set up to raise the Western community's awareness of scholarly publishing issues.

The location of the Information Desks are:

Monday, Oct. 18th: 11:30 am - 1:30 pm at the North Campus Building (NCB) Hallway


Wednesday, Oct. 20th: 11:30 am - 1:30 pm at the Natural Sciences Centre (NSC) (outside Room 145)

The Digital & Scholarly Blog was created for outreach to The University of Western Ontario (UWO) community and to colleagues in higher education. It alerts readers to the latest news about and resources for scholarly publishing and other relevant topics such as author rights, peer review, and publication impact.

If you have any questions about or suggestions for this blog, please feel free to contact Adrian K. Ho, the Scholarly Communication Librarian at UWO.

Celebrate International Open Access Week 2010 (October 18 - 24)

Open Access Week, a global event now entering its fourth year, is an opportunity for the academic and research community to continue to learn about the potential benefits of Open Access, to share what they've learned with colleagues, and to help inspire wider participation in helping to make Open Access a new norm in scholarship and research.

"Open Access" to information - the free, immediate, online access to the results of scholarly research, and the right to use and re-use those results as you need - has the power to transform the way research and scientific inquiry are conducted. It has direct and widespread implications for academia, medicine, science, industry, and for society as a whole.

Open Access (OA) has the potential to maximize research investments, increase the exposure and use of published research, facilitate the ability to conduct research across available literature, and enhance the overall advancement of scholarship.

Research funding agencies, academic institutions, researchers and scientists, teachers, students, and members of the general public are supporting a move towards Open Access in increasing numbers every year. Open Access Week is a key opportunity for all members of the community to take action to keep this momentum moving forward.

This year's Open Access Week (October 18 - 24) will highlight the collaboration and collective action that have heightened the momentum behind Open Access and showcase a broad range of initiatives around the globe.

Participation by hundreds of universities, research facilities, and other sites worldwide will illustrate the depth and breadth of support for Open Access and demonstrate the real impact of unfettered access on advancing discovery across disciplines.

Celebrate International Open Access Week by Attending this Workshop

October 18-24, 2010 is International Open Access Week.

Workshop: Open Up Your Published Research

More and more research funding agencies require funded researchers to make their research findings freely available online to maximize knowledge sharing and help advance scholarship. At the same time, academic authors would like to take advantage of open access to enhance the visibility and accessibility of their publications. How can researchers and authors go about doing that?

This free workshop aims to help participants learn how to ensure that their published research will be openly available online. It also provides an opportunity for a discussion of scholarly publishing issues. Participants are required to register online in advance.

Date: Thursday, October 21, 2010
Time: 11:00 am-12:00 pm
Location: Kellogg Room, Taylor Library (main campus)

Another session of this workshop will be held in November.

Please see the REGISTRATION PAGE for further details.

Western Libraries cordially invites you to attend a panel discussion on digital scholarship:

Date: Tuesday, October 19, 2010
Time: 2:00 pm-3:15 pm
Location: Room 11, Labatt Health Sciences Building

Moderator: Joyce Garnett, University Librarian


Dr. Alan MacEachern (Department of History), Director of NiCHE (http://niche-canada.org/)

Dr. Juan Luis Suárez (Department of Modern Languages & Literatures), Director of CulturePlex (http://www.cultureplex.ca/)

The speakers will discuss how they use technologies to open up communication and facilitate collaboration among scholars in different disciplines. They will also talk about the impact of technologies on research practice and scholarship advancement. There will be a moderated discussion between the speakers and the audience after the two presentations.

This event is organized to celebrate this year's Open Access Week (Oct. 18-24).

Unionized faculty members at The University of Western Ontario have voted overwhelmingly in support of strike action.

A total of 87 per cent of UWOFA's full and part-time members voted in favour of authorizing their union to call a strike. Voter turnout was 57 per cent of eligible faculty. UWOFA has been without a contract since June 30.

Off Campus Access: Proxy Error Message

Due to some recent changes to the Western Libraries' proxy server, some electronic resources may not be accessible to our off-campus users. We apologize for any inconvenience that this might cause. If you would like to assist us to resolve these issues quickly, please report any electronic resource access issues using our feedback form.

The Scholarly Kitchen is a moderated and independent blog. Opinions on the Scholarly Kitchen are those of the authors, not necessarily those held by the Society for Scholarly Publishing.

The Society for Scholarly Publishing established the Scholarly Kitchen blog in February 2008 to:

1. Keep SSP members and interested parties aware of new developments in publishing

2. Point to research reports and projects

3. Interpret the significance of relevant research in a balanced way (or occasionally in a provocative way)

4. Suggest areas that need more input by identifying gaps in knowledge

5. Translate findings from related endeavors (publishing outside STM, online business, user trends)

6. Attract the community of STM information experts interested in these things and give them a place to contribute

New Book: APSAC Handbook on Child Maltreatment (Third Edition)

Offering the most comprehensive exploration of child abuse for emerging scholars and professionals alike.

Covering all aspects of child maltreatment--from prevention to intervention to treatment to the legal system -- this seminal resource brims with the latest research and practical information from leading scholars that both future and current professionals can use.

Key Features

* With approximately 80% new material and a completely reorganized structure, this resource has been thoroughly updated to reflect the newest scholarship

* Some of the most notable experts from social work, medicine, mental health, nursing, law enforcement, and law have contributed to this volume

* The editor and contributing authors deftly incorporate both theory and practical guidance throughout

Themed Journal Issues: Social Justice

Two recent issues of the Journal for Specialists in Group Work are social justice themed issues:

Volume 35, Issue Number 3: Special Issue: Social Justice Issues in Group Work, Part II
Volume 35, Issue Number 2: Special Issue: Social Justice Issues in Group Work, Part I

This journal article appears in the September 2010 issue of Qualitative Inquiry (Volume 16, Number 7):


When used with caution and humility, the cipher, a metaphor central to hip-hop worlds, captures the power of human relationality and the arts in collaborative qualitative research about and for social justice at the beginning of the 21st century. In this article, the author illustrates the potential of this metaphor via a year-long study that involved four K-12 educators and a university-based researcher inquiring into the meanings and implications of education for social justice. The author concludes that more democratic, process-oriented, and creative approaches to qualitative inquiry can transform the individuals involved and, in turn, enhance our commitments to working toward a more equitable society and world.

This article appears in the October 2010 issue of Teaching and Teacher Education: An International Journal of Research and Studies (Volume 26, Number 7):


This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin's notions of dialogue in order to theorize pre-service teachers' identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers' narratives about community-based learning. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events. Implications for teacher education, in terms of the design and pedagogic practices, are presented with the intent of enabling the realization of social justice teacher education.

Ministers of education across Canada are seeking leave to take their legal argument regarding fair-dealing rights for students in Canadian schools to the Supreme Court of Canada.

The Copyright Consortium of the Council of Ministers of Education, Canada (CMEC), is appealing the July decision of the Federal Court of Appeal upholding the Copyright Board of Canada's photocopying tariff for K-12 educational institutions.

The CMEC Copyright Consortium is composed of the ministers of education from all provinces and territories except Quebec.

This journal article appeared in the Spring - Summer 2010 issue of the The School Community Journal (Volume 20, Number 1):


This paper reports on a university/school board collaborative outreach program hosted by a linguistically, culturally, and racially diverse junior school in Toronto, Canada. The program facilitates a forum where the school's families--in conversation with in-service and pre-service teachers, the school's administration, a local university's Faculty of Education, and community agencies--discuss issues the families deem important to their experience of public schooling. In addition to a detailed program overview, I present two tiers of participant feedback on the program, the first tier gleaned from parent surveys and the second tier derived from a series of interviews conducted by parent-researchers. Based on a consideration of the qualitative data emerging from this feedback, I offer three readings of the program: the first reading tells a story of how the program is empowering parents and caregivers and bringing them closer to their children's schooling; the second reading draws four implications that complicate the apparent successes of the program; and the third reading takes shape as a broader epistemic and ethical caution for action-oriented research of this sort.

Male Teacher Shortage: Black Teachers' Perspectives

This journal article, authored by Wayne Martino and Goli M. Rezai-Rashti, appeared in the May 2010 issue of Gender and Education (Volume 22, Number 3):


In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role models. The study concludes that educational policy attempting to address male teacher shortage would benefit from engaging with both analytic frameworks and empirical research that is capable of unravelling the politics of representation and intersectionality as they relate to addressing questions of male teacher shortage in elementary schools.

Online Access to The Curriculum Studies Reader

The problems with online access to The Curriculum Studies Reader have been fixed - please let me know if you are still experiencing access problems to this book.

This text offers a brief but comprehensive overview of qualitative research that balances the practicalities of conducting research and the theory and debates that keep qualitative inquiry vibrant.

What is Diversity? An Inquiry into Preservice Teacher Beliefs

This article appeared in the June 2010 issue of the American Educational Research Journal (Volume 47, Number 2):


The term diversity seems to carry a wide array of definitions. These definitions can affect the ways teachers understand and employ the term as well as the ways in which they approach sociocultural differences in their classrooms. The current study included a survey of preservice teachers' beliefs about various identities associated with terms such as diversity and multicultural in order to better understand what is meant by these terms. Each identity was explored within the context of the classroom, including efficacy for multicultural instruction, sense of responsibility for teaching about diverse people, and sense of advocacy for oppressed groups. The findings suggest preservice teachers hold a limited view of what constitutes diversity, which affects their senses of efficacy, responsibility, and advocacy as individuals and as teachers

Problems with Global Education: Conceptual Contradictions

This article appeared in the Summer 2010 issue of the Alberta Journal of Educational Research (Volume 56, Number 2):


Global education is concerned with social justice and student empowerment. However, an understanding of the word global as merely international and/or intercultural may fail to challenge existing mechanistic and compartmentalized views of knowledge and curriculum. Such a global education limits students' agency and reproduces the very systems it intends to challenge. A holistic understanding of the word global allows for a relational or systems view of the world, mindful of the complex, multiple, and dynamic nature of living systems. It situates the students and their studies in the world and thus offers greater possibilities for action.

Searching a Research Database - It Is Easy To Get Started

If you are working off campus, please type in your UWO Personal Computer Account user name and password (the same ones you use to log into your UWO email account) in the Off Campus Access option on the far left hand side of the Western Libraries' web site.

Click on the option "Databases by Title"

Select one of the databases you want to search.

For example, you may want to search one of these databases CBCA Education (for Canadian information), ERIC or PsychInfo or Proquest Education Journals to get started on your research.

Like the CLASSIC search option of the online catalogue, databases are "keyword friendly".

Keywords and search terms can be combined in a variety of ways to refine your search to get the most relevant journal articles in the most efficient manner.

Use this helpful resource when looking for keywords suggestions:

The Contemporary Thesaurus of Search Terms and Synonyms: A Guide to Natural Language Computer Search (Second Edition). The call number is ZA4060.K58 2000 and this book is found in the lower level STACKS of the Education Library.

You can also search the databases by author's name and by journal title.
This makes searching for your particular research topic much more efficient, and allows for flexible searching for information about your research topic.

We strongly suggest that graduate students book a research consultation appointment with the librarians for a personalized and customized information session about database searching.

An Introduction to Database Searching

The "Browse by Program" pages and an online CLASSIC catalogue search will lead you to some our research databases.

Just as the Education Library buys books and multi-media resources, we also purchase access to the journal articles (and newspaper articles) and these journal articles (and newspaper articles) are contained in the research databases.

You will find a complete list of all of the research databases available you listed under a link called "Databases by Title" on the Western Libraries' web site.

A research database is a collection of scholarly and academic information organized in such a way that a computer program/software can quickly select and combine desired pieces of data.

Databases are "keyword friendly" and it is easy to get started on your research. However, databases also offer options to do complex searching and many sophisticated options are available to assist you through the research process.

We strongly suggest that graduate students book a research consultation appointment with the librarians for a personalized and customized information session about database searching.

Please Note:

Most, but not all, of our journals and journal articles are available in full text through the research databases. At some point in your graduate student career you will find a journal article that only has print (no online) access - this is especially true of "older" journal contents (and sometimes the newly published journal contents).

The Interlibrary Loan (ILL) service supports the research and scholarship needs of the Western community by attempting to borrow materials not owned by Western Libraries or any of its Affiliated University College Libraries (Brescia, Huron, King's) and St. Peter's Seminary.

This Interlibrary Loan (ILL) service is available to all registered faculty, students and staff of The University of Western Ontario and its Affiliated Colleges (Brescia, Huron, King's) and St. Peter's Seminary.

RACER is an online Interlibrary Loan system used to search for material and place requests.

To access RACER you must have an account.

To create your RACER account, you need to register. Please keep in mind when you are registering for the first time that your University ID number is used as your login and your password is created by you.

If you have already registered and set up your RACER account, simply login and fill out the form.

The online catalogue also has many timesaving features and options.

For example, from the "My Library Account" option (at the top of the screen) in the catalogue you can:

SEARCH the catalogue
SAVE catalogue searches (and run these searches again at another time)
VIEW your circulation record (to see if you have any fines or if any books have been RECALLED from you by another person)
RENEW books online (and avoid fines!)
REQUEST books from other libraries on campus
Check the status of your book REQUESTS

My Reading History is an service you choose to activate.

Once this feature is activated you can retain a list of titles of all the materials you sign out. This is an easy and efficient way to keep track of the books and other resources you have checked out.

Your reading history list of titles is kept until you choose to edit or delete. Maintaining and editing the list of titles is at your discretion.

My Reading History can be turned off at any time, and turned back on again when you choose.

Here is a very helpful HELP page (with instructions) about the "My Reading History" service.

Looking for a book by a specific author? Looking for a specific book title? Looking for resources on a specific topic? Looking for journal titles? Looking for any books at particular topic? Do you want to request a book that is available on main campus and have it sent to the Education Library?

If you nodded "yes" to any of the above questions, you want to begin your research by becoming familiar with our "keyword friendly" Online Catalogue.

Our online catalogue is "keyword friendly" and ready to search.

We highly recommend that you click the CLASSIC SEARCH option under the Search Catalogue box.

Using the CLASSIC SEARCH catalogue option will make searching, especially searching for journal titles, much easier, more efficient and save you time.

You may also search the CLASSIC SEARCH catalogue option by keyword, author's last name, title, journal title or call number by simply by choosing one of these options from the convenient drop-down menu.

Education Library's "Browse By Program" Pages - A Great Place to Start!

The Western Libraries (WL) web site has an option called "Browse by Program". You will find it under the Search Program Guides box on the main page of the WL web site.

When you click on this option you will be presented with a list of Western's program offerings.

If you click on Education from this list, you will find three program pages, including a program page created for our Faculty of Education Graduate Students:

• Bachelor and Diploma in Education

• Continuing Teacher Education

• Education Graduate Program

And, I Quote...

"While ideally he'd love to be full-time comedian, Mlekuz realizes life never guarantees what you want. With his knack of speaking in front of people and his love of kids, he sees becoming a teacher as the best of both worlds.

"For me, this (teaching) is the best job because no ones going to see comedians during the day," he says. "And it's such a great audience because they can't walk out on me; they have to sit there. When I tell them their grades depend on them laughing it'll really be interesting."

Anthony Mlekuz - "Western News" profile article - Sept. 16, 2010

People We Know: Anthony Mlekuz

This story appeared in the September 16th 2010 issue of The Western News. The story was written by Paul Mayne:

"Anthony Mlekuz is a self-described dysfunctional intellectual. Not the sort of depiction one would think to toss on a resume, but when your career goal is stand-up comedian, you may want put that at the top of your cover letter.

The Hamilton-born Mlekuz is beginning his first year at The University of Western Ontario, in the Faculty of Education, while also celebrating his first year as a stand-up comic."

We now have access to an online copy of this new book.

Please make sure you log on to the OFF CAMPUS ACCESS first using your UWO user name and password (the same one you use for UWO email).

And, I Quote...

"Everybody is looking for leadership in revision of courses, in re-examination of methods, in serious consideration of actual outcomes or objectives. . . . It is our business to develop ways of finding and sifting out the hopeful variations, and to build an art of teaching English which will be sure and firm in its major lines and yet leave constant room for growth and change to fit the un-guessable future."

Leonard, S. A. (1927). English teaching faces the future. The English Journal, 16(1), 2-9.

The Council of Ministers of Education, Canada (CMEC), released extensive data on Canada's education systems as part of its ongoing commitment to quality education data and research.

The second report in a series begun in 2009, Education Indicators in Canada: An International Perspective, 2010, expands on the data collected for OECD's flagship publication, Education at a Glance, which was released in Paris. CMEC's report facilitates the comparison of education systems in Canada's provinces and territories with those of OECD member countries. The report was developed by CMEC in partnership with Statistics Canada, through the Canadian Education Statistics Council (CESC), and builds on Canada's participation in OECD's work on education indicators while enriching the statistical portrait of Canada's education systems by focusing more closely on provincial and territorial data.

LIKE us on Facebook and FOLLOW us on Twitter

The Education Library now has a Facebook page and a Twitter account.

"Schools say these shoes weren't made for . . . teaching"

It is not very often that I get to post an entry on this blog about education and SHOES!

Here is a London Free Press (Wednesday September 15, 2010) article about the local debate about appropriate and safe footwear for teachers.

Getting Direct Access to the book "The Curriculum Studies Reader"

Here are instructions for getting direct access to the electronic version of the book "The Curriculum Studies Reader":

Start at the Western Libraries web site.

Type in your UWO user name and password in the boxes that say OFF CAMPUS ACCESS.
Please note: This is your UWO email user name and password.

The web site will disappear for a moment and then will re-appear, and you will see the word proxy1 in the url at the top of the screen.

Click on the CLASSIC CATALOGUE link (about mid-page).

Under Classic Search, and from the drop down menu, click on TITLE and type in the title and click on GO.

Please note: You do not need to type THE
Just type: curriculum studies reader

Now, click on the third title:

The curriculum studies reader [electronic resource] / David J. Flinders and Stephen J. ....

You will get a screen that looks like THIS!

About mid-screen you will see the message listed below - click on the title of the book and you are ready to read the electronic version of The Curriculum Studies Reader:

Click on the following links for online access
The curriculum studies reader -- Taylor & Francis e-books

New Book: Nurturing Creativity in the Classroom

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom.

Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity?

This book combines the perspectives of top educators and psychologists to generate practical advice for considering and addressing the challenges of supporting creativity within the classroom.

It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities.

A list of other Education Library books about creativity in the classroom can be found HERE

A list of other Education Library books about creative ability can be found HERE.

New Book: Picturing the Wolf in Children's Literature

From the villainous beast of "Little Red Riding Hood" and "The Three Little Pigs," to the nurturing wolves of Romulus and Remus and Rudyard Kipling's The Jungle Book, the wolf has long been a part of the landscape of children's literature.

Meanwhile, since the 1960s and the popularization of scientific research on these animals, children's books have begun to feature more nuanced views. In Picturing the Wolf in Children's Literature, Mitts-Smith analyzes visual images of the wolf in children's books published in Western Europe and North America from 1500 to the present.

In particular, she considers how wolves are depicted in and across particular works, the values and attitudes that inform these depictions, and how the concept of the wolf has changed over time. What she discovers is that illustrations and photos in works for children impart social, cultural, and scientific information not only about wolves, but also about humans and human behavior.

First encountered in childhood, picture books act as a training ground where the young learn both how to decode the "symbolic" wolf across various contexts and how to make sense of "real" wolves. Mitts-Smith studies sources including myths, legends, fables, folk and fairy tales, fractured tales, fictional stories, and nonfiction, highlighting those instances in which images play a major role, including illustrated anthologies, chapbooks, picture books, and informational books.

This book will be of interest to children's literature scholars, as well as those interested in the figure of the wolf and how it has been informed over time.

New Book: The Cambridge Companion to Children's Literature

Some of the most innovative and spell-binding literature has been written for young people, but only recently has academic study embraced its range and complexity.

This Companion offers a state-of-the-subject survey of English-language children's literature from the seventeenth century to the present.

With discussions ranging from eighteenth-century moral tales to modern fantasies by J. K. Rowling and Philip Pullman, the Companion illuminates acknowledged classics and many more neglected works.

Its unique structure means that equal consideration can be given to both texts and contexts. Some chapters analyse key themes and major genres, including humour, poetry, school stories, and picture books.

Others explore the sociological dimensions of children's literature and the impact of publishing practices.

Written by leading scholars from around the world, this Companion will be essential reading for all students and scholars of children's literature, offering original readings and new research that reflects the latest developments in the field.

Step through Westfield Heritage Village's Gates of Time into a storybook village where historical figures mingle with contemporary children's literary stars on this magical day.

Plan to attend the 2nd Annual Telling Tales Festival in Rockton, Ontario at the Westfield Heritage Village - all ages will find it entertaining and unforgettable.

More than a celebration of stories and storytelling, Telling Tales is an important fundraising event, committed to providing financial assistance to much-needed local (Hamilton and area) literacy programs. "In our first year, we were successful in raising $20,000 for local literacy projects."

Telling Tales takes place on Sunday, September 19, 2010.
10:00 a.m. to 4:00 p.m. Gates open at 9:30 a.m.

Festival admission will again be free!! Donations to literacy will be gratefully accepted.

Western faculty and students have access to a wide array of data for research and teaching purposes through agreements such as the Data Liberation Initiative and the Inter-University Consortium for Political and Social Research.

On Wednesday September 15 from 12:30-1:30 p.m. come join Vince Gray and Elizabeth Hill of the Western Libraries Map and Data Centre to learn more about accessing data at Western using Equinox, , and Statistics Canada's website.

This presentation will take place in the Social Science Centre, Room 5220 with pizza and drinks available from 12:00 noon at SSC Room 5230 (Population Studies Centre).

In addition to the above, the presentation will also describe differences in products offered at available sites and demonstrate access to both microdata and aggregated data products such as Beyond 20/20 files from the 2006 Census.

This presentation is sponsored by PLCS/RDC Statistics and Data Series at Western.

We are very grateful to our colleagues at Queen's University for creating and sharing this education-specific guide to using the APA Style.

The staff of The D. B. Weldon Library on main campus created this APA Help Guide - you will find the examples very useful.

APA Style

The best scientific writing is spare and straightforward. It spotlights the ideas being presented, not the manner of presentation. Manuscript structure, word choice, punctuation, graphics, and references are all chosen to move the idea forward with a minimum of distraction and a maximum of precision.

To achieve this clarity of communication, publishers have developed rules of style. These rules are designed to ensure clear and consistent presentation of written material. Editorial style concerns uniform use of such elements as

* punctuation and abbreviations
* construction of tables
* selection of headings
* citation of references, and
* presentation of statistics

When editors or teachers ask you to write in APA Style, they are referring to the editorial style that many of the social and behavioral sciences have adopted to present written material in the field.

APA Style was first developed 80 years ago by a group of social scientists who wished to establish sound standards of communication. Since that time, it has been adopted by leaders in many fields and has been used by writers around the world.

APA's style rules and guidelines are set out in a reference book called The Publication Manual of the American Psychological Association and the Education Library's copy is located in the RESERVE stacks behind the main Service Desk. Just ask the staff for the APA Manual.

Blogger's Advice: If you are new to the use of this style, do not leave this work until the last minute (for example, the night before a paper is due) because there is a slight learning curve when using the APA Style for the first time.

American Psychological Association (APA)

Based in Washington, DC, the American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With 150,000 members, APA is the largest association of psychologists worldwide. The mission of the APA is to advance the creation, communication and application of psychological knowledge to benefit society and improve people's lives.

Author: Adija Mugabo

Abstract: The purpose of this research was to explore factors associated with mental health serv ice provisions from the perspective of Rwandan professionals.. Rwandan particicpants discussed how culture influenced the therapeutic needs and goals of citizens and how Western-trained professionasl could support the development of local mental health services. An ethnographic study was conducted, which included semi-structured interviews with 10 Rwandan mental health professionals. The transcriptions were analyzed suing a content analysis procedure to identify overarching themes from the data. Theses from the data incldued transitional stage, infrastructure development, emotional secrecy, multidisciplinary work, community integration, speaking outside the society and cultural awareness. These these were compared and contrasted with the available literature. Similarities and differences were noted.

To have a look at more Faculty of Education theses, click HERE and HERE.

Author: Stephanie Batiuk

Abstract: The following research investigates helping professinals' perspective of coping for children who have siblings with cancer. Their perspectives explore what siblings require to cope at the time of diagnosis, treatment and post-treatment of their sibling's cancer. A qualitative approach using semi-structured telephone interviews was used to gather data from helping professionals from across Canada. Using a narrative method five themes were identified as aiding siblings to cope with their sibling's cancer. Support and attention, information, distractions, involvement and outlets for expression were identified. A major finding in this study is that all five coping methods were used at time of diagnosis, treatment and post-tretment. The themes were compared and contrasted with the available literature and implications were noted.

To have a look at more Faculty of Education theses, click HERE and HERE.

New Book: International Handbook of Psychology in Education

"The International Handbook of Psychology in Education" provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of cutting-edge research across a broad spectrum of work within the domain of psychology of education.

The chapters in the handbook are authored by internationally recognised researchers, from across Europe, North America and the Pacific Rim.

As well as covering the latest thinking within established areas of enquiry, the handbook includes chapters on recently emerging, yet important, topics within the field and explicitly considers the inter-relationship between theory and practice.

A strong unifying theme is the volume's emphasis on processes of teaching and learning.

The work discussed in the handbook focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.

Attention Counselling Psychology Students: PsycINFO Database

This research database covers professional and academic literature in the behavioral sciences, mental health, and related disciplines including medicine, psychiatry, nursing, pharmacology, social work, sociology, education, linguistics, management, business, law, social work, and other areas. Coverage is worldwide and includes references and abstracts to over 1300 journals in more than 20 languages, and to book chapters and books in the English language. Over 57,000 references are added annually. Popular literature is excluded.

This valuable resource provides an online collection of video available for the study of social work, psychotherapy, psychology, and psychiatric counseling--400 hours and more than 330 videos on completion. The collection's wealth of video and multiplicity of perspectives allow students and scholars to see, experience, and study counseling in ways never before possible.

The Librarian is reading...

Maxine Greene's "Variations on a Blue Guitar: The Lincoln Center Institute Lectures on Aesthetic Education"

For 25 years, Maxine Greene has been the philosopher-in-residence at the innovative Lincoln Center Institute (LCI) where her work forms the foundation of the Institute's aesthetic education practice. Each summer she addresses teachers from across the country, representing all grade levels, through LCI's intensive professional development sessions. Variations on a Blue Guitar contains a selection of these never-before-published lectures touching on the topics of aesthetic education, imagination and transformation, educational renewal and reform, excellence, standards, and cultural diversity-powerful ideas for today's educators.

Disclaimer: Not all of the books featured in "The Librarian is reading..." category will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

Hello and Welcome from Your Education Librarians

Christena McKillop, Director of the Education Library and Denise Horoky, Research & Instructional Services Librarian welcome, and welcome back all Faculty of Education graduate students. See you at the Orientation Presentations.

QS World University Rankings for 2010

The QS World University Rankings for 2010 are out this morning - have a look.

Journal of Scholarship of Teaching and Learning

Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum.

Blogger's note: An interesting article in the current issue (June 2010, Volume 10, Number 2) ) caught my eye. It is titled "Creating effective student engagement in online courses: What do students find engaging?".

The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education. We accept submissions (in French or English) from academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning.

The Scholarship of Teaching and Learning, Five Years On

This journal article appears in the August- September issue of University Affairs (Volume 51, Number 7).

The article begins:

Five years ago this past spring, about 100 university and college administrators met at University of Toronto at Scarborough for the first national symposium in Canada on the scholarship of teaching and learning, or SOTL. One of the speakers that day was Richard Gale, then senior scholar at the Carnegie Foundation for the Advancement of Teaching in Stanford, California. A highly regarded expert in the field, Dr. Gale explained to attendees what SOTL is, why it's important to academe and what administrators can do to support it in their institutions.

Five years later, Mr. Gale now calls Canada home, having been appointed director this past January of Mount Royal University's Institute for Scholarship of Teaching and Learning. One of his first priorities in his new position was to organize another national symposium to explore how SOTL has progressed in Canada since that first gathering.

Billed as the 2010 Canadian Leadership Forum on Scholarship of Teaching and Learning, the event attracted, again, about 100 senior faculty and administrators to the Mount Royal campus in May.  Opening the proceedings, Dr. Gale noted that most faculty members are interested in tips and techniques to improve their teaching. However, for these efforts to be properly considered as scholarship, they need to be investigated in a methodical way, analyzed, peer-reviewed, disseminated and built upon.

The SOTL concept was launched in 1990 in the seminal work by Carnegie Foundation president Ernest Boyer, Scholarship Reconsidered: Priorities for the Professoriate. In it, he challenged university administrators to embrace and promote this type of scholarship as an important component of faculty work. Dr. Boyer saw this as essential to improving the quality of faculty teaching and student learning.

People We Know: Julie Byrd Clark

Julie Byrd Clark's article, "Making "Wiggle Room" in French as a Second Language/Français langue seconde: Reconfiguring Identity, Language, and Policy" has been recently published in the Canadian Journal of Education (Volume 33, Number 2).

New Book: An Educator's Guide to Special Education Law (Second Edition)

This book provides a complete and comprehensive account of the legal and administrative issues arising from the special education process.

The second edition details changes to the Ontario Human Rights Code and the Education Act and how the changes impact upon educators. It updates case law generated by the courts, the Special Education Tribunal and the Human Rights Tribunal on special education issues.

New chapters include:

* disciplining students with special needs
* the role of the parent advocates
* the accommodation of students with special needs

Everything an educator needs to deal with the complicated regulations and intricate administrative and appeal procedures process is provided, including the new standard for special education plans, the Individual Education Plan, the role of the Canadian Charter of Rights and Freedoms and more.

This information is from the UNESCO web site:

Preparations are well under way for the High-Level Plenary Meeting on the Millennium Development Goals (MDGs) (United Nations, New York, 20-22 September 2010).

The eight goals set worldwide objectives for a wide range of issues from maternal health to combating HIV and AIDS. Although goal two specifically targets universal primary education, UNESCO argues that without education, none of the MDG targets can be reached.

"A quality inclusive education for all is the key to achieving each and every one of the Millennium Development Goals, from reducing poverty to improving health, empowering women and ensuring environmental sustainability," asserts Irina Bokova, UNESCO's Director-General. Ms Bokova is expected to attend the MDG Summit along with some 100 Heads of State and Government as well as leaders from the private sector, foundations and civil society organizations.


And, I Quote...

As UNESCO's Director-General Ms. Irina Bokova stressed in her message for the Day, "Investing in women's literacy carries very high returns: it improves livelihoods, leads to better child and maternal health, and favours girls' access to education. In short newly literate women have a positive ripple effect on all development indicators. This international day aims to mobilize everyone's attention to the urgent need for increased commitment to literacy, especially for girls and women."

From the UNESCO web site:

UNESCO is launching a new Knowledge and Innovations Network for Literacy (KINL) that will enable researchers and practitioners all over the world to link up and share information and best practices.

The network's launch will be a highlight of International Literacy Day celebrations* on 8 September at UNESCO Headquarters in Paris. The annual 2010 International Literacy Prize awards ceremony and a round table on Literacy and Women's Empowerment are the other main events of the Day.

In addition, UNESCO's Director-General Irina Bokova will be in New York to give a keynote address at the international conference "Literacy: an essential foundation for development" at the United Nations. The opening address will be given by former First Lady of the United States Laura Bush, who is Honorary Ambassador for the UN Literacy Decade (UNLD).

"Literacy and women's empowerment" is the theme of International Literacy Day 2010, in line with the UNLD thematic calendar. While women's empowerment is at the core of the global development agenda, girls still account for more than half of the 67.4 million out-of-school children in the world, and two-thirds of the 796 million adult illiterates are female.

Supporting Canadians' literacy and essential skills is a key part of the Government's commitment to creating the best educated, most skilled and most flexible workforce in the world.

The Office of Literacy and Essential Skills also offers skills assessment tools that can help businesses and individuals identify and assess skill strengths and areas that may require upgrading. These tools are available HERE.

And, I Quote...

"Low literacy is a big issue in Canada, with over 40 percent of the working-age population scoring below the minimum level needed to function in a knowledge-based economy," added the Honourable Diane Finley, Minister of Human Resources and Skills Development. "That is an issue our government is addressing, as we take action to prepare our workforce for the jobs of tomorrow."

The Government of Canada Celebrates International Literacy Day

Strong literacy skills are essential to helping Canadians build stronger families and communities, declared the Honourable Diane Finley, Minister of Human Resources and Skills Development, as she marked International Literacy Day.

"Around the world, improving literacy can improve the social, economic and health prospects of individuals and communities," said Minister Finley. "Here at home, it is no different, and our government is proud to help Canadians build the foundational skills that are so vital to building success now and in the future."

Established in 1965 by the United Nations Educational, Scientific and Cultural Organization (UNESCO) International Literacy Day is celebrated on September 8 with the goal of raising awareness about the importance of literacy and essential skills around the world.

The Slow Rise of E-Textbooks

From the CBC News web site:

Students' backpacks could eventually become a whole lot lighter, thanks to the slowly increasing popularity of e-textbooks in Canada and their availability on electronic readers, smartphones and e-tablets.

With the advent of Amazon's e-reader Kindle, the Apple iPad, iPod and iPhone and the Kobo eReader, the potential for e-textbooks to revolutionize higher learning is significant, say analysts. These products have the ability to store hundreds of e-books, allowing students to simply click through material in textbooks without lugging them to class.

Yet while countless fiction and non-fiction books can now be viewed with e-readers, e-textbooks have been slow to make the transition.

And, I Quote...

"In a global economy, it is no longer improvement by national standards alone. The best performing education systems internationally provide the benchmark for success," said OECD Secretary-General Angel Gurría.

"With the worldwide recession continuing to weigh on employment levels, education is an essential investment for responding to the changes in technology and demographics that are re-shaping labour markets."

Governments need to go for world-class quality in their education systems to ensure long-term economic growth, according to the latest edition of the OECD's annual Education at a Glance.

Governments need to go for world-class quality in their education systems to ensure long-term economic growth.

Recent experience demonstrates the value of investing in education. During the economic downturn, young people with low levels of education were hard hit, with unemployment rates for those that had not completed high school rising by almost five percentage points in OECD countries between 2008 and 2009.

OECD's Education and Training Policy Division

"This is a brief introduction to what we do."

Education and Training Policy - Pointers for Policy Development - OECD

Pointers for Policy Development are designed for busy policymakers and others wanting to know the OECD's policy advice on different education and training topics within each of the thematic reviews carried out by the OECD's Education and Training Policy Division.

From the OECD web site:

The Directorate for Education is about to publish updates of two key volumes that give very useful international evidence and trends in an accessible format for education policy makers, administrators, leaders and practitioners.

Education Today 2010: The OECD Perspective presents key findings and policy directions emerging from a wide range of recent OECD education analyses.

Trends Shaping Education 2010 brings together important trends defining the context of education and identifies questions they give rise to for education.

From the newly released Statistics Canada report:

In 2008, 20% of Canadian teenagers aged 15 to 19 were no longer pursuing a formal education. This was higher than the average of 15% across the 31 member countries of the Organisation for Economic Co-operation and Development (OECD). While this OECD proportion was down from 20% in 1998, in Canada, it remained stable at 20%.

Provincially, the proportion of teenagers aged 15 to 19 no longer in school varied from 14% in New Brunswick to 26% in Alberta. The corresponding estimates for the territories ranged from 25% to 34%.

Some provinces appear to be more successful than others in meeting the challenge of integrating young people with relatively low educational attainment into the labour force.

In the Western provinces, there is an association between the relatively high employment rates (around 70%) and relatively high proportions of young people aged 15 to 19 not in education. This association suggests that labour markets with shortages can draw and employ young people regardless of their educational attainment, especially during periods of strong economic growth.

That said, employment and earnings prospects increase strongly with educational attainment. In 2008, the employment rate for Canadians aged 25 to 64 who had not completed high school was 58%, whereas the figure for college and university graduates was 83%.

Graduates from university programs earned considerably more, 75% more on average, than high school or trade/vocational program graduates.

Directed Research Project (DRP): Developing a Culture of Character

Author: Rodney B. Zimmerman

Abstract: Effective education is dependent upon a student feeling safe. As a result, many anti-violence and anti-bullying initiatives have been launched. While important and worthwhile endeavours, they focus on the symptoms of unsafe school environments rather than the causes. This study examines the effectiveness of integreating Character Education withinthe area of literacy through the use of picture books. Picture books are utilized to engage learners in a process in which they discover and strengthen their own value systems throught critical reflection and discussion. As educators, one of our main objectives must be to help our students develop strong moral character, attributes that transcent religion, race, and culture: and speak to what it means to be human. Educators have the ability of create social change necessary to make both our schools and our communities safer.

To see list of other Faculty of Education Directed Research Projects (DRPs), please click HERE.

This journal article appeared in the May 2010 issue of Teaching and Teacher Education (Volume 26, Number 4):

Abstract: In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom.

Character Education, New Media, and Political Spectacle

This article appeared in the May 2010 issue of the Journal of Education Policy (Volume 25, Number 3):

Abstract: Ontario's new Character Development Initiative is analyzed to determine whether it can be characterized as political spectacle.

Examination of official policy texts, media reports, speeches, web pages, webcasts, and events at the Character Development Symposium suggests that the Initiative contains many elements of political spectacle; however, the policy has received little coverage in traditional media.

Media coverage is considered as an essential component of political spectacles. In this case, media coverage is limited to digital media produced by the Ontario government itself.

This raises questions about the implications of new media forms for the theory of political spectacle. I demonstrate that digital media offer new means for bringing political spectacles to citizens and enable governments to have greater control over their content.

Since political spectacles facilitated by traditional media promote the status quo and make critical analysis of public policy difficult, government-produced digital media might put democracy at even greater risk.

Alternatively, government websites post texts that can be analyzed by citizens and used to promote democracy in education. I conclude that the strategic use of language and illusions of democracy, whether brought to citizens through digital or traditional media, are essential components of political spectacle.

This journal article appeared in the May 2010 issue of Research in Drama Education (Volume15, Number 2):

Abstract: This article reports on an impact assessment study, conducted between 2007 and 2009, of the Elementary Teachers' Federation of Ontario's (ETFO) Poverty and Education Project, an intervention which encouraged educators to challenge their assumptions about poverty and explore collaborative opportunities to mitigate the effects of poverty in their schools. A touring theatre production (Danny, King of the Basement), professional development in drama, supporting curriculum documents, and other financial and material resources were provided by the Federation to a selection of schools serving students from economically disadvantaged backgrounds across the province. Our purpose was to understand the impact and sustainability of an applied theatre intervention on a school's ability to address the issue of local poverty effectively. Our findings report on the role that the applied theatre intervention played in effecting change in relationships, initiating dialogue, and deepening understanding of social issues. Our analysis demonstrates that the applied theatre intervention had a positive effect on pedagogical relationships and acted as a catalyst in opening up dialogue between teachers and students, helping both to explore new conceptions of teaching and learning in communities facing economic challenges.

This journal article appeared in the July 2010 issue of Reflective Practice (Volume 11, Number 3):


How do students engage in reflective practice in teaching-learning situations when they have been told that first person writing is not scholarly and that expressions of their thinking are merely opinions? Thinking narratively, three students and a nurse-teacher critically reflect on identity and knowledge construction emergent through the pattern of knowing that is personal. Exemplars from a Knowledge & Inquiry course show that learning and transformation are, at least in part, internal processes that require activities to foster self-awareness for working within relationships. Teachers in diverse disciplines are invited to consider how it matters socially that professional education embraces personal transformation through reflecting on and reconstructing experience

Thesis: The Experience of Help Seeking Among Survivors of Woman Abuse

Author: Jessica Lynn Wilkins


This study explored the relationship between experience with violence, trauma symptoms, and help seeking among a community sample of women. Criterion-referenced sampling was utilized to select two samples of women who reported experiencing violence enrolled in an adult education program in a large metropolitan city. Participants reported the level and frequency of violence they had experienced in an intimate relationship, completed the Trauman Symptoms Checklist (TSC-33: Briere & Runtz, 1989), and a researcher-designed help seeking checklist. The results of this study indicate a relationship between women's reported experience with violence and help seeking. Women who reported experiencing more severe and frequent violence reported accessing a greater number of resources. It is hoped that information gathered in this study can be used to increase our understanding of women's experience in help seeking, and help reduce barriers for women accessing support following the experience abuse in an educational context.

To find other Faculty of Education theses listed in our online catalogue, please click HERE and HERE.

Author: Erin K. King-Brown


Relationships between trauma symptoms and coping responses were examined in a community sample of women who had experienced violence. The women in the current study were all participating in an alternative adult education program for survivors of women abuse. Levels of trauma symptoms were found to be associated with particular forms of coping strategies used by the women. Specifically, participants reporting higher levels of trauman sypmtoms also reported a higher use of escape-avoidance coping. However, more severe symptoms of trauma were not significantly related to lower levels of approach coping responses, as expected. Thus, while participants were experiencing pervasive symptoms of trauma, they were continuing to engage in some forms of positive copies strategies. These findings support previous research that examined the relationship between trauma symptoms and coping, as well as provide a new perspective on how survivors of violence living in the community cope with stress.

To find other Faculty of Education theses listed in our online catalogue, please click HERE and HERE.

This journal article appeared in the March 2010 issue of Child Abuse & Neglect (Volume 34, Number 3):

Abstract: Practitioners may be called upon to assess adults who have alleged child abuse as a minor and are seeking reparations. Such assessments may be used by the courts to determine harm and assess damages related to their claim or testimony. Our clinical/research team has conducted many such evaluations and reported the findings pertaining to the psychological harm stemming from historical abuse in published studies. We use the opportunity provided by this new section on Practical Strategies to describe the role of the assessor, and to provide details concerning our methods for preparing these assessments and reporting the findings for the purpose of civil or criminal actions. Specific recommendations for wording of written reports are provided.

This article appeared in the May 2010 issue of the Journal of Family Violence (Volume 25, Number 4):

Abstratct: The present study investigated effective strategies for engaging abusive men and preventing the reoccurrence or escalation of violence against women. Seventy-three men solicited from a community program for male batterers completed a questionnaire regarding help-seeking behaviors. Of these participants, 12 participated in subsequent focus group discussions. Approximately two-thirds of the participants identified they had sought help regarding the problems in their intimate relationships; however, only half of them actually received help that addressed their violent behaviors. Furthermore, of those participants who received help, only one-quarter found the help to be useful or effective. When reviewing both the questionnaire responses and focus group transcripts, several help-seeking themes emerged from the data including numerous missed opportunities to intervene, men's view of masculinity and help-seeking, and the critical role of developing trust, non-judgmental and confidential counseling relationships. The results have implications for both public education campaigns and training of professionals to address domestic violence issues in male clients.

This journal article appeared in the May-June issue of Aggression and Violent Behavior (Volume 15, Number 3):

Abstract: Although there is an extensive research literature on individual and cultural risk factors for intimate partner violence (IPV), much less is known about the factors that victims and perpetrators of IPV perceive as playing a role in violent events. In part, lack of systematic research on perceived reasons for violence is due to the lack of a clear conceptual model and comprehensive measures of perceived reasons why partner violence occurs. In this paper, we provide a conceptual model for domains of factors influencing IPV and use this model to frame our review of existing research on victims' and perpetrators' explanations for IPV. We discuss differences in explanations for IPV in terms of gender and whether explanations refer to the respondents' own or their partners' use of violence. Our review findings suggest a need for more standardization of measurement and larger representative samples in order to identify more systematically reasons that are perceived by victims and perpetrators to be the most important contributors to IPV. Further research on perceived reasons for IPV also needs to address gender differences as well as differences related to self-partner attributions.

This journal article appeared in the August 2010 issue of International Journal of Pediatric Obesity (Volume 5, Number 4):

Objective: Increasing our understanding of the differences between obesity and overweight status across various geographical areas may have important public health implications. We aimed to explore prevalence and factors (i.e., demographic and lifestyle) associated with overweight and obesity among youth across urban, suburban and rural settings.

Methods: A cross-sectional study used self-reported data collected from students (grades 9-12) attending 76 high schools in Ontario, Canada, as part of the SHAPES-Ontario study (2005-2006). Of the 34 578 eligible students selected to complete the Physical Activity Module in the 76 participating schools, 73.5% (n = 25 416; 50.8% males, 49.2% females) completed the survey. Univariate and multivariate analyses were conducted using body mass index for weight measurement and self-reported data on lifestyle factors, and self-perception of body weight.

Results: The overall prevalence of overweight and obesity was 14.3% and 6.3%, respectively. The prevalence of overweight in urban, suburban and rural areas was 14.6%, 13.8% and 15.1%, respectively, while the prevalence of obesity was 6.3%, 6.0% and 6.7%, respectively, and the difference was significant (χ2 = 16.53, p < 0.05). In the multivariate logistic regression analysis, age, TV watching, level of urbanization and perception of body weight were important predictors of overweight and obesity.

Conclusion: Our understanding of how overweight and obesity rates vary depending on the level of urbanization may help health professionals to either tailor programs to the needs of the individuals living in these different areas or to target existing programs to the contexts where they are most likely to have an impact.

Is Tattling a Bad Word?: How To Help Children Navigate the Playground

This journal article appears in an 2010 issue of Childhood Education (Volume 86, Number 4).

The article begins:

The most often suggested strategy given to children if they are bothered by bullies is to tell their teacher or to get help from an adult (American School Health Association, 2005). Yet when teachers are asked to list their biggest frustration, one of the most frequent responses is - tattling! A major disconnect ensues if children are told to go to teachers for help, yet teachers feel annoyed and irritated when they come to them for support (Gartrell, 2007; National Education Association, 2009). Why is it that teachers are not more receptive and helpful when children come to them with complaints (Charach, Pepler, & Ziegler, 1995)? Why are children often sent away or shamed for tattling (Brewster & Railsback, 2001; Cohn & Canter, 2006; Skiba & Fontanini, 2000)?

Teachers may have to hear tattling many times a day, and thus it can become a time-consuming nuisance. Consequently, teachers tend to minimize the concern and sometimes excuse the person who teases by saying, "Oh, Sammy is just having a rough day. Find someone else to play with." Other teachers feel that it is important for children to "toughen up" in order to deal with life, and that enduring "sticks and stones" is just a part of growing up.

And, I Quote...

At the end of the day, he hopes to get parents, teachers and children talking about what they are learning in mathematics - in a positive manner, and without the generations-old stereotypes - by scripting lyrics that encourage such discussion, including: 'I learned that even numbers/They hide in a rectangle...They play hide-and-seek/Take a look or take a peek/Bet you didn't know that even numbers/Hide in a rectangle.' These songs are often accompanied by exercises that use materials like linking tubes or chocolate bars that reinforce the concepts of performing math ideas to parents. "Young kids love to perform, especially when it's something worth performing," he says.

George Gadanidis

People We Know: Math is no longer the 'Big Bad Wolf'

Who says Little Red Riding Hood has nothing to do with math?

Certainly not George Gadanidis, whose research at The University of Western Ontario reimagines the fairytale classic to make mathematics fun and accessible for both kids and parents alike - while attempting to dismiss the notion math is akin to the 'Big Bad Wolf.'

Read and enjoy the rest of this Western News story.

Optimizing Population Screening of Bullying in School-Aged Children

This journal article appeared in the July 2010 issue of the Journal of School Violence (Volume. 9, Number 3):

Abstract: A two-part screening procedure was used to assess school-age children's experience with bullying. In the first part 16,799 students (8,195 girls, 8,604 boys) in grades 4 to 12 were provided with a definition of bullying and then asked about their experiences using two general questions from the Olweus Bully/Victim Questionnaire (1996). In the second part, students were asked about their experiences with specific types of bullying: physical, verbal, social, and cyber. For each form of bullying, students were provided with several examples of what constituted such behavior. Results indicated that the general screener has good specificity but poor sensitivity, suggesting that the general screening questions were good at classifying noninvolved students but performed less well when identifying true cases of bullying. Accordingly, reports from the World Health Organization, UNICEF, and the United Nations may underestimate the prevalence of bullying among school-aged children world-wide.

Promoting Diversity in Early Child Care Education

This journal article appeared in the July 2010 issue of Early Child Development and Care (Volume 180, Number 6):

Abstract: Preschool-aged children are aware of differences in the race and abilities of the people around them. Given this awareness it is important to promote children's acceptance of diversity in the preschool period. The goals of this study were to assess the extent to which child care centres provide diversity instruction through classroom activities, materials and displays. The extent to which structural quality characteristics (e.g. staff training and education) contribute to diversity-positive classrooms was also examined. Data were collected from 103 preschool classrooms in 64 child care centres serving a population of ethnically diverse families in Toronto, Canada. On average, these classrooms were found to be diversity-positive environments. Hierarchical linear model analyses indicate that utilising a variety of teaching formats, higher salaries, greater supervision and having higher proportions of children who receive a child care subsidy predicted higher scores on a diversity instruction and materials index. This index was largely based on classroom observations. In contrast, lower levels of education and salary predicted staff reports of diversity-promoting activities. These latter counter-intuitive results are interpreted in light of potential self-presentation biases.

This journal article appears in a recent 2010 issue of Violence and Victims (Volume.25, Number 4):

Abstract: While understanding of intimate partner abuse (IPA) in gay and lesbian relationships has increased within the past decade, there remain several gaps in the help-seeking research. In particular, research examining the external barriers to help-seeking encountered by gay and lesbian victims of IPA has been largely atheoretical. To address this gap, an application of The Barriers Model was undertaken. This mixed-methods study surveyed 280 gay, lesbian, and/or queer participants living in Canada. Findings revealed that victims encountered external barriers in the environment (i.e., Layer 1 of the model), such as lack of availability of gay and lesbian specific services. Results also suggested that barriers due to family/socialization/role expectations (i.e., Layer 2 of the model), such as concealment of sexual orientation, had an impact on help-seeking.

This journal article appears in a recent issue of Research in the Teaching of English (Volume 45, Number1):

Abstract: This study compares and contrasts the selection and distribution of literary texts in the English programs of two diverse secondary schools, one in Massachusetts, USA, the other in Ontario, Canada. Analysis of the departments' curriculum documents, state/provincial curriculum policies, and teacher interviews indicated that at both schools, Eurocentric and Anglo-centric literature dominated the curriculum of advanced courses. Analysis further demonstrated that texts of U.S. origin permeated the curriculum of advanced courses at both the U.S. and Canadian schools. A number of reasons for the similarities in the selection and distribution of literary texts across the two schools are considered, as well as the practical, cultural, and political implications of these curricular patterns. I argue in conclusion for a literature curriculum that reflects the historical and contemporary conditions of the transnational communities to which students belong. Educational stakeholders in local schools, policy makers, and teacher educators may contribute to the development and implementation of such a curriculum.

This article appears in the September 2010 issue of the Canadian Journal of School Psychology (Volume 25, Number 3):

Abstract: The Cognitive Proficiency Index (CPI) developed for the most recent Wechsler intelligence scales comprises the working memory and processing speed subtests.

It reflects the proficiency and efficiency of cognitive processing and provides another lens for analyzing children's abilities assessed by the Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV).

This article provides the various tables needed to calculate and use the CPI based on Canadian norms.

This article appears in the September 2010 issue of the Canadian Journal of School Psychology (Volume 25, Number 3):

Abstract: This article reviews qualitative and quantitative studies related to the academic achievement of youth from immigrant Chinese families. Overall, the literature suggests that Chinese Canadian students demonstrate high levels of achievement and that this academic success is associated with factors such as stronger feelings of ethnic identity, better English language skills in the family, Chinese cultural values, parental emphasis on schooling, and access to social networks that support achievement. Barriers to high achievement are created by stress in the home, experiences of peer discrimination, cultural differences in school-related expectations, and obstacles to parental involvement in schooling. Importantly, despite high average levels of achievement, the reviewed literature also highlights the psychological and social struggles that many Chinese youth experience. High achievement for some Chinese Canadian adolescents comes at a cost of other aspects of their well-being. In particular, intense parental expectations for these youth, as well as the extremely high standard set by the "model minority" stereotype of Chinese youth, contribute to students' psychological distress and alienation from parents and peers. Furthermore, the almost exclusive attention to high achievement among Chinese youth ignores those Chinese youth who are not high achievers. Implications are discussed for educational policy and practice related to the schooling of Chinese Canadian youth specifically, as well as youth from families with diverse ethnic backgrounds more generally.

This article appears in the September 2010 issue of the Journal of Adolescent Research (Volume 25, Number 5):

Abstract: In order to extend previous early years humor research into early adolescence, the authors adapted an innovative ecological research method such that at-risk adolescents could be filmed during an entire waking day in their life. Community youth advocates nominated one 15-year-old female and one 14-year-old male as doing well despite adverse circumstances. We examined the types and functions of these youths' humor within their social contexts. Their humor included joking, teasing, physical play, light tones, irony, sarcasm, and mocking/parody. Humor served many socioemotional roles, such as navigating complex socially sensitive topics and situations, and facilitating affiliation with friends and family. Humor assists in traversing challenging social terrain and can serve as a protective factor under risky circumstances.

This journal article appears in the September 2010 issue of the Journal of School Health (Volume 80, Number 9):

BACKGROUND: Among students, little is known about the physical and social context of eating lunch. The objective of this study was to determine if food intake (including the type of food and beverages and portion sizes) was associated with specific aspects of the physical and social lunch environment (location, with whom lunch was consumed, who prepared the food, and where the food was originally purchased).

METHODS: A total of 1236 participants (males = 659, females = 566) in grades 6 (n = 359), 7 (n = 409), and 8 (n = 463) from southern Ontario, Canada, completed the Food Behavior Questionnaire during the 2005-2006 academic year.

RESULTS: A total of 8159 foods and 2200 beverages were consumed during the lunch meal, which contributed to 552 kcal (SD = 429) or 30% (SD = 16) of total daily energy intake (kcal/day). Higher amounts of energy, meats and alternatives, other foods, fried foods, and pizza were consumed when participants ate in between places or at a restaurant/fast food outlet (compared with at home or school, p < 0.05) and/or when prepared by friends or others (compared with themselves or family members, p < 0.05). A large number of participants (46%) reported consuming sugar-sweetened beverages during lunch, despite a school board-level policy restricting the sales of "junk food," which appears to be brought from home.

CONCLUSIONS: Our findings support schools in policy efforts that restrict fast food access (by leaving school grounds, preventing fast food companies from coming onto school grounds, or restricting sugar-sweetened beverage sales in vending machines) and that eating in between places should be discouraged.

This journal article appears in the Journal of Environmental Education (Volume.41, Number.4):

Abstract: Generally speaking, environmental education teaching, research, and practice have been informed by the traditions of western, Euro-centric culture. In this context indigenous perspectives are often marginalized, maligned, and perceived to be unscientific and therefore inferior. This essay adds to the growing body of literature exploring aboriginal indigenous environmental epistemologies and responsible human interactions with the natural environment. The paper provides a Canadian context as it examines the environmental philosophy and attitude of a Canadian First Nations community to the natural environment grounded in the lived experiences of adults, children and elders from the Walpole Island First Nation. We make the argument that while not a panacea, Aboriginal environmental epistemologies hold lessons for teaching environmental stewardship and sustainability behavior in mainstream classrooms.

Now on Summer Hiatus - See you in September!

Now on summer hiatus. Join us again in September. Until then...

Education Library's Use of Social Media is Noticed and Noted

The Education Library's use of social media was noticed and noted in this recently released CARL ABRC Social Media Environmental Scan 2010 (Information from SlideShare):

Interim Report July 2010
A preliminary environmental scan of social media usage in CARL/ABRC libraries

By Amy Ashmore (MLIS Candidate, SLAIS, UBC), Dean Giustini (UBC librarian)

The authors write in their Interim Report:


The purpose of this preliminary environmental scan is to compile a sample of social media usage at twenty nine (29) CARL/ABRC libraries. This scan has been undertaken as a preparatory step to formulating a survey of Canadian academic librarians' attitudes and behaviours of using social media to provide reference, liaison and teaching services in the digital age. This project has met its targets in terms of timelines, and the survey will be conducted as planned in phases as scheduled in the fall of 2010. As you will see, the most common examples of social media used in Canadian academic libraries are blogs, Facebook and Twitter (social networking tools), delicious and Zotero (social bookmarking and citation management tools) and collaborative writing and media sharing sites, GoogleDocs, wikis, YouTube and SlideShare. However, it must be said that there are a number of individual academic libraries and librarians who use other innovative tools and approaches, and we seek to document this in detail in our later work.


The authors examined twenty-nine (29) Canadian academic library websites (CARL/ABRC- member libraries) starting with their main library webpages. We documented the most obvious examples of social media usage visible on those upper level web pages. Websites for academic library branches were also examined, some of which were at different web addresses or lower in library web page hierarchies. Google searches using keywords and delimitors were performed to identify academic librarians' usage patterns. The result is a document that looks at overall use of social media within CARL/ABRC and forms the basis of an environmental scan from which we plan to build a survey to be distributed in the fall of 2010

And, the Education Library is noticed and noted in "Appendix I - Alphabetical Inventory of CARL/ABRC Libraries' Use of Social Media":

28. University of Western Ontario Libraries - http://www.lib.uwo.ca/

Education Library is most active branch in use of social media

• http://www.lib.uwo.ca/blogs/education/

• Facebook account: http://www.facebook.com/pages/London-ON/Education-Library- at-The-University-of-Western-Ontario-London-Ontario/124606290913265? ref=ts&__a=6

•Twitter Account http://twitter.com/uwoeduclibrary

This information is from the publisher's web site:

What's it like for Black male students who are openly gay or "gender non-conforming" to navigate the social geography of urban schools?
In the tradition of critical ethnographies of schooling, Lance T. McCready mobilizes feminist theories of intersectionality to explore the voices of Black gay male students and their teachers in a Northern California comprehensive high school. He analyzes the brave and often hilarious ways students "make space" by challenging conventional notions of Black masculinity and gay identity in educational spaces, such as an African dance program and the Gay-Straight Alliance. McCready challenges the dominance of race-class analyses in the field of urban education that fail to critically account for the relevance of gender and sexuality in school reform. The book will be of interest to anyone seeking to gain a better understanding of the lives of queer youth of color in urban communities. Their experiences open up new ways of viewing the troubles of Black boys and the interventions meant to address those troubles.

The Author: Lance T. McCready is Assistant Professor of Urban Education at the Ontario Institute for Studies in Education at the University of Toronto.

New Book: Routledge Companion to Children's Literature

The Routledge Companion to Children's Literature is a vibrant and authoritative exploration of children's literature in all its manifestations. It features a series of essays written by expert contributors who provide an illuminating examination of why children's literature is the way it is. The Routledge Companion to Children's Literature contains suggestions for further reading throughout plus a helpful timeline and a substantial glossary of key terms and names, both established and more cutting-edge. This is a comprehensive and up-to-date guide to an increasingly complex and popular discipline.

New Book: Adolescent Education: A Reader

This information is from the publisher's web site:

Written by a prominent array of scholars and practitioners, this book elucidates the complexities, contradictions, and confusion surrounding adolescence in American culture and education. For too long, harmful public myths and lies have portrayed teenagers as a principal cause of our nation's social ills. Similar unfair charges have been lodged against America's teachers and schools throughout our history.

This book offers public counterpoints to those simplistic blaming-the-victim arguments. Instead, it traverses a more nuanced and realistic path toward uncovering the developmental, socio-cultural realities faced by today's teenagers. It also provides rich pedagogical strategies, and educational wisdom for allowing adolescents to grow as worthy human beings.

This important and timely book will appeal to preservice teachers, teacher educators, education and social service professionals, policymakers, and all those interested in bettering the lives of adolescents in this uncertain world.

People We Know

Rethy K. Chhem, Kathryn M. Hibbert, and Teresa Van Deven are Guest Editors of the April 2010 (Volume 39, Number 1) issue of Canadian and International Education - a journal of the Comparative and International Society of Canada.

Teresa Van Deven and Kelly Crowley-Thorogood contributed articles to this issue.

New Book: New Directions in Picturebook Research

This information is from the publisher's web site:

In this new collection, children's literature scholars from twelve different countries contribute to the ongoing debate on the importance of picturebook research, focusing on aesthetic and cognitive aspects of picture books. Contributors take interdisciplinary approaches that integrate different disciplines such as literary studies, art history, linguistics, narratology, cognitive psychology, sociology, memory studies, and picture theory. Topics discussed include intervisuality, twist endings, autobiographical narration, and metaliterary awareness in picturebooks. The essays also examine the narrative challenges of first-person narratives, ellipsis, frame breaking, and mindscape as new paradigms in picturebook research. Tying picturebook studies to studies in childhood, multimodality, and literacy, this anthology is representative of the different opportunities for research in this emerging field.

Aimed at teachers, librarians and reader's advisors who serve teens, this is a guide to outstanding reads for GLBT teens, for straight teens with an interest in the subject, and for GLBT friends and family. It provides some 300 fiction and nonfiction suggestions, including poetry, drama, and graphic novels; and organize them according to genre, subgenre and theme. Each entry includes a brief description of the work, a code for the type of characters it includes (G, L, B, T, and Q), indication of reading level, and full bibliographic information. Award-winners and titles that have audio and film versions are indicated. Lists of keywords follow the entries. Resources for further study enhance the volume, making this an indispensable guide.

The Librarian is reading...

...or more accurately, re-reading Brian A. Quinn's 2007 paper "McDonaldization in Cyberspace: Examining Commercial Education Web Sites".

Mr. Quinn's "The McDonaldization of Academic Libraries?" was required reading in my Collections Development for Academic Libraries course when I was teaching at FIMS.

Gifted Child Today

The summer 2010 issue of Gifted Child Today (Volume 33, Number 3) has the following articles that may be of interest to some of our researchers:

The Relationship of Perfectionism to Affective Variables in Gifted and Highly Able Children

Engaging Gifted Boys in New Literacies

A Reflection: Trials in Using Digital Storytelling Effectively with the Gifted

Through Another's Eyes: Gifted Education: Thinking (With Help from Aristotle) About Critical Thinking

Multicultural Issues: Under-representation of Culturally Different Students in Gifted Education: Reflections About Current Problems and Recommendations for the Future

This information is from the publisher's web site:

Academic Writing in a Global Context addresses the issue of the pressure on academics worldwide to produce their work in English in scholarly publishing, and why the growth of the use of academic English matters.

Drawing on an eight year 'text-ethnographic' study of the experiences of fifty scholars working in Europe, this book discusses these questions at both a macro and micro level- through discussions of knowledge evaluation systems on all levels, and analysis of the progress of a text towards publication. In addition to this, case studies of individual scholars in their local institutions and countries are used to illustrate experiences of using English in the academic world.

Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication globally. The authors explore the ways in which the global status attributed to English is impacting on the lives and practices of multilingual scholars working in contexts where English is not the official language of communication and throws into relief the politics surrounding academic publishing.

This book will be of interest to postgraduates and professionals in the fields of World Englishes, language and globalization and English Language Teaching.

This information is from the publisher's web site:

This book provides an authoritative, yet accessible guide to the Philosophy of Education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general "perennial" issues in philosophy and issues of more contemporary concern.

Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on education, providing the basis and reference point for an exploration of contemporary issues.

The handbook is designed primarily to be useful to students studying the field of philosophy of education, in the context of the study of educational foundations or theory. But it is also designed to be of use to practising teachers who wish to gain easy access to current philosophical thinking on particular contemporary educational issues, and to educationalists of all types who want a succinct guide to questions relating to the nature, the history, and the current state of the art of philosophy of education.

People We Know:

Frederick S. Ellett wrote, with David P. Erickson, a chapter called "Motivation and Learning"

New Book: Conducting Research in Educational Contexts

This information is from the publisher's web site:

Anyone embarking on a research project for the first time is likely to be daunted by the research process and the huge array of seemingly impenetrable terminology. This user-friendly yet comprehensive book is divided into three sections. Tehmina Basit carefully guides the reader step-by-step through the entire research process, from getting started and gathering data, to making sense of the data.

Accessible and down-to-earth, Conducting Research in Educational Contexts will prove an invaluable resource for educational researchers everywhere.

This thesis was written by Katrina N. Craig.


In the present study, 160 undergraduate students in a teacher eduction program responded to two questionnaires describing their attitudes, confidence, and definitions of bullying. Respondents rated physical bully as the most serious and cyber bullying as the least serious of the four types. Females perceived bully as more serious and reported less confidence in their ability to intervene effectively in bullying situations as compared to males. They all endorsed that their education had not prepared them to meet the challenge of bully. Results were compared with those of practicing teachers in a previous study. Implications for teachers and counsellors are discussed.

To have a look at more Faculty of Education theses, click HERE and HERE.

This information is from the publisher's web site:

Methodological Advances in Educational Effectiveness Research is an important new work by some of the leading researchers in the field of Educational Effectiveness Research (EER).

The book provides a state of the art snapshot of the methodology of EER now and clearly demonstrates the way it is applied in both research and evaluation. It shows how developments in the research methodology area such as the use of multilevel modelling approaches to analyse nested data have promoted the knowledge-base of educational effectiveness.

But at the same time, as the authors show, the knowledge-base of educational effectiveness and the attempt to establish theoretical models do paradoxically challenge the development of methodologically appropriate studies including ways of analysing data.

Guiding readers though the effective and appropriate use in educational effectiveness of:

* Longitudinal Studies

* Experimental Studies

* Mixed Research Methods

* Meta-analyses of effectiveness studies

* Using IRT to measure outcomes and factors

* Using Generalisability Theory to test the quality of data

* Multilevel Modelling and

* Structural Equation Modelling Techniques

The authors draw in the expertise of scholars from around the world to show the mathematical background of each technique, the current and future applications, and specific examples of applying this orientation to help the readers design their own effectiveness studies using specific methodological tools.

Out-Door Book Drop

The Education Library's out-door "book return box" allows you to conveniently return materials to the library, even after hours.

Monday August 2nd - Education Library is Closed

On Monday August 2nd the Education Library is closed to celebrate our Civic Holiday.

This information is from the publisher's web site:

Qualitative research has seen a surge of growth during the past decade. This is in large part because positivist approaches have not yielded the kinds of results that had been anticipated, and more researchers are seeking alternative perspectives to understand phenomena. The number of researchers using qualitative approaches continues to grow, yet there are few up-to-date guides to assist thinking broadly about qualitative research as a field of inquiry.

Over the decades the range of approaches has increased, which has led to an even greater lack of certainty about how to think about doing qualitative research. In considering key issues while offering practical guidance on how to work within the face of uncertainty, this book will be a valuable resource to this next generation of researchers.

New Approaches to Qualitative Research offers:

* a clear understanding of the range of issues related to researcher stance, the way that researchers position themselves in relation to their subjects, their participants, and their own belief systems, and the way in which they locate themselves across the qualitative paradigm

* an overview of some of the most cutting-edge qualitative techniques in use today: from the exploration of visual texts to the concept of inquiry to synthesis methods, this section lays out the state of the art in methodology

* specific information regarding processes of data analysis, synthesis and interpretation that are employed in these various approaches.

In this book, the authors take the stance that qualitative research is a broad approach that encompasses and even encourages difference and uncertainty, and here at last they provide a route-map to this uncertain but fruitful line of inquiry.

This vital text is ideal for professional researchers, final-year undergraduates and postgraduates in a range of subject areas.

The Librarian is reading...

"Beauty Imagined: A History of the Global Beauty Industry" by Geoffry Jones.

Summary from publisher's web site:

The global beauty business permeates our lives, influencing how we perceive ourselves and what it is to be beautiful. The brands and firms which have shaped this industry, such as Avon, Coty, Estee Lauder, L'Oreal, and Shiseido, have imagined beauty for us.

This book provides the first authoritative history of the global beauty industry from its emergence in the nineteenth century to the present day, exploring how today's global giants grew. It shows how successive generations of entrepreneurs built brands which shaped perceptions of beauty, and the business organizations needed to market them. They democratized access to beauty products, once the privilege of elites, but they also defined the gender and ethnic borders of beauty, and its association with a handful of cities, notably Paris and later New York. The result was a homogenization of beauty ideals throughout the world.

Today globalization is changing the beauty industry again; its impact can be seen in a range of competing strategies. Global brands have swept into China, Russia, and India, but at the same time, these brands are having to respond to a far greater diversity of cultures and lifestyles as new markets are opened up worldwide.

In the twenty first century, beauty is again being re-imagined anew.

Disclaimer: Not all of the books featured in "The Librarian is reading..." category will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

Trust Online: Young Adults' Evaluation of Web Content

This article appeared in the International Journal of Communication - Volume 4 (2010):


Little of the work on online credibility assessment has considered how the information-seeking process figures into the final evaluation of content people encounter. Using unique data about how a diverse group of young adults looks for and evaluates Web content, our paper makes contributions to existing literature by highlighting factors beyond site features in how users assess credibility. We find that the process by which users arrive at a site is an important component of how they judge the final destination. In particular, search context, branding and routines, and a reliance on those in one's networks play important roles in online information-seeking and evaluation. We also discuss that users differ considerably in their skills when it comes to judging online content credibility.


Augmented reality allows the superimposing of computer-generated images over real scenes in real time. This paper describes a project in which an interactive solar system was developed to help middle school students in the sciences understand spatial concepts using augmented reality. The marker-based augmented reality application works by using a camera to read a marker, then calculates the camera position in 3D space, and superimposes the solar system. With a webcam and a laptop, augmented reality application development is highly accessible.

The visualization application research detailed here will be used for formal pedagogical research examining whether students benefit from this method by conducting both pre-event and post-event assessment surveys. The surveys will gather valuable feedback from middle-school science students concerning whether the augmented reality method is effective for teaching and learning. Preliminary feedback from students and educators indicates that this visual teaching method is effective.

More Copyright News: Copyright Reform Bill To Get Review

From cbc.ca:

A ruling by U.S. regulators that allows Americans to break certain digital locks on content and devices may throw a wrench into the Canadian government's plan to reform copyright law.

The Library of Congress, which oversees the Copyright Office, issued a set of exceptions Monday to the Digital Millennium Copyright Act, the U.S. law that in many instances makes it illegal to break digital locks put in place by copyright holders.

Chief among the exceptions were allowances for consumers to unlock their cellphones and to "jailbreak" them, or put whatever software they like onto the devices.

New Adult Education Books

We have just added these two adult education titles to our collection;

Handbook of Adult and Continuing Education - 2010 Edition

Teaching Adult Literacy: Principles and Practices

This journal article appeared in the June 2010 issue of Emotional & Behavioural Difficulties (Volume 15, Number 2).


Elementary teachers often cite challenging student behaviours and classroom management as areas of concern and therefore priorities for professional development.

In this paper, the authors discuss the findings from a two-year research project, Sociocultural Perspectives on Behaviour and Classroom Management (SPBCM). SPBCM examined the social and cultural context of challenging student behaviours in four model inner city schools in Toronto, Canada.

The purpose of SPBCM was to gain a better understanding of elementary teachers' perceptions of challenging student behaviours and the strategies they use to address those behaviours. Fifty teachers in total participated in individual and group interviews.

Results were interpreted using Ronald Heifetz's concept of technical versus adaptive problems of leadership. Extending this theory to the realm of classroom management, the authors aimed to gain a better understanding of whether or not the interventions described were premised on the notion of challenging behaviours as either technical or adaptive problems. According to Heifetz, experts can solve technical problems, whereas the solutions to adaptive problems reside in teachers themselves.

Analysis of interview transcripts revealed that most challenging behaviours were adaptive in nature, as were teachers' strategies for intervening through building trusting relationships with students.

In conclusion, the authors suggest that teachers and administrators who seek to address challenging student behaviours should consider professional development in which experts facilitate teachers' development of context-specific strategies for classroom management, rather than offer solutions.

Engineers Canada, First Nations Partner on Education Initiative

Engineers Canada and the Assembly of First Nations are partnering to increase awareness of and access to careers in engineering for aboriginal youth.

"Engineers Canada believes First Nations youth will enrich the quality of engineering and geosciences services and provide fresh perspectives on the resolution of engineering problems, not only within their own communities but across Canada and around the world," said Zaki Ghavitian, president of Engineers Canada.

The partnership between the two organizations calls for development of educational material and new initiatives to increase the awareness among young people of indigenous origin of career possibilities in the engineering sector and of available existing or future training programs.

According to Human Resources and Skills Development Canada, aboriginal youth between the ages of 15 and 30 are the fastest growing population segment in Canada.

New Book: Indian Residential Schools: Another Picture

In recent years, the Canadian public has heard much about the negative impact of the Indian Residential Schools on the aboriginal peoples of this land. While acknowledging that some students were harmed by the schools, this book shows that these institutions also has a positive side. It examines this other side through the records of both students and staff from (mainly) schools administered by the Anglican Church of Canada.

New Book: Diversity and First Nations Issues in Canada

Diversity and First Nations Issues in Canada is a recent textbook developed for Police Foundations/Law and Security courses by Emond Montgomery Publications.

The goal of the authors was to provide instructors with a basic text that provides information about diversity in Canada and law enforcement. The additional goal of the authors is to provide a text that instructors can utilize for a course about First Nations in a diverse Canada.

The book is divided into two sections in order to accomplish these goals. Section one discusses diversity in Canada; law enforcement in Canada; human rights and freedoms; cultural diversity values, beliefs, and practices; religious diversity; policing with diversity competency; and family violence and mental health issues.

The second part of the text introduces students to basic information about First Nations in seven chapters that describe pre-contact, the contact period, western expansion and treaties, residential schools, socio-economic issues, land rights issues, and the criminal justice system.

The book contains additional resources such as appendices that provide case studies of The Dudley George Story and The Lubicon Cree and other topics.

This journal article appeared in the June 2010 issue of Qualitative Inquiry (Volume 16, Number 5).

Author's Abstract:

This autoethnographic inquiry and resultant performative text examine individual choice in the formation of public and private identities. Central is the significant developmental role that socialization plays in the natural process by which biologically similar organisms establish unique perspectives: identity, specifically, the emergence of a gay identity. Revisiting poignant, liminal moments within the span of four decades of personal memory of a gay-identified male, I explore and prescribe meaning from the curious behaviours undertaken in the interest of trans-normative safety-physical, psychological, emotional, sociocultural, and so on.

This information is from the publisher's web site:

Professional experience is central in teacher preparation. In Teaching and Communicating, your students are equipped with the skills and knowledge needed to make the most of this experience. This user-friendly guide demonstrates how pre-service teachers, supervisors, mentors, and academics involved in school and field placement can be collectively engaged in professional experience contexts that are both dynamic and diverse. It provides opportunities for participants in the professional experience process to consider the complex nature of communication, to develop skills on how communication processes should be enacted, and to consider the broader education community. It also provides your students with practical advice on how to improve assessment by offering ideas about report writing, journal keeping and assignment delivery.

This journal article appeared in the June 2010 issue of School Effectiveness and School Improvement (Volume 21, Number 2).


This article clarifies the reasons underlying educators' cultivation of community involvement in their schools and highlights the role that social capital plays and the benefits of partnering. In this qualitative case study, documents, observations, and 25 interviews with head teachers, teachers, and community partners at 2 Ontario secondary schools were analysed for themes within and across sites. The educators partnered to meet the needs of their students and programs that could not be addressed in the school. Partnering provided material, financial, and social support. The principals obtained district resources unavailable to other schools, and the schools' reputations within the communities were raised. Descriptive findings aim to assist educators and researchers to better understand liaising and to facilitate the effective establishment of school-community partnerships

This information is from the publisher's web site:

Teachers face myriad communication challenges in today's classroom, reflecting the growing diversity of the student body; the ever-increasing number of students; gender issues; and students' learning disabilities. This volume provides a useful framework for helping new and experienced teachers manage the diverse communication challenges they encounter. It also encourages teachers to reflect on how their personal cultures influence their expectations about appropriate classroom communication and ways to demonstrate learning.

This textbook is distinctive in its integration of information from a variety of sources to establish a viewpoint that focuses on the needs of the individual learner.

Drawing on the research in the communication and education disciplines, authors Robert G. Powell and Dana Caseau provide theoretical models and useful strategies for improving instructional practices. They address the ways in which culture influences communication in the classroom, and assist teachers in developing the skills necessary to meet the needs of the students in their classrooms.

Much of the information shared in this text derives from the authors' research and experience in schools and from the experiences of others, including teachers, parents, and children. Their experiences, combined with the cross-disciplinary approach, produce a volume of unique perspectives and considerable insight.

Teachers and scholars in the communication and education disciplines will find this text to be a practical and valuable tool for classroom teaching, and it is appropriate for instructional communication courses in the areas of communication and education.

Social and Psychological Adjustment of Chinese Canadian Children

This article appeared in the July 2010 issue of the International Journal of Behavioral Development (Volume 34, Number 4).


This study examined social and psychological adjustment of immigrant and Canadian-born Chinese children in Canada. Participants included a sample of elementary school children (N = 356, M age = 11 years). Data on social functioning, peer relationships, school-related social competence, perceived self-worth, and loneliness were collected from peer assessments, teacher ratings, and self-reports. The results indicated that immigrant and Canadian-born Chinese children had different experiences of social and psychological adjustment in the school. Among aspects of acculturation, English proficiency and participation in Chinese cultural activities were positively associated with social competence and negatively associated with adjustment problems, particularly in immigrant Chinese children. These results indicate the involvement of contextual factors in children's social functioning and psychological well-being.

And, I Quote...

'"Reading is not solely an exercise to feed one's inner life. Rather, eating the book - not just nibbling at it, or having a little taste here and there, but eating it wholesale - produces a changed person, an empowered person, a different kind of person, and changed people means social and political change, too, not just personal change"
~ Daniel Coleman

The Librarian is reading...

"In Bed with the Word; Reading, Spirituality, and Cultural Politics" by Daniel Coleman.

About the Book:

In his work, Coleman addresses questions such as: When people want to pray, to worship, to marry or bury, why do they reach for a book? What is it about reading that feels like a spiritual posture? What kinds of reading go beyond being private entertainment to produce personal and social change? A work of informal literary essays on the relations between spirituality, reading, and living in the public, social world, In Bed with the Word is a timely project that calls attention to the increased importance of reading as society moves from print-based culture to "screen culture."

About the Author:

Author Daniel Coleman was born and raised in Ethiopia and came to Canada to go to college. After BEd and MA degrees from the University of Regina, and a PhD from the University of Alberta, he went on to teach Canadian and Diasporic literatures in the Department of English at McMaster University. His wide-ranging interests are reflected in other writing projects, including a memoir about his youth (The Scent of Eucalyptus), and a critical exploration of the literary past (Recalling Early Canada: Reading the Political in Literary and Cultural Production).

Disclaimer: Not all of the books featured in "The Librarian is reading..." category will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

Civic Holiday - Monday August 2nd, 2010

The Education Library will be closed on Monday August 2nd to celebrate the Civic holiday.

This information is from the publisher's web site:

In this book, the contributors challenge dominant discourses and practices in the fields of early childhood and middle grades education that are based on the last century's grand developmental theories. The contributors to this book examine the notion of development in their own work by employing various alternative frameworks, including Bakhtinian ideas, Buddhism, cultural psychology, and post-structuralism. Exploring issues related to developmentalism within and across the fields, the contributors invite the reader to participate in the cross-field dialogue which provides new language and perspectives for the education of young children, young adolescents, and teachers in both fields.

This information is from the publisher's web site:

Rethinking Children and Research considers the way people approach research into childhood and children's lives and examines the debates concerning the forms and goals of such research.

Theoretical and practice-based perspectives are discussed in the context of recent key developments in research theory and philosophy of children. Mary Kellett promotes the idea that researchers should listen to the voices and perspectives of children as experts on their own lives, and offers insights and guidance on approaches to research design, implementation and presentation.

Recent debates and developments are considered, including ethics, approaching research with children from a child-rights framework, and rethinking the power dynamic within research relationships with children.

Rethinking Children and Research is essential for studying childhood and undergraduate or postgraduate level, and will be of interest to all involved with research into childhood and children's lives in the areas of education, health and social services.

New Book: RAW (Reading and Writing) New Media

This information is from the publisher's web site:

This volume builds on the first decade of work in new media research within English studies, following (and also breaking from) the longer history of hypertext theory. The book defines new media only in as much as the individual chapters do so, setting the field as materially rich, ever-changing, and remediating itself, and kairotic.

RAW, as its name stands for, focuses on reading and writing practices in new media. In the Reading section, those practices range from close, rhetorical, critical, cultural and posthuman readings of databases, Flash texts, protohypertexts, university Web sites, and the lives of new media themselves. In the Writing section, authors address pedagogical issues including the changes in teaching new media fro 10 years ago, students' identities in online spaces, teachers as first-time composers, and issues of curriculum, access and space design. Overlap between the two sections is obvious and purposeful.

This information is from the publisher's web site:

Poetry as Research develops an approach that allows poetry writing to be used as a research method for exploring questions relating to second language learners and more broadly for studies within the humanities and social sciences. The book investigates the characteristics of poetry writing and situates poetry writing as a qualitative, arts-based, research process. The book utilizes computational linguistics, qualitative, bibliographic, and philosophical methods and investigates the process of writing poetry, the textual and literary characteristics of second language poetry, poetic identity and inquiry. The developed methodology is exemplified through a poetic inquiry of the study abroad experiences of ESL students. The book provides a comprehensive, informed and innovative approach to the investigation of understandings of personal experience. This book should be of interest to the fields of applied linguistics, stylistics, literary studies, creative writing and composition as well as anyone interested in using writing as a research method.

This information is from the publisher's web site:

In this wonderful new volume, Geneva Gay makes a convincing case for using culturally responsive teaching to improve the school performance of underachieving students of color. She combines insights from multicultural education theory, research, and classroom practice to demonstrate that African, Asian, Latino, and Native American students will perform better, on multiple measures of achievement, when teaching is filtered through their own cultural experiences and frames of reference. Key components of culturally responsive teaching discussed include teacher caring, teacher attitudes and expectations, formal and informal multicultural curriculum, culturally informed classroom discourse, and cultural congruity in teaching and learning strategies. The personal stories woven throughout enliven the deeply textured scholarly analysis. This is an excellent resource for anyone who cares about improving and recognizing the factors that shape culturally responsive teaching and learning.

This information is from the publisher's web site:

In Balancing Change and Tradition in Global Education Reform, Rotberg brings together examples of current education reforms in sixteen countries, written by "insiders".

This book goes beyond myths and stereotypes and describes the difficult trade-offs countries make as they attempt to implement reforms in the context of societal and global change. In some countries, reforms are a response to major political or economic shifts; in others, they are motivated by large upsurges in immigration and increased student diversity. Irrespective of the reasons for education reform, all countries face decisions about resource allocation, equality of educational opportunity across diverse populations, access to higher education, student testing and tracking, teacher accountability, school choice, and innovation.

The essays in this volume reveal:

· the policy choices about the school reforms made by countries throughout the world

· the consequences associated with these choices

· the role that societal values, historical antecedents, and political structures play in facilitating or constraining reform

Balancing Change and Tradition in Global Education Reform is an invaluable resource for policymakers, faculty, students, and anyone interested in how decisions made about the education system ultimately affect the quality of education, educational access, and social justice.

People We Know: Ratna Ghosh contributed to this volume:

Ratna Ghosh is Professor of Education at McGill University in Montreal, where she recently completed her term as Dean of the Faculty of Education. She has engaged in research, training and development work in Canada, the United States, Latin America, Asia, and Africa. She has also served as Resident Director and President of the Shastri Indo-Canadian Institute, as an advisor to the Canadian government, and in several positions on the Canadian Human Rights Foundation. Her publications focus on issues of intercultural and international education and gender studies.

This information is from the publisher's web site:

This book examines the use of mixed methods for conducting language and literacy research, defining how and why this approach is successful for solving problems and clarifying issues that researchers encounter.

Using research findings, the authors explore how an intermingling of multiple methods expands the possibilities of observation and interpretation and, ultimately, leads to more robust validity and deeper understanding.

Mixed methods approaches address the challenges of our contemporary language and literacy environment, with its increasing student diversity and technological advances.

This new volume in the NCRLL Collection:

* Builds bridges between quantitative and qualitative research, highlighting the conceptual similarities and offering a practical guide to researchers.

* Presents multiple examples of key concepts and offers an annotated list of studies for further reading.

* Emphasizes the importance of validity in the ever-changing environments in which researchers work.

This information is from the publisher's web site:

The United States of America is a multilingual and multicultural nation made up of people of culturally, economically, religiously, and linguistically diverse backgrounds.

Designed to appeal to all educators, this book was written to help prospective educators address socio-cultural questions, ideas, issues, and curiosities they encounter in multicultural education. Differences in race, ethnicity, culture, religion, social class, and socio-economic status call for comprehensive multicultural education - not only for students, but also for teachers.

Today's pre-service and in-service educators - teachers, administrators, parents, and teacher candidates - need to understand how students of various cultures feel, learn, understand, and behave in elementary and secondary schools as well as how these students adjust and adapt to the mainstream society in the communities where they live.

The information in this book will guide educators in exploring the socio-cultural issues of cultural diversity and multiculturalism.

This information is from the publisher's web site:

There is a substantial body of important work that connects qualitative research and critical pedagogy at the level of teaching. Much of this literature is geared toward assisting teachers in becoming non-paternalistic agents of social change in their own classrooms. However, the connections between research and practice, from a critical pedagogical perspective, are far less frequently commented on at the level of policy. This book therefore seeks to provide educational leaders with a critical pedagogical approach to assess and reflect on their own work. The book is also designed to offer teachers and professors intellectual and practical tools for democratizing the leadership structures to which they are subjected.

Open Access (OA) Workshop - Today - Thursday July 15, 2010

Western Libraries will host a workshop on Open Access (OA). The workshop will address how to ensure that your published research will be openly available online Here are the relevant details:

Date: Thursday, July 15, 2010
Time: 2:00 pm - 3:00 pm
Location: Kellogg Room, Taylor Library (on main campus)

Hope to see you there!

Anne Frank Graphic Novel Released

From CBC News:

A graphic novel based on the diaries of Anne Frank was released Friday in the Netherlands.

The Anne Frank Museum in Amsterdam said it is hoping the format will encourage more youngsters to discover Anne Frank's story.

An English-language version of the graphic novel will be available in North America in September.

Frank is the young Jewish girl whose family spent two years in hiding in Amsterdam as the Nazis occupied the Netherlands. Just 13 when she and her family began living in a secret annex in a factory building, Anne kept a diary of her experience.

Twitter and Facebook Access from the Education Library's Web Site

Twitter and Facebook ICONS have been added to the Education Library's web site for very easy access to these social networking sites.

Visit us on Facebook

The Education Library now has a Facebook page...let us know if you LIKE the content!

The Education Library now has a Twitter Page

The Education Library has a Twitter page...please Follow us!

This article appeared in the May 2010 issue of International Journal of Bilingual Education and Bilingualism (Volume 13, Number 3):


Bilingual children sometimes produce constructions influenced by their other language (cross-linguistic transfer). Transfer can often be predicted by the existence of overlapping and ambiguous constructions in both languages. In this paper, we investigate whether cross-linguistic transfer occurs when overlapping constructions exist, but there are cross-linguistic differences in conceptualization between languages. In Study 1, French--English bilingual and monolingual preschoolers named moving figures. In French, we expected the names to be in the form noun-qui-verb (e.g. vache qui danse; the relative clause is optional) and in English verb-ing-noun (e.g. dancing cow), although alternative, overlapping constructions exist (e.g. vache dansante; cowthat is dancing). The results revealed little evidence of transfer and higher rates of naming the action in English. In Study 2, we found that children were more likely to mention the action in English than in French, but could recall the action when cued. These results are consistent with thinking for speaking, selecting the target language before choosing the specific constructions to use. In order for cross-linguistic transfer to occur, the languages may need to share an underlying linguistic structure, as well as an underlying conceptualization

Prompting in CALL: A Longitudinal Study of Learner Uptake

This article appears in the Summer 2010 issue of the Modern Language Journal (Volume 94, Number 2):


This research presents a longitudinal study of learner uptake in a computer-assisted language learning (CALL) environment. Over the course of 3 semesters, 10 second language learners of German at a Canadian university used an online, parser-based CALL program that, for the purpose of this research, provided 2 different types of feedback of varying degrees of specificity: Metalinguistic explanations (ME) and metalinguistic clues (MC). Results indicate that feedback specificity affects learner uptake in different ways. Cross-sectionally, the study reveals significant differences in learner uptake for the 2 more advanced courses, German 103 and 201, whereas for the introductory course, German 102, no significant difference for the 2 feedback types and their effect on learner uptake was found. Results of the longitudinal data indicate that there is a significant increase in learner uptake from German 102 to 201 for the error-specific feedback (ME), whereas learner uptake for the generic feedback type (MC) varies insignificantly across the 3 courses. Finally, the study shows a significant impact of the 2 feedback types on learner uptake independent of error type (grammar and spelling)

SignMT: An Alternative Language Learning Tool

The article appears in the August 2010 issue of Computers & Education (Volume 55, Number 1):


Learning a second language is very difficult, especially, for the disabled; the disability may be a barrier to learn and to utilize information written in text form. We present the SignMT, Thai sign to Thai machine translation system, which is able to translate from Thai sign language into Thai text. In the translation process, SignMT takes into account the differences between Thai and Thai sign language in terms of both syntax and semantic to ensure the accuracy of translation. SignMT was designed to be not only an automatic interpreter but also a language learning tool. It provides meaning of each word in both text and image forms which is easy to understand by the deaf. The grammar information and the order of the sentence are presented in order to help the deaf in learning Thai, their second language. With SignMT, deaf students are less dependent on a teacher, have more freedom to experiment with their own language, and improve their knowledge and learning skill. In our experiment, SignMT was implemented to translate sentences/phrases which were collected from different sources including textbooks, cartoons, bedtime story, and newspapers. SignMT was tested and evaluated in terms of the translation accuracy and user satisfaction. The evaluation results show that the translation accuracy is acceptable, and it satisfies the users' needs.

Raising a glass in celebration...

..of the 2,000th post on this blog!

This journal article appeared in the June 2010 issue of Education and Information Technologies (Volume 15, Number 2):


In this article, the authors argue that copyright law, conceived of in an "analog" age, yet made stricter in our present Digital Age, actively stifles creativity among today's student creators, both by its bias toward content owners and its legal vagueness. They also illustrate that copyright law is too stringent in protecting intellectual content, because physical and virtual objects have different properties. They conclude with a call to revise copyright for new media content that meets the needs of both content creators and pre-existing media content owners, and that, most importantly, benefits the education of the creative and innovative mind in today's mediacentric classrooms.

On Wednesday July 14th Sam Trosow, Faculty of Law and Faculty of Information and Media Studies, will be providing a special lecture on copyright reform: Bill C-32 and the Access Copyright Tariff: Double Trouble for Educators and Students.

The lecture will take place on main campus from 12:00-1:20 p.m., North Campus Building (NCB) Room 293.

Full details of the lecture, which will focus on recent proposed amendments to the Canadian Copyright Act by the Federal Government are included below -

IIn June the federal government tabled its latest set of proposed amendments to the Canadian Copyright Act. Following a long consultation process, the bill is in some respects a reasonable compromise, and is widely recognized by educators and librarians as much better than its predecessor Bill C-61.

However the bill is fundamentally flawed because of the predominance of its digital locks provisions. These provisions, based on the controversial US Digital Millennium Copyright Act (DMCA), will override many of existing and proposed users rights.

In a related development, Access Copyright has filed a proposed tariff for the post‐secondary education sector with the Copyright Board. This proposal includes not only a drastic increase in costs, which will be passed on to students; but some onerous new reporting requirements which will be burdensome and invasive for instructors. The digital locks provisions in the new Copyright bill together with the Access Copyright proposal spell double trouble for students and academic staff.

Professor Trosow will discuss some of the key provisions of these measures and their implications for teaching, learning and research here at Western and elsewhere.

Today's young people-the Net Generation-have grown up with technology all around them. However, teachers cannot assume that students' familiarity with technology in general transfers successfully to pedagogical settings. This volume examines various technologies and offers concrete advice on how each can be successfully implemented in the second language curriculum.

This information is from the publisher's web site:

Taking a critical, research-oriented perspective, this exploration of the theoretical, empirical, and pedagogical connections between the reading and teaching of young adult (YA) literature and adolescent identity development centers around three key questions:

o Who Are the Teens Reading Young Adult Literature?

o Why Should Teachers Teach Young Adult Literature?

o Why Are Teens Reading Young Adult Literature?

All chapters work simultaneously on two levels: each provides both a critical resource about contemporary young adult (YA) literature that could be used in YA literature classes or workshops and specific practical suggestions about what texts to use and how to teach them effectively in middle and high school classes.

Theorizing, problematizing, and reflecting in new ways on the teaching and reading of young adult literature in middle and secondary school classrooms, this valuable resource for teachers and teacher educators will help them to develop classrooms where students use literature as a means of making sense of themselves, each other, and the world around them.

On Saturday July 10th Proquest, a provider of online research content for Western Libraries, will be undertaking infrastructure maintenance, necessitating an eight-hour downtime for all Proquest products.

As a result Proquest databases (including CBCA Education, ProQuest Education Journals, and ERIC) will be unavailable from 10 p.m. July 10th until 6 a.m. July 11th. During this time it will not be possible to conduct searches or retrieve fulltext content from Proquest databases.

Helpful Searching Tip:

In some cases full-text content available through Proquest may be available through other providers.

To find alternative full-text sources search the title of the journal (for example if you are looking for journal articles in the journal called Reading Teacher) in the Western Libraries Shared Library Catalogue (Classic Search - choose journal title from the drop down menu).

Western Libraries will host another workshop on Open Access (OA) this month. The workshop will address how to ensure that your published research will be openly available online.

Date: Thursday, July 15, 2010
Time: 2:00 pm - 3:00 pm
Location: Kellogg Room, Taylor Library (on main campus)

The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) is a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education. We accept submissions (in French or English) from academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning.

New Book and People We Know: Boys' Bodies: Speaking the Unspoken

Michael Kehler and Michael Atkinson are the editors of this new book.

The chapters in this edited collection examine how the culture of masculinity intersects with issues of health, homophobia, and the suppression and silencing of anxieties about body image among men and boys. Examining the bodily dividends and trade-offs associated with male participation in physical activity is central to understanding how educators in particular might better engage all boys in healthy life practices, not only those privileged by muscularity and physicality. Contributions explore evidence of intimidation and body fears that is largely unheard and unexplored in locker rooms and classrooms. Introducing critical perspectives emerging from current evidence-based international research to shed light on curricular and policy initiatives aimed at producing healthy children, this book will powerfully inform and provoke discussion.

Alberta School Boards Not on the Hook for Upcoming Teacher Raises

From ctv.com:

Education Minister Dave Hancock announced that provincial school boards will not be on the hook for upcoming raises for teachers, and the hundreds of people who lost their jobs recently could be employed again soon.

"I would say almost a 1,000 people will be perhaps getting some phone calls before September 1st with some good news," said Heather Wellwood, president of the Alberta School Boards Association.

Hancock says the province will cover the cost of the three-per cent wage increase promised to Alberta teachers. Originally, school boards were asked to figure out a way to cover the increase, but Hancock reveals the province is allowing the government to step in.

School boards say the initial problem with the raises was that the province didn't account for the cost in the 2010 budget. The education minister suggests school boards may have gone too far in deciding not to renew workers' contracts.

Continue reading.

This journal article appears in the July 2010 issue of Language, Speech, and Hearing Services in Schools (Volume 41, Number 3):


Purpose: This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics.

Method: Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary.

Results: Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish.

Conclusions: Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

This journal article appears in the July 2010 issue of Education & Urban Society (Volume 42, Number 5):


"This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students' agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as space, and time, and a schema of caring, which were created by teachers' practices. They also included roadblocks, such as poor instructional practices, a lack of empathy of students' experiences, and diminished access to the curriculum."

This article appears in the 2010 issue of the Journal of Educational Computing Research (Volume 42, Number 3):


The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights.

The study conducted both cross-sectional and longitudinal analyses to examine the direct and longitudinal effects of three types of computer use: home computer access, computer use for various purposes, and computer use for math.

The study found positive effects of home computer access and computer use for various purposes for English-speaking groups.

It is important to note that computer use for math was associated with a reduced gap in math achievement between native English-speaking and ELL students. In particular, when Hispanic and Asian students frequently used computers for math, they showed high math performances when compared with their English-speaking counterparts.

Information from the publisher's web site:

This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works. Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts.

Specifically, the text addresses:

* action research and how it differs from other forms of research

* the steps involved in developing an action research project

* ways of developing a research focus

* methods of data collection

* approaches to data analysis

* making sense of action research for further classroom action.

Each chapter includes a variety of pedagogical activities:

* Pre-Reading questions ask readers to consider what they already know about the topic

* Reflection Points invite readers to think about/discuss what they have read

* action points ask readers to carry out action-research tasks based on what they have read

* Classroom Voices illustrate aspects of action research from teachers internationally

* Summary Points provide a synopsis of the main points in the chapter

This information is from the publisher's web site:

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum.

Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language.

The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech-language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.

This title is part of the Challenges in Language and Literacy Series.

New Book: Best Practices in ELL Instruction

Information from the publisher's web site:

In this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools.

Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school-home-community partnerships.

Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities.

The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.

Web Site: The Council for Exceptional Children (CEC)

About CEC:

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

Looking for Resources about Learning Disabilities?

Click HERE for a list of resources related to the topic of learning disabilities.

Looking for Special Education Resources?

Click HERE for a list of special education resources available at Western Libraries.

This book documents the experiences of 15 mothers whose children labeled learning disabled attended public schools during the last four decades.

Despite the right of parents to participate in educational decision-making, these mothers describe the challenge of exercising that right.

In candid and compelling narratives, mothers speak to the language of experts, conflicts in shared decision-making, devaluation of "mother knowledge," and the influence of race, class, and gender.

Looking for Resources about Gifted Education?

Click HERE for a list of gifted education resources available at Western Libraries.

Just before recessing for the summer the Canadian Parliament introduced legislation to amend the Copyright Act.

Professor Samuel Trosow of FIMS and the Faculty of Law will deliver a public lecture July 14 on the implications of the bill for the library and scholarly community.

Please consider attending this important presentation.

"Bill C-32 and the Access Copyright Tariff: Double Trouble for Educators and Students," on Wednesday, July 14, 2010, from 12 to 1:20 pm in North Campus Building (NCB) on main campus in Room 293.

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The Education Library now has a Twitter page.

World Cup Fans: The Aesthetic Classroom and the Beautiful Game

This article appears in the Summer 2010 issue of the Journal of Aesthetic Education (Volume 44, Number 2):


This essay explores an analogy: A well-played soccer game has much in common with a well-taught lesson or course.

Aesthetic pedagogy, as conceived by Dewey, Gadamer, and contemporary theorists and practitioners, is set alongside the world's favorite sport, including events from the 2006 World Cup and the autobiography of Pele.

The discussion moves among four focal concepts -- play (including creativity), relationality (in particular, resistance), process or in-betweenness, and the experience of "flow," as researched and described by Mihaly Csikszentmihalyi -- and interweaves soccer, aesethetic and pedagogical theory, and classroom research and narratives.

The latter are drawn from the related fields of language education and English as a Second Language (ESL), chosen not only because it is the author's area of expertise but as a generally underrepresented domain of theorizing within aesthetic pedagogy.

The only Canadian educational psychology textbook of its kind, this innovative introduction connects theory to practice by documenting - through letters, journal entries, and the authors' accompanying commentary - a typical educator's experience teaching students of various ages, grades, nationalities, and abilities.

This groundbreaking approach covers teaching and learning, development, individual variability, and diversity, and brings together classroom management and assessment in a way that is practical, instructive, and accessible.

An authoritative guide for teaching teachers how to teach, Educational Psychology is an ideal resource for beginning teachers, teacher-candidates, and undergraduate students in education programs.

Readership: Faculty of education students studying educational psychology in their second and third years will be the text's primary market. Students taking educational psychology in psychology departments at the second- and third-year level represent a secondary market.


Alan Edmunds (Associate professor in the Faculty of Education at the University of Western Ontario) and Gail Edmunds (ESSO Family Math Program in the Faculty of Education at the University of Western Ontario).

This journal article appeared in the February issue of Topics in Early Childhood Special Education (Volume 29, Number 4).


The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional communication training to reduce the elopement of a preschool student with autism. Intervention development, teacher training, and data collection were conducted at a distance using technology. Results show that the teaching staff was able to implement the intervention with a high degree of fidelity and that elopement was significantly reduced during intervention phases. The authors discuss the implications of using desktop videoconferencing to deliver consultation support, along with future applications in early childhood settings.

New Book: The Digital Diet: Today's Digital Tools in Small Bytes

Explore a menu of today's new digital tools!

Understanding today's online world and relating to the digital generation can be a daunting process for the newcomer. The Digital Diet demonstrates how online technologies can be utilized in today's classroom to foster enjoyable and productive learning.

Offering a tantalizing buffet of various kinds of digital fare, such as blogs, wikis, social networking tools, and podcasts, this concise "diet" allows beginning and experienced users to get a taste of various digital tools at their individual pace.

Using numerous screen shots and compelling examples, the authors explain what each tool is, define critical terminology, discuss why educators might use the tool, and provide guidance for using the tool in teaching.

This resource presents steps for:

* Completing searches and using Del.iciou.us to bookmark favorite sites

* Preparing documents anytime and anywhere

* Communicating with friends and colleagues around the world through Skype

* Developing networks and providing updates through Facebook, Twitter, and blogs

* Sharing and discussing pictures, presentations, or videos through VoiceThread and Flickr

The Digital Diet supplies an entertaining commentary on the basics many of the most popular online tools in use today.

New Book: Teaching Digital Natives: PARTNERING for Real Learning

A new paradigm for teaching and learning in the 21st century!

Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students.

Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which:

* Digitally literate students specialize in content finding, analysis, and presentation via multiple media

* Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality

* Administrators support, organize, and facilitate the process school-wide

* Technology becomes a tool that students use for learning essential skills and "getting things done"

With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.

Students are plugged in, powered up, and connected. Are you?

Digital media presents powerful tools for engaging students in developing critical thinking, collaboration, and other 21st-century skills.

Written for middle and high school teachers, this resource explores the relationship between students and digital media and shows how to design learning opportunities that harness today's technology.

Jessica K. Parker gives teachers a deeper understanding of the dynamic potential for increasing student learning through new technologies. Based on a three-year study of youth and their use of digital media, this teacher-friendly book includes:

* Descriptions of digital tools such as social networking platforms, YouTube, Wikipedia, virtual worlds, digital music, and more

* Vignettes about how young people use digital media

* Sidebars debunking common myths about technology

* Advice for both novice and expert teachers

* Pedagogical implications and practices, including sample activities

Teaching Tech-Savvy Kids shows how to integrate digital media into your classroom and create more engaged, student-centered learning opportunities.

Cyberbullying Research Center

The Cyberbullying Research Center is dedicated to providing up-to-date information about the nature, extent, causes, and consequences of cyberbullying among adolescents. Cyberbullying can be defined as "willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices."

Online Bullies Pull Schools into the Fray

The girl's parents, wild with outrage and fear, showed the principal the text messages: a dozen shocking, sexually explicit threats, sent to their daughter the previous Saturday night from the cellphone of a 12-year-old boy. Both children were sixth graders at Benjamin Franklin Middle School in Ridgewood, N.J.

Punish him, insisted the parents.

"I said, 'This occurred out of school, on a weekend,' " recalled the principal, Tony Orsini. "We can't discipline him."

Had they contacted the boy's family, he asked.

Too awkward, they replied. The fathers coach sports together.

What about the police, Orsini asked.

A criminal investigation would be protracted, the parents had decided, its outcome uncertain. They wanted immediate action.

They pleaded: "Help us."


Please Support Knowledge Ontario (KO) - June 2010

From an email message from Ruth Hall - President Ontario School Library Association (OSLA):

I am writing to echo and to impress upon you the urgency, even at this very busy time of year, of responding to the message you will have received from Knowledge Ontario (KO) School Sector Rep, and former OSLA President, Lisa Weaver (see Blog entry below)

This is an urgent situation, requiring your support to bring the crisis (re: funding of Knowledge Ontario (KO) resources) to the attention of your fellow teachers, librarians, students, parents, principal, Director of Education, school board trustee, member of parliament and the Ministry.

The termination of funding for Knowledge Ontario will create significant economic hardship within all of our school boards resulting in a very real loss of support for students and for educators.

Knowledge Ontario supports the needs of 21st century learners, providing digital resources and tools available to all school in Ontario.

It has created unprecedented equity of access to rural and small boards for whom such resources would be otherwise unaffordable.

Knowledge Ontario, supports the Ministry of Education's stated mandates to meet the needs of:

* French language learners, providing some of the only access to French language news and magazine sources

* ESL students, providing content translated into many languages

* Special education students benefiting from assistive technologies such as text-to-speech access (including the capacity to download content into MP3 format)

* E-learners learning in an exclusively on-line environment

* all students and teachers seeking reliable, relevant Canadian content

* all students seeking teacher support, through its Ask Ontario service, where students receive online homework support, outside of regular school hours

* all teachers and students seeking to use technology provided on a province-wide basis through OSAPAC, by aligning online tutorials with OSAPAC licensed software

* all teachers and students providing access to digital archive space for knowledge creation, preservation and sharing

The impact to individual school boards, will result in a significant loss of purchasing power.

Individual boards will not be able to negotiate the same discount rates, resulting in greater costs to receive a greatly diminished service.

This model favours urban, large school boards over small and rural systems.

I know this is a busy time of year but your support can make a difference. If you would like further information please contact Ruth Hall (hallruth@gmail.com) or Lisa Weaver (Lisa.Weaver@tdsb.on.ca)

Status Update on Knowledge Ontario Funding: June 2010

On June 2, the Ministry of Tourism and Culture announced $2 million in funding for electronic resources but directed it to one sector only: Ontario public libraries, to be administered through the Southern Ontario Library Service and Ontario Library Service - North.

Knowledge Ontario (KO) was advised that it will not receive additional funding from the Ministry of Culture.

Knowledge Ontario (KO) had sought stabilization funding of $4.1 million to sustain the current level of licensed databases, as well as allowing other projects to continue at currently committed levels.

An assessment of what this could mean for Ontario's School Libraries is below.

Implications for K-12 Schools

More than 85% of school boards in Ontario currently use Knowledge Ontario(KO) services, with the licensed databases in particular being heavily used by many boards.

KO's cross-sector collaboration creates enormous leverage for sharing resources and creating centres of excellence across school boards and all library and learning resource centres.

Knowledge Ontario makes critical contributions in three key areas: 21st century learning skills for students, PLN/professional development for teachers, and provision of enriched content for ICT in schools. K-12 teachers, students and parents all benefit from 24/7 access to digital learning tools and resources.

Themed Journal Issue and People We Know

The Spring 2010 issue of The Journal of Educational Thought is a themed issue: "Perspectives - The Road to Tenure"

People We Know:

Kathryn M. Hibbert, Rosamund Stooke, Katina Pollock, Immaculate Namukasa, Farahnaz Faez, and Julia O'Sullivan contribute to this journal with their article "The "Ten-Year Road": Joys and Challenges on the Road to Tenure"

Education Library is closed on Thursday July 1st, 2010

The Education Library is closed on Thursday July 1st, 2010 to celebrate Canada Day!

This journal article appears in the June 2010 issue of Teachers and Teaching: Theory and Practice (Volume 16, Number 3):


Our paper, and the inquiry from which it emerges, is situated in world-wide concern to increase the numbers of Aboriginal teachers in schools. In Canada, the population of Aboriginal young people is rapidly increasing. Yet, at the same time, the gap between the attainment of a university credential in Aboriginal and non-Aboriginal populations is widening. Set against this background and these urgencies, our paper focuses on an experience resonating across the lives of six Aboriginal teachers in Canada of being excluded or silenced by dominant historical, institutional, and social narratives positioning them as not "real" teachers. As we inquire into these experiences in each teacher's life, we pay attention to the responsibilities revealed in each teacher's story. These responsibilities become visible by attending to intergenerational narrative reverberations, reverberations that maintain the historic narrative of colonization imposed on Aboriginal people and, reverberations poised to counter, to interrupt this dominant narrative, seeking to heal, to support and to sustain current and future generations of Aboriginal teachers as they compose their lives inside and outside of schools and universities.
As part of the Obama Administration's Open Government Initiative, the U.S. Department of Education today launched Data.ed.gov, which will ultimately serve as a one-stop shop for education data and allow practitioners, researchers, and the public to access data that can inform their work in classrooms and communities across America.

The Department plans to make the grant-making process more transparent to the public through this website by providing substantial amounts of easily accessible data about applications, applicants and their partners, while still protecting privacy and proprietary information.

The first competitive grant program featured on the website is the Investing in Innovation Fund (i3), which received nearly 1,700 applications last month. The public can now view detailed information on all i3 applicants, as well as run customized reports and summary analysis on subsets of applicants. The i3 applicant data reflects the information that the Department received from applicants; it has not been reviewed for eligibility or otherwise modified by the Department. Because this is a pilot effort, the Department welcomes feedback on the site and looks forward to improving it over time.

"The public has the right to know more about the efforts we consider funding, what programs and projects we do fund, and what outcomes we are achieving with those efforts," said Secretary Arne Duncan. "Data.ed.gov extends our commitment to transparency and provides additional tools that allow the public to analyze ED's investments."

From a U. S. Department of Education Press Release dated June 16, 2010:

U.S. Secretary of Education Arne Duncan today issued the following statement on the Institute of Education Sciences' (IES) new Reading for Understanding Research Network:

"Today's $100 million investment in reading research addresses a well-known challenge facing schools across the country. It's not enough to teach students how to read. We need to teach students to understand what they're reading. This project will bring together the best minds in the country -- from researchers working in with collaboration with practitioners -- to find solutions that will improve reading comprehension so that our students are on track to succeed in college and careers."

About this book:

An international team of researchers videoed a day in the life of two-and-a-half-year-old girls at home in Canada, Italy, Peru, Thailand, Turkey, the UK and the USA. Different paths to well-being are illustrated through words and images. The book examines how human culture is shaped through interactions involving young children and their families.

About the authors:

JULIA GILLEN is Senior Lecturer in Digital Literacies at the Literacy Research Centre, Lancaster University, UK. Her research is concerned with aspects of culture and learning in children's lives. She has published widely in many international journals and has also published a textbook The Language of Children. She is a co-editor of the Journal of Early Childhood Literacy and was previously Assistant Editor of the International Journal for Educational Research.

CATHERINE ANN CAMERON is Honorary Professor of Psychology at the University of British Columbia, Emerita and Honorary Research Professor at the University of New Brunswick, and Adjunct Professor at the University of Victoria, Canada. Her research interests include the cognitive and emotional development of children and adolescents: namely, contextual factors in the development of resiliency, cross-cultural differences in truth telling and verbal deception, early telephone communications and their relationship to emergent written expression, gender-differentiated responses to school-based violence-prevention interventions, and adolescent physiological responses to psychosocial stress.

Counselling and Supporting Children and Young People is the ideal introduction to counselling and supporting children and young people.

Taking a person-centered approach, Mark Prever offers readers a clear understanding of the theory and practice of working with children and young people in difficulty - whether in a therapeutic, school or social work setting.

This practical text:

- specifically addresses both the counsellor and the 'helper', who may be unfamiliar with counselling jargon

- contains exercises, points for further thought and discussion, and boxed notes throughout, highlighting exactly how the theory applies to the child or young person

- discusses ethics, the current political agenda and evidence-based practice

This book is a must-read for trainees and professionals working with children and young people in the fields of counselling and psychotherapy, education, mental health, nursing, youth work and social work.

During the first decade of the twenty-first century, schools and communities find themselves struggling with concerns of youth violence, child poverty, and race relations in an economy mired in recession.

In Schooling for Life, esteemed community educator Dale E. Shuttleworth brings his rich experiences as a teacher, principal, policy writer, community development worker, social entrepreneur, and university course director to a discussion of public education and its role in the communities that it serves.

In an historic overview of how and why public schooling has changed since 1965, Schooling for Life traces a series of demonstration projects which have influenced policy development and innovative practice in such fields as inner city education, multi-cultural and race relations, adult education, economic development, and skill training.

This timely work represents a blueprint for community education and development as society faces the challenges of social, economic, and political renewal.

School joins with native group to raise profile of entrepreneurship among natives.

This article is from the Globe and Mail (Friday June 25, 2010) and it is written by Oliver Moore:

Cape Breton University has more aboriginal students than any other university in Atlantic Canada, but few of them study business. It's a discrepancy made more jarring by the presence, just down the road, of one of the most economically successful reserves in the country.

In an effort to raise the profile of management studies among natives, the university has teamed up with Membertou First Nation, whose focus on transparency and ability to attract new business is turning heads, to create the Purdy Crawford Chair in Aboriginal Business Studies.

The school believes the new chair is the first of its kind in the country.

The chair is currently unfunded but a campaign to raise a $4-million endowment was launched officially Thursday with Mr. Crawford being named an honorary Mi'kmaw chief, complete with ceremonial headdress.

"I'm honoured," the lawyer and business leader said in advance of the ceremony. "If I start wearing it around downtown Halifax or [his hometown of] Five Islands they might think it's pretty strange but I think they'll like it."

Also Thursday, in recognition of Membertou's success, the university conferred on Chief Terrance Paul an honorary doctorate of laws.

The first person to fill the new chair in aboriginal business studies will be Keith Brown, vice-president of development at Cape Breton University. He said the position will allow him to look at existing best practices and help promote aboriginal role models in business.

Canada Day - July 1st, 2010

The Education Library is closed on Thursday July 1st, 2010 in honour of Canada Day.
Preparing K-12 teachers to address today's social, cultural, and critical issues using multicultural children's books

Written in an engaging style, this comprehensive text prepares K-12 teachers to address a wide range of contemporary social issues--such as violence, gender, war, terrorism, child labor, censorship, and disabilities--through multicultural children's literature.

Each chapter includes sample lessons plans designed to encourage critical and creative thinking at the elementary and secondary levels and an annotated bibliography that makes it easy for teachers and librarians to choose multicultural children books that address specific critical issues.

Key Features

1. The evolution of multicultural children's literature is covered, including discussion of controversies and issues around its definitions and uses.
2.. Reflection Questions for the Teacher provide readers with practical techniques they can use as they prepare lessons around a given critical issue.
3. Sample Response Lessons demonstrate how to address critical issues using multicultural literature in K-12 classrooms.
4. An Annotated Bibliography at the end of each chapter lists specific multicultural children's books organized around each critical issue.

Featuring essays by an international array of literature scholars, this volume examines the challenges and opportunities of teaching literature at Open and Virtual Universities in a wide range of national, cultural and linguistic contexts.

This book presents cutting-edge explorations of seminal issues, including: literature pedagogy and curriculum building; canon and theory debates; the uses of hypertext and other digital tools for literary instruction; the writing and evaluation of educational material; and the teaching of digital literature.

These issues are addressed from various critical and theoretical viewpoints, which reflect the contributors' long educational and administrative involvement with open and distance learning (ODL) in a rich diversity of cultural and academic frameworks.

As the first scholarly attempt to bring together questions of literature pedagogy and issues in open and distance, online and blended learning, this book is an essential resource for literature instructors and administrators in ODL, e-learning and b-learning programs.

It offers techniques enabling scholars in more traditional academic settings to make literature courses more effective and stimulating by using tools developed for distance learning.

This journal article appeared in the January 2010 issue of English Education (Volume 42, Number 2).

The article begins:

The popularity of the term social justice is evident in many educational settings and publications, but there are conflicting discourses about what it means to educators who teach for social justice (North, 2008). Consequently, when English language arts (ELA) preservice and practicing teachers are encouraged to teach for social justice from teacher educators, through professional development opportunities, and by educational texts, what does that mean? The problem for those in English education is that teaching for social justice is complex, and the understanding and implementation of social justice pedagogy are individualized by ELA educators based on their understandings.

ELA educators cannot advance the cause of teaching for social justice nor effectively negotiate its tensions unless they first identify what makes it difficult. For example, the complexity of social justice is evident in the meaningful but varied definitions of the term itself. Definitions range from a preferred relationship between institutions and human beings tied to the notion of rights and impartiality with an ethic of caring (Noddings, 1999) to a place where everyone affected by a decision has a part in making that decision (Greene, 1998) to the elimination of institutionalized domination and oppression rectified by basic institutional change (Young, 1990).

Book should stay, school board committee says

A special review committee has recommended that a controversial novel about the Mideast conflict remain available to grades 7 and 8 students in Toronto's public schools.

The 11-member committee was struck in April after a parent made a formal complaint to the Toronto District School Board about The Shepherd's Granddaughter, an award-winning book by Anne Laurel Carter that focuses on the life of a Palestinian farm girl.

The move came after B'nai Brith Canada had earlier asked the board to remove the book, which is not part of the curriculum but on the list for the Ontario Library Association's Forest of Reading program. Staff determined the book should stay.

In a June 15 memo to education director Chris Spence, the review committee said the book met the criteria for approval. However, the committee recommends teachers should explicitly teach "critical literacy skills and encourage critical thinking," to detect bias, point of view and explore complex and controversial issues from a variety of perspectives.

The final decision rests with Spence, and trustees are being asked to send their comments this week.

National Aboriginal Day - June 21st, 2010

On June 21st, Canadians from all walks of life are invited to participate in the many National Aboriginal Day events that will be taking place from coast to coast to coast.

June 21st kick starts the 11 days of Celebrate Canada! which includes National Aboriginal Day (June 21), Saint-Jean-Baptiste Day (June 24), Canadian Multiculturalism Day (June 27) and concludes with Canada Day (July 1)!

On June 13, 1996, the Governor General of Canada proclaimed June 21st to be National Aboriginal Day, offering Aboriginal peoples an excellent opportunity to share their rich, diverse cultures with family members, neighbours, friends and visitors.

First Nations, Métis and Inuit people will gather to celebrate and share with spectacular dance, song and theatrical performances both contemporary and traditional that will bring you to your feet!

National Aboriginal Day is a fun-filled day for the whole family to enjoy together.

National Aboriginal Day is an opportunity to learn more about Aboriginal people and their contributions to Canada.

Share in the Celebration!

This journal article appeared in the May 2010 issue of Computers & Education (Volume 54, Number 4) and is written by Omar S. López


This study presents the findings from the first-year evaluation of the Round Rock Independent School District's (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners' (ELL) learning using interactive whiteboard (IWB) technology.

An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading. These grade levels and subjects were the primary focus of the project because students in grades 3 and 5 that do not pass the state's standardized assessments in mathematics and reading cannot be promoted to the next grade level and therefore, these are "high stakes" tests for students.

A second evaluation objective was to determine whether and the extent to which the Digital Learning Classroom could increase ELL students' academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs).

Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity thereby closing the achievement gap between ELL and regular students while increasing ELL student achievement.

Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation are presented, as well as recommendations for future study of the Digital Learning Classroom in ELL classroom settings.

Exploring Young Children's Web Searching and Technoliteracy

This article appeared in the January 2010 issue of Journal of Documentation (Volume 66, Number 2).


Purpose - This paper aims to report findings from an exploratory study investigating the web interactions and technoliteracy of children in the early childhood years. Previous research has studied aspects of older children's technoliteracy and web searching; however, few studies have analyzed web search data from children younger than six years of age.

Design/methodology/approach - The study explored the Google web searching and technoliteracy of young children who are enrolled in a "preparatory classroom" or kindergarten (the year before young children begin compulsory schooling in Queensland, Australia). Young children were video- and audio-taped while conducting Google web searches in the classroom. The data were qualitatively analysed to understand the young children's web search behaviour.

Findings - The findings show that young children engage in complex web searches, including keyword searching and browsing, query formulation and reformulation, relevance judgments, successive searches, information multitasking and collaborative behaviours. The study results provide significant initial insights into young children's web searching and technoliteracy.

Practical implications - The use of web search engines by young children is an important research area with implications for educators and web technologies developers.

Originality/value - This is the first study of young children's interaction with a web search engine.

This journal article appears in the July 2010 issue of Computers in Human Behavior (Volume 26, Number 4) and is written by Michael E. Lantz.


'Clickers' are individual response devices in which students each have a remote control that allows them to quickly and anonymously respond to questions presented in-class. Clickers are now being used in many classrooms as an active learning component of courses. Educators considering the use of clickers in their own classrooms may wonder whether the clickers are a worthwhile, pedagogical tool or merely an amusing novelty. As Li (2008) pointed out, research has examined clicker effects on interaction within the classroom, but little research has examined whether clicker use can affect the understanding of concepts. This article will discuss ways in which clickers may help students organize and understand material presented in the classroom. The paper is intended to help guide educators in potentially effective uses of clickers as well as to guide future research.

This journal article appears in the May 2010 issue of Computers in Human Behavior (Volume 26, Number 3), and is written by Robert S. Tokunaga:


More than 97% of youths in the United States are connected to the Internet in some way. An unintended outcome of the Internet's pervasive reach is the growing rate of harmful offenses against children and teens. Cyberbullying victimization is one such offense that has recently received a fair amount of attention. The present report synthesizes findings from quantitative research on cyberbullying victimization. An integrative definition for the term cyberbullying is provided, differences between traditional bullying and cyberbullying are explained, areas of convergence and divergence are offered, and sampling and/or methodological explanations for the inconsistencies in the literature are considered. About 20-40% of all youths have experienced cyberbullying at least once in their lives. Demographic variables such as age and gender do not appear to predict cyberbullying victimization. Evidence suggests that victimization is associated with serious psychosocial, affective, and academic problems. The report concludes by outlining several areas of concern in cyberbullying research and discusses ways that future research can remedy them.

This report examines Generation Z and the defining characteristics of the age group. Insight into the implications for companies trying to market to this new generation of consumers. Generation Z is commonly defined as "people born between the mid 1990s and 2010."

About Grail Research (info from their web site):

Grail Research blends the best of strategy consulting (highly custom, insightful, rigorous, trustworthy) with the best of market research (cost effective, data rich, process-oriented, analytical) to provide organizations with accurate, succinct answers to their most important business questions.

Grail Research, now an Integreon company, has 350 dedicated team members globally. In any 12 month period we conduct research in 100+ countries and 30+ languages. Our capabilities are particularly strong in fast developing regions such as Africa, China, India, the Middle East and Russia.

Our team has expertise in a wide variety of industries including Consumer Brands, Investment Banking, Legal Services, Life Sciences, Technology and Telecom. We deliver the critical market intelligence required to make fact-based strategic decisions on topics such as entering new markets, launching and enhancing products, making acquisitions or strategic investments, unseating competitors, and more.

As an Integreon company, we are able to provide our clients with access to a broad range of other capabilities including legal/ediscovery, financial, accounting and document services

Kids Experiment with 'Video Playdates'

At first, Ella didn't really understand Skype.

Don't get all tech-elitist on her, though. She was only 1.

Back then, Ella would do silly things like try to hand her grandmother stickers through the computer screen during video chats, says her mother, Robin Riggs.

But now, at age 2, Ella has come a long way. She understands now that her grandparents are five hours away, looking at her through a webcam, Riggs said. "She knows the noise the computer makes when Mimi and Papa are calling," she said. "She runs over to it excited."

In fact, Ella's gotten so good with this technology that she's embarking on a new level of video-conference sophistication:

Skype playdates with toddler peers.

"We've called her cousins a couple times that actually live down the street," Riggs said, adding that the weather was bad at the time in Wilmington, North Carolina, where they live, so a trip down the block would have been more difficult than dialing them up online.

As it turns out, Ella is something of a technological trail blazer. As parents get busier and kids get more familiar with video-conferencing technology, the idea of a "video playdate" is gaining nascent acceptance in tech-enabled corners of America.

While it's somewhat common for young children to conduct online video chats with adult family members, the idea of kids playing with each other via remote conferencing on laptops and TVs appears to be new, and hasn't gained mainstream acceptance yet.

The trend comes with a number of potential complications. Young kids don't always understand how the cameras work. They sometimes veer out of the screen without warning, confusing their digital pals. It's sometimes hard to hold their interest in the presence of real-world distractions. And kids who chat via Skype are treading into new psychological territory.

But tech researchers are trying to overcome some of these barriers.

Read the rest of this CNN story (June 11, 2010) written by John D. Sutter.

University of Toronto's Faculty of Information Professor Rhonda McEwen is currently researching the use of iPod Touch devices with developmentally-disabled students, many with autism spectrum disorders (ASD), and the 'app for that' mentality at a school in Toronto. Prof. McEwen is leading the University of Toronto study to see how it can help these students communicate.

At the school, a team of hard-working teachers led by a risk-taking principal are working with Prof. McEwen to gather data on the extent to which these entertainment devices become social tools for children without a voice. She says "the results are very promising and forthcoming."

The Globe and Mail recently featured a story on her research called "For autistic kids, iDevices are life changers."

To learn more about the study's progress, check Prof. McEwen's Blog (Wheel an' come again: sociotechnical musings with my public) for more information in August when Phase 1 of the study will be completed.

Is iPad the Next Big Toy for Toddlers?

Three-year-old Zane is a bit of a chatterbox, but he stops talking the moment he's handed an iPad, shiny and new. He's silent. Focused. Fifteen seconds in, he carefully taps an icon of an orange cat. On his first try, he has found a colouring game.

With little help, Zane figures out how to navigate Apple's newest toy, pressing the little black button to get out of apps and find new ones to explore. He paints a fish orange and a bus purple on Colour Me HD, spells "camel," "bird" and "panda," on FirstWords: Animals, and composes some kind of masterpiece on the Smule Magic Piano.

Zane's mother, Barbara Fine, says that even though her son is computer-savvy and loves to play Nintendo Wii, she was impressed by how easily he figured out the iPad, with few questions. "He hasn't handed it to me and said, 'Show me what to do,' " she says.

More than 2 million iPads have been sold since launching in the U.S. in April, and here in Canada just a few weeks ago. Even though it's a toy with a grown-up price tag (retailing from between $549 and $879 in Canada, depending on the model), it has quickly become clear that children -- and even toddlers -- have a natural knack for the touch-screen tablet.

While companies race to come up with innovative apps that will please kids and their parents, videos of tots using the iPad are popping up on YouTube. Celebrity kid Suri Cruise has been spotted with an iPad of her own.

Tech blogger and writer Mike Elgan predicts the iPad will become the No. 1 most requested item by kids, especially those under age 12


Read the entire Toronto Star (Thursday June 17, 2010) newspaper article written by Nicole Baute.

Pilot School for Kids with Asperger's Hopes to Open This Fall

When her 8-year-old son was diagnosed with Asperger syndrome a decade ago, Margot Nelles quickly discovered there were few resources to help children and families like hers.

So she set out to fill the vacuum. Starting with her credit card and an office at her kitchen table, Nelles launched the Aspergers Society of Ontario and built a website to provide information and connect parents. The Toronto mother-of-three soon became the go-to expert for families, teachers and professionals, and today fields calls from as far away as North Carolina and Dubai.

Now Nelles hopes to fill another void. Next fall, she and business partner Wanda Bogris plan to open Black Oak Academy, a private school for children with Asperger's. It would be the first in Canada designed only for children with Asperger's.

"It comes out of a huge need," says Nelles. "They're a very complex group of kids. They come with a set of needs, and those will be met in an environment where (the children) are understood."

Nelles and Bogris want to create a place where kids with Asperger's, an autism spectrum disorder with a particular set of traits, can learn in their own style and thrive.

Asperger's kids are frequently misunderstood because they tend to be intelligent and verbal but lack social intuition, which can lead to being teased, excluded or unfairly treated as behaviour problems.

Characteristics vary widely but they are often sensitive, creative, prone to repetitive behaviour and highly focused on their particular interests. But they need help developing social and communication skills.

Read the rest of this Toronto Star (Monday June 21, 2010) newspaper article written by Andrea Gordon.
Gov. Gen. Michaëlle Jean says the Truth and Reconciliation Commission examining the history of Indian residential schools is helping to refound Canada. "This is what truth and reconciliation is about. It's some kind of refoundation of our nation," she said. "This has to happen in our history. We need to come together we need to confront history together."

She was bathed in sacred smoke, dressed in a ceremonial shawl and treated like the royalty she represents as she took part in the final day of the commission's events. It was the first of seven such national gatherings planned.

For four days, some of the 85,000 people estimated still living who went to Indian residential schools have had a chance to tell their stories, either in private or in public. The commission set up tents on the green space surrounding The Forks National Historic Site.

Survivors told of physical and sexual abuse, of losing their language and culture and being left unable to raise a family. They told of turning to drugs and alcohol as a way to forget.

Their children and other family members have also had a chance to say what the residential school experience meant to them.

Read the rest of thisToronto Star (Monday June 21, 2010) newspaper article.

Cornelia Hoogland has a poem titled "The Science (and Poetry) of What's Hard-Wired" in this new book. A second poem also included in this book is called "The Story of Art".

About the book:

This is the first anthology of contemporary Canadian poetry to address the environment and environmental concerns.

In this highly timely and one of a kind collection, Madhur Anand and Adam Dickinson have brought together a who's who of contemporary Canadian ecological poets from across the country and across the spectrum of form--from traditional to experimental--who are united in their attention to our relationship with the environment, and to re-imagining that relationship.

New Book: Life After Grad School: Getting From A to B

Most of the 2.5 million graduate students in the U.S. are in programs designed for a career in academics. But the unspoken truth is that less than five percent will realize their dream of becoming a professor. The rest have little idea how to begin making a living in the business world.

Life After Grad School is for students in all academic disciplines, with or without a Ph.D.

This book illuminates the transition from academia to a satisfying and well-paying job with a company, government agency, or not-for-profit organization. Realistic and reassuring, it helps students structure their decision about leaving academics, and orients them to the culture of business. Readers learn how to adapt the knowledge and skills developed in grad school for business applications. Written for intelligent, mature students, the book provides practical tools and generates the confidence to find fulfilling alternative careers.

Jerald Jellison, an authority on personal change, presents a clear, concrete roadmap that thoughtfully explains how to: identify "good" starter jobs, move from a CV to a compelling resume, present academic experience as a plus to interviewers, find businesses that are compatible with graduate training, and much, much more. He illustrates how to craft a winning "elevator pitch" (a quick way to advance your cause with business people), create a contact network, locate free job search resources, search and apply for jobs, and handle difficult interview questions. The book includes advice on landing a job, negotiating an optimal work agreement, and positioning yourself for future career advances.

The only such book in print, Life After Grad School provides invaluable guidance for graduate students facing this most challenging career move.

The divide between research and practice is commonly lamented across policy-oriented disciplines, and education is no exception. Rhetoric abounds about how research should influence practice, but few people have studied the relationship empirically. This book presents findings from a series of ten interlocking case studies of nationally visible R&D projects, with a unique focus on how researchers and practitioners actually work together, and the policy, social, and institutional processes that either enable or hinder their work. The lessons from these case studies have powerful implications for designers, funders, school and district leaders, and universities seeking to develop such collaborations in the future.

A passionate plea to preserve and renew public education, The Death and Life of the Great American School System is a radical change of heart from one of America's best-known education experts. Diane Ravitch--former assistant secretary of education and a leader in the drive to create a national curriculum--examines her career in education reform and repudiates positions that she once staunchly advocated.

Drawing on over 40 years of research and experience, Ravitch critiques today's most popular ideas for restructuring schools, including privatization, standardized testing, punitive accountability, and the feckless multiplication of charter schools. Ravitch also includes clear prescriptions for improving our schools.

This book is more than just an analysis of the American education system. It is a must-read for any stakeholder in the future of American schooling.

In these thoughtful essays, Sheema Khan--Canadian hockey mom and Harvard PhD--gives us her own pointed insights on the condition of being a modern and liberal, yet practising Muslim, especially in Canada.

Tackling a host of issues, such as terrorism, human rights, Islamic law, women's rights, and the meaning of hijab, she explains Islam to the greater public while calling for mutual understanding and tolerance. She tells us "Why Muslims are angry," and "You can't pigeonhole 1.2 billion Muslims" (post 9/11), while calling on Muslims to "acknowledge the rise of fanaticism." She explains the plausibility of Islamic financing and applies the Charter of Rights to Canada. "Can there be Islamic democracy?" she asks, and then, "Will Quebec adopt France's peculiar brand of liberty?" Provocative and original, even-handed and conciliatory, these essays are an important contribution to an urgent modern debate.

About the Author:

Sheema Khan writes a monthly column for the Globe and Mail on issues pertaining to Islam and Muslims. She holds a PhD from Harvard University in chemical physics, along with numerous patents on drug delivery technology. She has served on the Board of the Canadian Civil Liberties Association (2004-2008), and is the founder of the Canadian Council on American-Islamic Relations (CAIR-CAN) and its former chair (2000-2005). She testified as an expert witness on Muslims in Canada before the O'Connor Inquiry, and has appeared before a number of parliamentary committees. In addition, she has spoken at numerous NGO conferences and government agencies on issues of security, civil rights, and Muslim cultural practice. She is currently a patent agent in Ottawa.

Organized around the theme of universal design, this text discusses the knowledge and skills educators need to know in order to determine the appropriate use of technology and services to meet the needs of individuals with disabilities.

The book is also designed so that it can provide individuals with a useful background in the application of Assistive Technology in various types of settings.

Based on the most current research in the growing field as well as the latest US laws and US regulations, this text explores Assistive Technology not only in the school setting but also in the home, community, work place and independent living.

New Book: Handbook of Youth Prevention Science

The Handbook of Youth Prevention Science describes current research and practice in mental health preventive interventions for youth.

Traditional prevention research focused on preventing specific disorders, e.g. substance abuse, conduct disorders, or criminality. This produced "silos" of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping goals, strategies, and impacts of prevention programs.

This Handbook reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community. Throughout the book, preventive interventions are seen as complementary components of effective mental health programs, not as replacements for therapeutic interventions.

This book is suitable for researchers, instructors and graduate students in the child and adolescent mental health professions: school psychology, school counseling, special education, school social work, child clinical psychology and the libraries serving them. It is also suitable for graduate course work in these fields.

What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms?

This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms.

Part I details the history of the multicultural movement and the instantiation of public schooling as a social justice project.

Part II connects theoretical frameworks to social justice curricula. Parts I and II are general to all K-12 classrooms.

Part III provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education

Social Justice Pedagogy Across the Curriculum includes highlighted Points of Inquiry and Points of Praxis sections offering recommendations to teachers and researchers and activities, resources, and suggested readings.

These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities.

Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.

Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society.

Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society.

Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions.

Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice.

For every teacher who has struggled with how to get the "race discussion" going or who has suffered through silences and antagonism, the innovative model presented in this book offers a practical and critical framework for thinking about and acting on stories about racism and other forms of injustice.

Database: Academic Search Complete

From the Western Libraries' web site, log on to the Off-Campus Access.

Click on the Databases by Title option.

Click on A.

Scroll down the list until you see the Academic Search Complete entry, and click on it.

You are now ready to search the Academic Search Complete database.

About Academic Search Complete:

Academic Search Complete is the world's most valuable and comprehensive scholarly, multi-disciplinary full-text database, with more than 5,500 full-text periodicals, including more than 4,600 peer-reviewed journals.

In addition to full text, this database offers indexing and abstracts for more than 9,500 journals and a total of more than 10,000 publications including monographs, reports, conference proceedings, etc.

The database features PDF content going back as far as 1887, with the majority of full text titles in native (searchable) PDF format.

Database: Google Scholar

From the Western Libraries' web site, log on to the Off-Campus Access.

Click on the Databases by Title option.

Click on G.

Scroll down the list until you see the Google Scholar entry, and click on it.

You are now ready to search the Google Scholar database.

About Google Scholar (through the Western Libraries' web site):

Google Scholar indexes the scholarly web including academic and publisher websites, providing quick access to online scholarly journals and references to books and print journals.

Added Value: Look for the "Get it @ Western" links to get quick access to the online content that Western Libraries subscribes to, but please be aware some of this content is not available online in full-text and you may have to request it through an InterLibrary Loan/RACER request.

APA Style Help

The best starting point for APA style help is the American Psychological Association's web site.

They have a link to The Basics of APA Style (tutorial)

The provide a link to the Frequently Asked Questions about the APA Style.

There is even an APA Style Help Blog, and an APA Style Help Facebook group.

They also provide an "Ask-An-Expert" service for specific kinds of APA style guide questions.

This is an abbreviated APA guide to commonly cited resources, intended for use by Faculty of Education students at Queen's University.

Western Faculty of Education students will also find this APA Style guide immensely useful.

This is a work in progress. Errors, omissions, comments, or questions are welcomed, and should be directed to MarceaIngersoll@queensu.ca

We extend our thanks to our Faculty of Education colleagues at Queen's for so generously sharing their work with us.

Citing Sources According to APA (6th ed.)

This APA Style Guide Help Sheet was created by my colleagues at The D. B. Weldon Library on main campus.

Database: ERIC (Education Resources Information Center)

Please use the ProQuest Education Journals database to get the full text of journal articles listed in the ERIC database.

About the ERIC (Education Resource Information Center):

ERIC provides unlimited access to more than 1.3 million bibliographic records of journal articles and other education-related materials, with hundreds of new records added multiple times per week. If available, links to full text are included.

Within the ERIC Collection, you will find records for:

* journal articles
* books
* research syntheses
* conference papers
* technical reports
* policy papers
* other education-related materials

Database: Scholars Portal Search

From the Western Libraries' web site, log on to the Off-Campus Access.

Click on the Databases by Title option.

Click on S.

Scroll down the list until you see the Scholars Portal Search entry, and click on it.

You are now ready to search the Scholars Portal databases.

Use the Search Tools (Thesaurus and Index) options to help find appropriate keywords.

About Scholar's Portal Search:

Scholars Portal Search provides a single search interface to over fifty multi-disciplinary databases covering the humanities, sciences, and social sciences - including education. Most of these articles are available in full-text.

Database: ProQuest Education Journals

From the Western Libraries' web site, log on to the Off-Campus Access.

Click on the Databases by Title option.

Click on P.

Scroll down the list until you see the ProQuest Education Journals entry, and click on it.

You are now ready to search the ProQuest Education Journals database.

Use the Browse Topics or the Thesaurus options to help find appropriate keywords.

About the ProQuest Education Journals database:

This is a comprehensive resource for the field of education. Of the 550 journals indexed and abstracted, more than 300 are provided in full text. The database includes not only the standard professional journals for educators at all levels but also periodicals for professionals in related fields including health education, human development, child abuse/bullying and developmental psychology.

Database: Professional Development Collection (Education)

From the Western Libraries' web site, log on to the Off-Campus Access.

Click on the Databases by Title option.

Click on P.

Scroll down the list until you see Professional Development Collection, and click on it.

You are now ready to search the Professional Development Collection database.

This database provides extensive HELP pages. Click on HELP on the far right-hand side of the screen.

About the Professional Development Collection database:

Professional Development Collection provides a highly specialized collection of electronic information especially for professional educators and education researchers. This collection offers information on everything from children's health & development to cutting-edge pedagogical theory & practice. It includes the full text for Chronicle of Higher Education, Educational Leadership, Journal of Education, Journal of Higher Education, Journal of Learning Disabilities, Theory Into Practice, and nearly 600 additional education journals.

Database: CBCA Education (for Canadian Education information)

From the Western Libraries' web site, log on to the Off-Campus Access.

Click on the Databases by Title option.

Click on C.

Scroll down the list until you see CBCA Education and click on it.

You are now ready to search the CBCA Education database.

Use the Browse Topics or the Thesaurus options to help find appropriate keywords.

About CBCA Education:

This collection focuses on Canadian information in the field of education. It is the perfect source for those interested in teaching, educational research, and educational administration in Canada. Over 400 journals are in the collection, with file depth back to the 1970s. Academic, administrative, professional, and topical journals are all included, as are newsletters.

This is an e-brief (May 2010) from the C. D. Howe Institute.

Barriers to labour mobility in Canada remain a problem, even though Canadian governments have taken steps to reduce them, according to a study released by the C.D. Howe Institute.

In "Who Can Work Where: Reducing Barriers to Labour Mobility in Canada," author Robert Knox says Canada's regulated professions and skilled trades, which represent about 11 percent of the workforce, face barriers to mobility that have negative implications for the country's productivity, labour supply and future economic prospects.

The author makes several recommendations to broaden the labour mobility chapter of the Agreement on Internal Trade and make it more effective.

Among all the stories about changes to Canadian Copyright, I almost missed this story written by Eric Lam for the National Post on June 1st, 2010:

Controversial plagiarism detector Turnitin, which has been the subject of privacy concerns at Canadian universities in the past, is coming to Ontario high schools this fall.

The Oakland-based creator of the system, iParadigms, said in a statement Wednesday that the Ontario Ministry of Education has licensed Turnitin for use in all public and First Nations secondary schools in the province, effective Sept. 1, 2010.

"Ontario is Canada's most populous province, and this is the largest adoption of the complete Turnitin solution by a secondary education agency anywhere in the world," Chris Caren, chief executive with iParadigms, said in a statement.

The statement released by iParadigms did not say how much the move will cost Ontario schools.

Copyright: What the Legislation Means?

This article, written by Matt Hartley, was published in the National Post:


Teachers and students will be able to use copyrighted material -- including music and videos -- as part of lessons and projects, provided they aren't breaking any digital locks while doing so, as part of new "fair dealing" provisions. The new law would also protect the use of copyrighted material in cases of parody and satire in certain circumstances. Newspapers and other journalists would also be allowed to continue using copyrighted material as part of their reporting. Certain materials, including digital copies of library books and long distance education materials, would contain a type of self destruct technology that would prevent them from working after a certain period of time.

Joining the conversation on copyright changes?

Here is a glossary of relevant terms to help us join the conversation on Canada's copyright reform.

Video: Canadian Students on the Fight for Fair Copyright

The Canadian Federation of Students launched this video calling on students across the country to support the fight for fair copyright. It succinctly expresses a student's point of view on copyright changes.

Geist: Long-awaited Copyright Reform Plan Flawed But Flexible

This is Michael Geist writing for the Toronto Star: (info also available on his blog):

"The foundational principle of the new bill is that anytime a digital lock is used, it trumps virtually all other rights. This means that both the existing fair dealing rights and Bill C-32's new rights all cease to function effectively so long as the rights holder places a digital lock on their content or device.

Moreover, the digital lock approach is not limited to fair dealing: library provisions include a requirement for digital copies to self-destruct within five days and distance learning teaching provisions require the destruction of course materials 30 days after the course concludes."

Bill C-32: An Act to Amend the Copyright Act

Here is the full text of Bill C-32.

New Government Web Site for the "Copyright Modernization Act"

This information is from the Government of Canada's new "Balanced Copyright" web site:

"On June 2, 2010, the Honourable Tony Clement, Minister of Industry, and the Honourable James Moore, Minister of Canadian Heritage and Official Languages, announced the introduction of the Copyright Modernization Act. This common sense legislation will help protect and create jobs, promote home-grown creativity and innovation, and attract new investment to Canada. It will make Canada's copyright laws forward-looking, flexible, and in line with international standards. The Bill represents the Government's commitment to establishing Canada as a leader in the digital economy of the future."

"The bill aimed at modernizing Canada's Copyright Act is shaping up to be a love-it-or-hate-it affair" writes Jonathan Montpetit (The Canadian Press) in the Winnipeg Free Press.

Others who felt left in the lurch by the proposed changes were university and college teachers, who felt that fair-use provisions did not go far enough.

The current law permits copyrighted material to be reproduced only for research, private study, news reporting, criticism and review. To those exceptions the new bill would add education, parody and satire.

But the country's leading university-teachers' union says the new exceptions are meaningless, as long as the ban on breaking digital locks exists.

"By imposing a blanket provision against all circumvention, the government will lock down a vast amount of digital material, effectively preventing its use for research, education and innovation, and curtailing the user rights of Canadians," the Canadian Association of University Teachers said in a news release.

The group's objections took Sookman, the intellectual-property lawyer, by surprise. He suggested the educational exception might be so beneficial to teachers it could hurt businesses.

"There could be a substantial loss of revenues to content-holders as a result of this bill -- particularly in the education sector," Sookman said.

"This is going to substantially impact Canadian publishers."

And, I Quote...

"We're quite disappointed by it, because although there is exception for educational and research purposes, it is essentially trumped by the anti-circumvention rules in the legislation," said David Robinson, associate executive director of the Canadian Association of University Teachers. "I think there is a real danger that the large publishing and entertainment industries are going to put locks on them as a way of increasing their profits and I think that is going to have a real impact on our ability in our sector to do research, to innovate and to be creative."

Copyright Bill Would Ban Breaking Digital Locks

From the CBC News web site:

The government has introduced new copyright legislation that would legalize activities commonly engaged in by thousands of Canadians -- such as copying a CD -- but which would criminalize breaking digital locks placed on gadgets and media.

The legislation, Bill C-32, proposes enshrining in law some of the following measures:

* The express legalization of format shifting, or the copying of content from one device to another, such as a CD to a computer or an iPod.

* The express legalization of time shifting, or recording television programs for later viewing but not for the purposes of building up a library.

* Allowing consumers to make a back-up copy of content to protect against loss or damage.

* A YouTube clause that allows people to mash up media under certain circumstances, as long as it's not for commercial gain.

* A "notice-and-notice" system where copyright holders will inform internet providers of possible piracy from their customers. The ISP would then be required to notify the customer that he or she was violating the law. The violator's personal information could then be released to the copyright holder with a court order.

* ISPs and search engines would be immune from the copyright violations of their users.

* A differentiation of commercial copyright violation versus individual violation. Individuals found violating copyright law could be liable for penalties between $100 and $5,000, which is below the current $20,000 maximum.

* New exceptions to fair dealing that will allow copyright violations for the purposes of parody, satire and education.

This information Communiqué is from the Council of Ministers of Education, Canada (CMEC) web site:

Ministers of education across Canada responded positively to the tabling of new federal copyright legislation in Ottawa yesterday.

The Copyright Consortium of the Council of Ministers of Education, Canada (CMEC), supports the copyright legislation because it allows students and educators in elementary and secondary schools, colleges, and universities to have fair and reasonable access to publicly available Internet materials in their educational pursuits.

"The educational use of the Internet has been a priority issue for the education community for several years," said Nova Scotia Minister of Education Marilyn More, chair of the CMEC Copyright Consortium, "therefore, we are pleased to see the inclusion of an education amendment in this new copyright bill."

"This legislation provides the clarity we have been looking for with respect to the educational use of the Internet. It is excellent that the bill allows students and educators to use Internet materials in their learning and teaching activities without fear of copyright infringement."

Minister More stressed how important it was for Canada's Copyright Act to establish the necessary legal framework to allow educators and students to use and copy digital materials with the array of available technologies. "It is good that the bill's education amendment allows students and educators to access and use publicly available Internet materials while respecting the rights of copyright holders who post materials with an expectation of payment."

Funding for the First Nations University of Canada 2010-2011

Since its inception, the First Nations University of Canada (FNUniv) has received financial support from the federal and provincial governments allowing it to provide educational services to Aboriginal students. In 2009-10, the university received $7.2 million in core funding from Indian and Northern Affairs Canada (INAC).

Read the rest of this Backgrounder on the Indian and Northern Affairs Canada' s web site.

New Book: Provoked by Art: Theorizing Arts-Informed Research

Authors use examples of arts-informed research to foreground theoretical elements and issues associated with new genres social science research. Through languages of fiction, poetry, drama, and visual art the works in this volume show the potential of arts-informed research to bring together the academy and diverse knowledge communities.

Develop safe technology practices that support learning and protect your school, staff, and students!

Today's emerging technologies present educators with a wealth of teaching opportunities combined with challenges that include legal, safety, and privacy issues. This comprehensive guide is designed to support appropriate use of technology for teaching and learning and give school leaders a clear road map for creating, implementing, and maintaining effective instructional technology policies.

In jargon-free terms, Christopher Wells explains legal considerations and offers case studies and concrete strategies help educators:

* Evaluate their schools' needs
* Involve all school, district, and community stakeholders in a collaborative effort
* Manage technology access to protect student and staff privacy
* Respond to challenges presented by social networking and emerging technologies
* Avoid inappropriate, costly use of technology
* Develop acceptable use policies

Smarter Clicking
helps school and district administrators develop policies that support the informed use of cutting-edge technology within an environment that advances learning while protecting schools, students, and staff.

This article written by By Donald A. Barclay appears in American Libraries: The Magazine of the American Library Association.

"Even if it seems that the proponents of awe-inspiring onsite library collections are winning all the battles, they will eventually lose the war due to a single, unavoidable fact: Huge onsite collections have become an unsustainable luxury. Over the last 30 years, the creation of new printed matter has outpaced the creation of new academic library space in which to house all that paper. And just as the world cannot drill its way out of an energy crisis, colleges and universities cannot build their way out of the academic-library space crisis. Doing so would require a level of investment in new academic library space that no institution is willing, and very few are able, to assume."

Video: "The Future of Publishing"

Watch this video from beginning to end and back again!

This video was prepared by the UK branch of Dorling Kindersley Books and produced by Khaki Films.

This journal article appeared in the April 2010 issue of The Arts in Psychotherapy (Volume 37, Number 2).


The study conducted in Israel, investigates the contribution of art therapy to the adjustment of children with learning disability and assesses interventions and their association with outcomes. Art therapy as an adjunct to academic assistance (i.e., experimental group) was compared to academic assistance only (control group) in one counseling center, which treated 93 children with learning disability (42 in the experimental and 51 in the control group). Results indicated more favorable outcomes in adjustment under art therapy conditions and similar progress in academic achievement under either condition. Although children in the control group scored higher on the process variables (bonding and impression of therapy), bonding was associated with outcomes only in the therapy condition. A session-by-session evaluation revealed that the two interventions were very different: the academic intervention focused on improved learning experiences, whereas the art therapy intervention focused on emotional exploration and awareness-insight development.

This journal article was published in the February 2010 issue of The Arts in Psychotherapy (Volume 37, Number 1).


A school-based action-research intervention with children with autism spectrum disorders investigated whether sandplay could be used as a medium to stimulate creative and symbolic play. Twenty-five elementary school children in four separate special education classes within the regular school system participated in sandplay workshops once a week for 10 sessions. The intervention aimed to stimulate communication, social interaction, and symbolic play through the use of rhythm- and movement-based rituals and sandplay. Over the 10-week program, children demonstrated through sandplay increased verbal expression, engaged and sustained social interaction, and increased symbolic, spontaneous, and novel play. The study suggests that creativity-based interventions provide a complementary approach to behavior/social skills-based intervention models prevalent in schools working with children with autism spectrum disorders.

Technology as a Learning Tool for ASL Literacy

This journal article appeared in the Winter 2010 issue of Sign Language Studies (Volume 10, Number 2).


This article explores how learning technology was incorporated as part of a study at the Ernest C. Drury School for the Deaf, Milton, Ontario, Canada (hereafter referred to as the "E. C. Drury study"), which is part of Early and Cummins's (2002) cross-Canada project, From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy.

This project was founded on two main objectives (Cummins 2005):

1. To explore ways of bringing students' cultural and linguistic
knowledge into the classroom as a foundation for overall literacy

2. To explore how technology can enhance students' engagement
with traditional literacy (reading and writing skills) and also promote
students' expertise in "21st-century literacy skills."

Central to these objectives are conceptions of literacy and technology that build on the knowledge and abilities of bilingual students. In the E. C. Drury study, which focused on the production of ASL identity texts by elementary students in grades two, three, and five (approximately seven to ten years of age), the Ontario provincial schools for Deaf students' ASL curriculum for first-language learners served as the basis for the format and objectives of the project activities in participating classrooms. In keeping with the objectives of the ASL curriculum, the use of technology was given a central role in supporting students' ASL literacy engagement and ASL literacy skills.

The Unfinished Stories of Two First Nations Mothers

This journal article was published in the February 2010 issue of the Journal of Adolescent & Adult Literacy (Volume 53, Number 5).


This study is shaped by an underlying theoretical assumption that literacy is a cultural practice, shaped by and shaping social factors such as culture, gender, politics, and economics. As a result, this article focuses on the literacy practices of two mothers who participated in the study. Because of their Aboriginal ancestry and the historical context of their lives, these two participants fell into a community separate from the larger community being studied. This article underlines how the past experiences and literacy practices of these two mothers has influenced their present literacy practices.

This journal article appeared in the March 2010 issue of the Journal of Adolescent & Adult Literacy (Volume 53, Number 6). The authors are Suzanne Smythe (UWO) and Paul Neufeld (Simon Fraser University).


In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four months of the classroom ethnography, the researcher documented how the project built on and expanded children's semiotic resources, and how digital technologies and modes of learning were incorporated into a school setting typically oriented to traditional English print literacy. Although the podcast project emerged as a unique third pedagogic space, with potential benefits for academic literacy competencies, its transformative potential did not cross into the usual pedagogic arrangements governing assessment, curricula frameworks, and the social relations of the classroom. The authors conclude that the persistent marginalization of ELL students' semiotic resources for academic learning may account for this.

Open Access Workshops in June and July

Western Libraries will host two identical (one hour) workshops on open access this summer. The workshops will address how to ensure that your published research will be openly available online. Registration is required.

Session 1

Date: Wednesday, June 16, 2010
Time: 2:00 pm - 3:00 pm
Location: Kellogg Room, Taylor Library (on main campus)

Session 2

Date:Thursday, July 15, 2010
Time: 2:00 pm - 3:00 pm
Location: Kellogg Room, Taylor Library (on main campus)

Advance registration is required.

The registration form is available HERE.

Social Effects of Collaborative Learning in Primary Schools

This journal article appears in the June 2010 issue of Learning and Instruction (Volume 20, Number 3).


There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how.

A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools.

Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations.

Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.

New Book and People We Know: Narrative Learning

What is the role of narrative in how people learn throughout their lives?

Are there different patterns and forms of narrativity? How do they influence learning?

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning.

Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual's learning and understanding of how they act in the world.

The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency.

The 'interior conversations' whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person's map of learning and understanding of their place in the world.

The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself.

Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum.

The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.

About the Authors:

Ivor F. Goodson is Professor of Learning Theory at the Education Research Centre, University of Brighton, UK.

Gert J.J. Biesta is Professor of Education at the Stirling Institute of Education, University of Stirling, UK.

Michael Tedder is an honorary Research Fellow in the Graduate School of Education, University of Exeter, UK.

Norma Adair is a former Research Fellow at the Education Research Centre, University of Brighton, UK.

Chronicle of Higher Education: "Marian the Cybrarian"

This article appeared on May 20, 2010 in The Chronicle of Higher Education. It is written by Thomas H. Benton.

For all the concern expressed about the imminent demise of the college library, there may never have been a time when librarians seemed more vital, forward-thinking--even edgy--than they do now.

It's a dated reference, but today's information professionals often remind me more of Ian Malcolm, the "chaos theorist" played by Jeff Goldblum in Jurassic Park (1993), than of the eyeglass-chain-wearing librarians of yore, if they ever existed in significant numbers. (I have seen only one, Mrs. Evelyn, from my elementary school in the early 70s.)

It's not that many of today's librarians routinely dress in sunglasses and black leather (though some do). It's that, more than any other class of professionals in higher education, librarians possess a comprehensive understanding of the scholarly ecosystem. They know what's going on across the disciplines, among professors and administrators as well as students. No less important, they are often the most informed people when it comes to technological change--its limits as well as its advantages.

A question for all educators...

Is another task force (aka committee) really going to solve the horrific bullying problem in our elementary and secondary schools?

If you think library annual reports are dull, think again. Check out the Topeka and Shawnee County Public Library Annual Report.

This article appears in the April 2010 issue of First Monday (Volume 15, Number 4).


This paper focuses on changing reading characteristics and presents a study among a group of expert readers. Considering technological bases of reading and applying corporeal and material perspectives, this study examines manners in which proficient readers handle printed and digital texts, attempting to explain differences in digital and paper-based reading. Based on findings, this paper reflects on how long-form text can be productively transferred into the digital reading space.

A Case for Men's Studies

Guys get short shrift at North American universities with a lack of male-focused courses and programs.

"Search the University of Toronto faculty for experts on the study of women and you'll find more than 40 academics with research interests including "women's mental health," "women and religion" and even "women's fast pitch."

Conduct the identical search for "men" as a research topic and discover two lonely academics, both of whom specialize in gay men.

Of the genders, it seems feminine distinctions have become overwhelmingly more fascinating to the academe."

McMaster Librarians Join CAUT

This news appeared in the May 2010 issue of CAUT Bulletin.

CAUT's association base just got a little bigger with delegates at its April 2010 council meeting endorsing the membership application of the McMaster University Academic Librarians' Association.

The 26-member group of academic librarians unionized in the face of continuing challenges at McMaster and the association membership voted unanimously in March 2010 to join CAUT.

"Academic librarians are facing a good deal of turmoil across Canada, and we're looking forward to working more closely with the new McMaster librarians' union," said CAUT executive director James Turk.

"With MUALA's membership, CAUT now has 73 local association members and along with the three federated member associations, our totality represents 65,000 academic staff at 122 Canadian universities and colleges."

Reliving the 'Indian Problem' at First Nations University

This article appeared in the May 2010 issue of the CAUT Bulletin (Volume 57, Number 5), and it is authored by Jesse Rae Archibald-Barber, Assistant Professor of English at First Nation University of Canada.

CAUT is the Canadian Association of University Teachers.

Prime Minister Stephen Harper officially apologized in June 2008 to the tens of thousands of former students of the residential schools system. "We now recognize that it was wrong to separate children from rich and vibrant cultures and traditions -- that it created a void in many lives and communities, and we apologize for having done this," he said.

"There is no place in Canada for the attitudes that inspired the Indian Residential Schools system to ever prevail again. You have been working on recovering from this experience for a long time and in a very real sense, we are now joining you on this journey."

Last month, faculty of the First Nations University of Canada gathered to showcase the academic ex­cellence of the school. If anything, this place, this school, provides a way of recovering from past educational policies that the Department of Indian and Northern Affairs im­posed on First Nations communities throughout the history of this country.

As a professor in the English department, I teach First Nations and Métis poetry, fiction and drama. One of the main issues we face is the history of the English language itself -- and the most critical concern to begin with is that English was the language of the colonizer. But in the words of Emma La­Roc­que, English is now a tool of decolonization, a universal language of resistance.

This note from our colleagues in Toronto:

"Scholars Portal has received notice from Facilities and Services at the University of Toronto that power to Robarts Library will be shut down from 7:00am to 10:00pm on Monday May 24, Victoria Day, for the installation of new main transformers for the building.

Because all Scholars Portal servers are housed in Robarts Library, all Scholars Portal services will be unavailable during the power outage.

And because we need at least an hour on either end of the shutdown to bring down and start up the services (network, storage, servers, applications), all Scholars Portal services will be unavailable on Monday May 24th from 6am to 11pm"

And, I Quote...

There was much chatting about teaching as entertainment (aka "edutainment") at the Spring Perspectives on Teaching sessions, and a Marshall McLuhan quote kept going through my head all through this discussion:

"Anyone who tries to make a distinction between education and entertainment, doesn't know the first thing about either."

Spring Perspectives on Teaching - Wednesday May 19th, 2010

As always, the Teaching Support Centre's (TSC) "Spring Perspectives on Teaching" is a wonderfully thought-provoking event.

If you get a free moment, have a look at the presentation slides of this spring's Keynote Speaker Jeanette McDonald. Her presentation will be made available on the TSC's web site.

Jeanette is Manager of Educational Development in the Office of Teaching Support Services at Wilfrid Laurier University, Waterloo, Ontario and Vice Chair of Communications for the Educational Developer's Caucus of the Society for Teaching and Learning in Higher Education.

This journal article appeared in the March 2010 issue of Urban Education (Volume 45, Number 2).


Although the number of calls to integrate Hip-Hop culture into school curricula is growing, little attention is being paid to the reluctance of teachers and administrators to forge relationships between the cultures of school and of youth. This article explores some of the difficulties inherent in the relationships between Hip Hop and schooling, including interpretive tensions between White administrators and teachers and African American youth, and argues that the very controversies surrounding rap music are central to its pedagogic value. The article draws on qualitative research from a 2-year classroom study in an urban high on a "spoken word" poetry curriculum which included rap music

This journal article appeared in the March 2010 issue of the International Journal of Disability, Development and Education (Volume 57, Number 1).


This article analyses the content and legal implementation of the right to education as a human right in Canada. It seeks to expose the extent to which Canadian legislative mechanisms have succeeded in protecting the right to education of students with disabilities by using students with epilepsy as a test case. To that end, the article examines the barriers faced by students with epilepsy in realising their right to education. It explores the content of the right to education in international law so as to provide an ideal against which the legal implementation of the right to education in Canada can be measured. In examining the degree to which legal implementation of the right to education for students with disabilities lives up to the ideals espoused in international law, the article analyses the effectiveness of the legal mechanisms that implement the right to education for students with epilepsy in addressing the three types of barriers faced by these students. The revelation of where students with epilepsy fall through the cracks serves as a reflection of the limits of current legal mechanisms in protecting the right to education for students with disabilities.

This journal article appeared in the December 2009 issue of Research Studies in Music Education (Volume 31, Number 2).


Findings are presented from a three-month, two-phase study inquiring into the music experiences of 20 Grade 2/3 children (seven to eight year olds), both in- and out-of-school. The article highlights the music experiences of three children who were drawn from the group of 20. Situated within the theoretical underpinnings of social constructionism, experience and attentive listening, a framework of ethnography and narrative inquiry was utilized to create and interpret fictionalized narratives crafted in the form of ongoing dialogues between the researcher and participants. The children's tales offered insightful understandings relating to the influences that shape children's music experiences. Conversations indicated a recognizable lack of interplay of music experiences between in- and out-of-school. These tales reveal possibilities for how music educators may re/conceptualize ways in which children's voices may be centrally embedded within elementary music curricula.

This article appeared in the Journal of Educational Research (Volume 103, Number 2, 2010).


Schooling experiences of 1st-generation Canadians interact with cultural experiences in their immigrant households to shape a sense of ethnic identity both as Canadians and as members of an ethnic community. This long-term, school-based narrative inquiry is an examination of ways in which expectations for academic performance and behavior by teachers and peers at school and immigrant parents at home contributed to shaping the ethnic identity of an immigrant Chinese student as conflicting stories to live by. A narrative approach revealed challenges of supporting immigrant students in North American schools, and contributed to understanding of the nuances of multicultural education.

This journal article was written by Nancy Taber (Brock University) and appears in the February 2010 issue of Qualitative Research (Volume 10, Number 1)


In this article, I discuss the methodological issues arising from both my research aims and my research context of a western national defence force. First, I discuss the uniqueness of my research context and the issues that arise when organizational access is required from a hierarchical government institution. Second, I discuss the main tenets of institutional ethnography (IE) as developed by Dorothy Smith, exploring how it was ideal for my research at the same time as it presented specific methodological challenges. Third, I explain how I overcame these challenges by using autoethnography and narrative as methods to obtain entry-level IE data. I argue that research methodologies are constantly evolving. Researchers must continually push methodological boundaries in order to address research questions that cannot be explored with traditional methods
What stories can we tell of ourselves and others and why should they be of interest to others?

This information is from the publisher's web site:

Exploring Learning, Identity and Power through Life History and Narrative Research responds to these questions with examples from diverse educational and social contexts.

The book brings together a collection of writing by different authors who use a narrative/life history approach to explore the experiences of a wide range of people, including teachers, nurses, young people and adults, reflecting on learning and education at significant moments in their lives.

In addition, each chapter provides an account by the author of the process of constructing research narratives, and the second chapter of the book focuses specifically on ethical issues in life history and narrative research.

This book:

* provides vivid examples of a narrative/life history approach to research
* uses narrative/life history to explore identity, power and social justice
* offers an effective model for practice.

With contributions from a number of international experts, this book addresses key issues of social justice and power played out within different contexts, and also discusses the ethics of narrative research directly.

The book makes a timely contribution to the growing interest in the use of narrative and life history research. With the increasing importance of continuing professional development for many working in education, health and social service contexts, the book will be of interest to both students and researchers, as it provides clear examples of how researching professionals can use narrative research to investigate a particular area of interest.

New Book and People We Know: Julie Byrd Clark

Multilingualism, Citizenship, and Identity Voices of Youth and Symbolic Investments in an Urban, Globalized World by Julie Byrd Clark


Through an innovative and interdisciplinary approach that combines critical sociolinguistic ethnography, multi-modality, reflexivity, and discourse analysis, this groundbreaking book reveals the multiple (and sometimes simultaneous) ways in which individuals engage and invest in representations of languages and identities.

This timely work is the first to consider the significance of multilingualism and its relationship to citizenship as well as the development of linguistic repertoires as an essential component of language education in a globalized world.

While examining the discourses and interconnections between multilingualism, globalization, and identity, the author draws upon a unique case study of the experiences, voices, trajectories, and journeys of Canadian youth of Italian origin from diverse social, geographical, and linguistic backgrounds, participating in university French language courses as well as training to become teachers of French in the urban, multicultural and global landscape of Toronto, Canada.

In doing so, Julie Byrd Clark skilfully illustrates the multidimensional ways that youth invest in language learning and socially construe their multiple identities within diverse contexts while weaving in and out of particularistic and universalistic identifications.

This invaluable resource will not only shed light on how and why people engage in learning languages and for which languages they choose to invest, but will offer readers a deeper understanding of the complex interrelationships between multilingualism, identity, and citizenship. It will appeal to researchers in a variety of fields, including applied linguistics, sociolinguistics, language acquisition and linguistic anthropology.

And, I Quote...

School Libraries and Student Achievement
"The Center for International Scholarship in School Libraries (CISSL) at Rutgers University holds the belief, substantiated by five decades of research, that school libraries help young people learn. School libraries are learning laboratories where information, technology, and inquiry come together in a dynamic that resonates with 21st century learners. School libraries are the school's physical and virtual learning commons where inquiry, thinking, imagination, discovery, and creativity are central to students' information-to-knowledge journey, and to their personal, social and cultural growth. School librarians understand that children of the Millennium generation are consumers and creators in multi-media digital spaces where they download music, games, and movies, create websites, avatars, surveys and videos, and engage in social networking (National School Boards Association, 2007). They know that the world of this young generation is situated at the crossroads of information and communication. School librarians bring pedagogical order and harmony to a multi-media clutter of information by crafting challenging learning opportunities, in collaboration with classroom teachers and other learning specialists, to help learners use the virtual world, as well as traditional information sources, to prepare for living, working, and life-long learning in the 21st century. Schools without libraries minimize the opportunities for students to become discriminating users in a diverse information landscape and to develop the intellectual scaffolds for learning deeply through information. Schools without libraries are at risk of becoming irrelevant."
School Libraries, Now More Than Ever:
A Position Paper of The Center for International Scholarship in School Libraries

Dr. Ross J. Todd, Director and Dr. Carol A. Gordon, Co-Director

The Librarian is reading...

This Book is Overdue!: How Librarians and Cybrarians Can Save Us All by Marilyn Johnson.

In This Book is Overdue!, acclaimed author Marilyn Johnson celebrates libraries and librarians, and, as she did in her popular first book, The Dead Beat, discovers offbeat and eloquent characters in the quietest corners. In defiance of doomsayers, Johnson finds librarians more vital and necessary than ever, as they fuse the tools of the digital age with love for the written word and the enduring values of truth, service to all, and free speech.

This Book Is Overdue! is a romp through the ranks of information professionals who organize our messy world and offer old-fashioned human help through the maze.

Buried in info?

Cross-eyed over technology?

From the bottom of a pile of paper and discs, books, e-books, and scattered thumb drives comes a cry of hope: Make way for the librarians! They want to help.

They're not selling a thing. And librarians know best how to beat a path through the googolplex sources of information available to us, writes Marilyn Johnson, whose previous book, The Dead Beat, breathed merry life into the obituary-writing profession.

This Book Is Overdue! is a romp through the ranks of information professionals and a revelation for readers burned out on the clichés and stereotyping of librarians.

Blunt and obscenely funny bloggers spill their stories in these pages, as do a tattooed, hard-partying children's librarian; a fresh-scrubbed Catholic couple who teach missionaries to use computers; a blue-haired radical who uses her smartphone to help guide street protestors; a plethora of voluptuous avatars and cybrarians; the quiet, law-abiding librarians gagged by the FBI; and a boxing archivist. These are just a few of the visionaries Johnson captures here, pragmatic idealists who fuse the tools of the digital age with their love for the written word and the enduring values of free speech, open access, and scout-badge-quality assistance to anyone in need.

Those who predicted the death of libraries forgot to consider that in the automated maze of contemporary life, none of us--neither the experts nor the hopelessly baffled--can get along without human help.

And not just any help--we need librarians, who won't charge us by the question or roll their eyes, no matter what we ask.

Who are they? What do they know? And how quickly can they save us from being buried by the digital age?

This journal article appeared in the May 2009 issue of Canadian Psychology/Psychologie canadienne (Volume 50, Number 2). This article is co-written by Jamie F. Pope and Nancy Arthur (Division of Applied Psychology, Faculty of Education, University of Calgary).


Although Canadian psychology has made great strides in addressing the importance of cultural influences in research and practise, there has been little acknowledgement of socioeconomic status (SES) as an important component of cultural identity. This literature review and discussion explores SES in relation to psychosocial well-being and the provision of psychological services. Psychologists are challenged to incorporate considerations of SES into their work and to be mindful of the ways in which SES interacts with other cultural factors. Recommendations for practise, advocacy, research, and teaching are provided for psychologists who wish to expand their multicultural framework to include SES. Finally, a case study is provided to illustrate how psychologists might consider the influence of SES when working with clients from a systems perspective.

This journal article appeared in the March 2010 issue of the Journal of Psychopathology and Behavioral Assessment (Volume 32, Number 1). The article is co-written by Maya Peled (McCreary Centre Society, Vancouver, BC) and Marlene M. Moretti (Department of Psychology, Simon Fraser University, Burnaby, BC).


Rumination is a risk factor for aggression and depression, yet few studies have incorporated both aggression and depression in a unitary model that reflects how rumination predicts these distinct conditions. The current study examined rumination on anger and sadness to assess their unique relations with aggression and depressed mood, respectively. Analogous anger rumination and sadness rumination questionnaires were used to minimize measurement variance, and were completed by 226 undergraduate students. Factor analysis suggested one general rumination factor comprised of two distinct sub-factors of anger rumination and sadness rumination. Path analysis confirmed unique relations between anger rumination and aggression, and sadness rumination and depressed mood. Further, anger rumination and anger were independent predictors of aggression. Results supported the conceptualization of anger rumination and sadness rumination as distinct constructs and underscore the importance of pursuing research that incorporates both forms of rumination to better understand how they impact development, mental health, and behavior.

Report: "Healthy Habits Start Earlier Than You Think"

The 2010 Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth

This information is from the Active Healthy Kids Canada web site:

Active Healthy Kids Canada is a national organization with a passionate, informed voice providing direction to policy-makers and the public on how to increase, and effectively allocate, resources and attention toward physical activity for Canadian children and youth.

The 2010 Report Card, Healthy Habits Start Earlier Than You Think, marks the 6th annual overview of the many factors impacting the poor state of physical activity in this country.

To overcome a societal problem of this magnitude, all levels of government, non-governmental organizations, researchers, corporations
and foundations need to be engaged in a collaborative effort to improve the physical activity profile of the country.

Our hope is that the Report Card will support effective program and message development, as well as enhanced policy creation and implementation, and will identify areas that require further work and action.

The Report Card starts off by highlighting the importance of physical activity among our nation's youngest population. It considers the outcomes associated with physical activity (noting psychosocial outcomes in particular this year) and explores recently released data on the declining fitness of the nation.

The Report Card then transitions into an evaluation of 17 indicators across 5 broad areas of influence: physical activity levels, school, family and peers, community and the built environment, and policy and funding.

Cellphones Now Used More for Data Than for Calls

This article appeared in the New York Times on Thursday May 13, 2010:

For many Americans, cellphones have become irreplaceable tools to manage their lives and stay connected to the outside world, their families and networks of friends online. But increasingly, by several measures, that does not mean talking on them very much.

For example, although almost 90 percent of households in the United States now have a cellphone, the growth in voice minutes used by consumers has stagnated, according to government and industry data.

This is true even though more households each year are disconnecting their landlines in favor of cellphones.

American teenagers have been ahead of the curve for a while, turning their cellphones into texting machines; more than half of them send about 1,500 text messages each month, according to a recent study by the Pew Research Center's Internet and American Life Project.

This journal article appeared in the May 2008 issue of Canadian Psychology (Volume 49, Number 2).


Canadian definitions of learning disabilities (LD) traditionally have varied interprovincially, and the authors have compiled current provincial and territorial policy information related to LD. Special education definitions of LD are summarized, and an overview of funding mechanisms for special education services for students with LD is provided. In the majority of provincial and territorial policies, the concept of LD as a discrepancy between intelligence test scores and achievement has been retained from previous policies as a defining feature. Seven provinces have adopted either the official version or part of the Learning Disabilities Association of Canada (2002) LD definition, which characterises LD as a cognitive processing disorder or condition with processing deficits. The use of IQ scores and the vague conceptualization of processing disorder are major difficulties with the current definitions. These findings of policy definitions of LD with more detailed identification criteria contrast with current noncategorical provincial funding mechanisms for learning disabled students.

This journal article, written by Rachel Heydon and Kathy Hibbert, is published in the May 2010 issue of Teaching and Teacher Education (Volume 26, Number 4).


This case study mapped candidates' responses to a pre-service literacy course designed to relocate teacher candidates' literacy histories and beliefs from a personal to political frame with the intent of promoting critical reflection and complex understandings of literacy, teaching, and learning. As part of a broader qualitative case study including 71 participants over 8 months, this paper focuses on data gathered from 7 candidates. Through a modified constant comparative method, the analysis confirmed the effectiveness of certain conditions created in the course while pointing to a need for further attention to issues of power and the unconscious in learning to teach literacy.

Now in its 4th edition, Adult Education and Lifelong Learning is well established, and is regarded as the most widely used text about adult education.

Fully revised and updated with substantial additional material, this new edition takes account of many changes which have occurred in the field of adult education.

With new features for students and researchers, updates incorporate:

- material on the ethical and political implications of lifelong learning;

- detailed information on changes relating to globalisation;

- increased emphasis on societal changes;

- information on the way technologies are affecting the way people learn;

- changing approaches to knowledge, knowledge acquisition and knowledge assessment.

Students of education and education studies will find this an invaluable course companion, whilst practitioners and researchers in adult and lifelong learning will find this new fully-up-to-date edition even broader in scope than the last.

This book is edited by D, W. Livingstone and Paul Tarc is a contributor - co-writing a chapter with Fabrizio Antonelli titled "Teachers' Learning and Work Relations: (Shifting) Engagements and Challenges".


Lifelong Learning is essential to all individuals and in recent years has become a guiding principle for policy initiatives, ranging from national economic competition to issues of social cohesion and personal fulfilment. However, despite the importance of lifelong learning there is a critical absence of direct, international evidence on its extent, content and outcomes.

Lifelong Learning in Paid and Unpaid Work provides a new paradigm for understanding work and learning, documenting the active contribution of workers to their development and their adaptation to paid and unpaid work. Empirical evidence drawn from national surveys in Canada and eight related case studies is used to explore the current learning activities of those in paid employment, housework and volunteer work, addressing all forms of learning including: formal schooling, further education courses, informal training and self-directed learning, particularly in the context of organisational and technological change.

Proposing an expanded conceptual framework for investigating the relationships between learning and work, the contributors offer new insights into the ways in which adult learning adapts to and helps reshape the wide contemporary world of work throughout the life course.

This journal article appeared in the February 2009 issue of Adult Education Quarterly (Volume 59, Number 2).


This art-informed, reflexive, autobiographical inquiry explores the struggles of a feminist academic committed to transformative adult education and subsistence learning, while engaged in program planning for fire service education. The author chronicles how her approach within the applied practice in a traditional, male dominant workplace setting is shaped by her rural Canadian heritage, the move from an isolated rural location to an urban setting followed by academic research in motherwork as a site of adult learning. By looking for day-to-day opportunities to promote equity, increased tolerance and mutual respect, the author describes the struggles and joys of her lived experience within a workplace where oppression is prominent, while seeking to contribute to the transformation of societal structures that create barriers, exclude or oppress.

This article appeared in the May 2008 issue of Histoire social/Social history (Volume 41, Number 81) and was written by Charlotte Neff.


In 1893 Ontario introduced its first comprehensive child protection system. The concept of neglect and the assumption of societal and governmental responsibility for disadvantaged children was not new, however; it had evolved during Ontario's first century. By 1874 legislation provided a detailed and sophisticated description of children in need of protection and of deficient parents; a process for removing children from their parents and the authority to refuse their return; a new type of institution to care for these children; systematic government grants for children's homes and their accountability to the state; and simpler incorporation by which charitable institutions could assume the authority they needed over children in their care. Ontario's child protection system was thus built on a firm foundation.
Bookshare's® goal is to make the world of print accessible to people with disabilities.

The Mission: Ensuring that all individuals with print disabilities have equal and timely access to print materials.

Bookshare® is free for all U.S. students with qualifying disabilities.

Student memberships are currently funded by an award from the U.S. Department of Education Office of Special Education Programs (OSEP).

This project is supported by the U.S. Department of Education, Office of Special Education Programs (Cooperative Agreement #H327K070001).

If anyone knows about a Canadian equivalent to this project, please let me know.

The December 2009 journal article appeared in Qualitative Inquiry (Volume 15, Number 10). The article is co-authored by Tara Goldstein,and Jocelyn Wickett.


In May 2007, 15-year-old Jordan Manners was shot and killed in the hallway of his Toronto school. In June 2007, the Toronto District School Board commissioned an investigation into school safety, which resulted in a report entitled The Road to Health: A Final Report on School Safety. In February 2008, in an attempt to provoke discussion about the investigative report among teacher candidates and teacher educators in Toronto, the author adapted The Road to Health into a performance script. The script, directed by MA student and theatre artist Jocelyn Wickett, was performed in September 2008, for 500 teacher candidates at the Ontario Institute for Studies in Education's annual Safe Schools Conference. The preparation of script involved the task of adapting a very large investigative report on school safety into a performance for the stage, in order to provide an example of how arts-based researchers or research-based artists can assist in the dissemination of important research and investigative reports.

This journal article appears in the March 2010 issue of Youth & Society (Volume 41, Number 3) and it is written by Rebecca Raby.


School conduct codes invariably include special mention of dress, often with some reference to concerns about revealing dress. Drawing on eight focus groups with secondary students in Southern Ontario, this article explores female students' responses to such dress codes. Many young women were critical of certain aspects of their schools' dress codes and how they are enforced; yet, they were also scornful of girls who wear revealing clothing. These focus group discussions indicate the fine line girls must continue to negotiate in their self-presentation, their active negotiation of school dress codes, their participation in the regulation of normative gender and sexuality, and their concomitant contestation of such regulation.

And, I Quote...

"Definitions of art are always open to questioning. Indeed, an object, an arrangement of sounds or movements, although labeled as a work of art, does not serve as art for the individual unless it gives rise to an aesthetic experience. That means moving from an ordinary, commonplace experience (walking to work, calling a class to order) to an extraordinary experience, one involving perceptions, insights, feelings that highlight details of the surrounding world, and moments of "unconcealment" that reveal unexpected lights and shadows that alter the familiar shape of things."

Maxine Greene

Themed Journal Issue - Dedicated to Maxine Greene

The Winter 2010 issue of The Journal of Educational Controversy (Volume 5, Number 1) is a special issue dedicated to Maxine Greene. The theme is "Art, Social Imagination and Democratic Education"

The Journal of Educational Controversy is an interdisciplinary electronic journal of ideas. The purpose of this peer reviewed journal is to provide a national and international forum for examining the dilemmas and controversies that arise in teaching and learning in a pluralistic, democratic society. Because many of the tensions in public school and university policies and practices are deeply rooted in the tensions inherent in the philosophy of a liberal democratic state, many of the value conflicts in public schools and universities can only be understood within the context of this larger public philosophy. In effect, the conflicting assumptions underlying our public philosophy frame our questions, define our problems and construct the solutions that shape our practices, policies, and research agendas. This journal will try to help clarify that public debate and deepen an understanding of its moral significance.

This journal article was published in the December 2009 issue of the Asia Pacific Journal of Education (Volume 29, Number 4).


The current round of basic education curriculum reform in China is considered by many to be the most radical and wide-reaching. However, very little is known about education reform at the school level. Here we document and discuss some of the challenges and opportunities that the reform programme is providing for teachers and schools. We describe the progress to date of an international collaborative research and development project involving teachers, school and district leaders from different regions in China working with Chinese, Canadian and Australian academics on changing teacher practices through "professional learning communities". This model draws on the success of such communities in Australia and Canada in bringing about substantial teacher development. In this article, we explore the mobility of ideas about teacher professional development and student learning across cultural systems. We provide an insight into how Chinese educators have developed "hybrid models" of teaching and learning and teacher development drawn from experience and expertise of teacher researchers in Canada and Australia. Drawing on observational data over a three-year period, as well as the teachers' and school leaders' own accounts, we demonstrate the value of teacher research, and cross-cultural collaboration, in bringing about profound and sustainable changes to educational practices in a network of teacher professional learning communities in China.

This journal article appeared in the Summer 2009 issue of Arts Education Policy Review (Volume110, Number 4) and was written by Stephanie Horsley.


This article addresses accountability issues that affect music education policy and implementation in the neo-liberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neo-liberal state-hierarchical answerability over communicative reason and top-down over bottom-up policy-making-allow the use of music curricula for political ends, to the detriment of curricular integrity and classroom delivery. The article also discusses how central governments that are responsible for developing standardized music curricula and allocating resources in an accountability vacuum may tacitly establish that "basic" subjects such as literacy, numeracy, and science are "more mandatory" than a mandated music curricula. The article concludes by recommending ways in which the centralized development of music education policy and resource allocation can be made more equitable both for those who encounter the curriculum at the local level and for the subject.

This information is from the publisher's web site:

The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives.

This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Euro-centric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized.

The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education.

It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research.

The World Yearbook of Education 2009 volume is organized into 3 sections:

Section 1: Examines the global construction of childhood development and learning

Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section

Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections.

The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.

Themed Journal Issue

The May 2010 issue of Topics in Early Childhood Special Education (Volume 30, Number 1) is a themed issue around the topic of "Families, Family Support, and Early Intervention".

The titles of the articles are:

Influences of Family-Systems Intervention Practices on Parent-Child Interactions and Child Development

Supporting Families of Young Children With Disabilities: Examining the Role of Administrative Structures

Partnership Patterns: Addressing Emotional Needs in Early Intervention

Outcomes Reported y Spanish-Speaking Families in Early Intervention

Perceived Needs of Grandmothers of Children With Disabilities

Author: Shanna Burns


This research sought to establish the motivating factors that determined why elite-level adolescent female dancers continued to dance into their late teen years while others did not. The objective was to better understand the role dance teachers play in motivating students to continue dancing competitively. Sixty-five percent of participants completed a mixed-method survey, and 12 participants were interviewed. Overall, the data revealed that teachers played an underlying role in dancers' motivation to continue dancing. While teachers were not specifically ranked as the top motivator, it was evident that the results of this research indicated that teaches possess the motivational factors to foster and encourage continued participation and to instill a love of dance in students. Teachers appear directly and indirectly to encourage continued participation because they possess the personal influence and teaching strategies to motivate and inspire you girls to keep dancing.

Click HERE and HERE to get lists of other Faculty of Education (UWO) theses housed in the Education Library (found in the lower level book STACKS collection).

This information is from the publisher's web site:

This text brings research alive for educators by introducing readers to people who actually "do" research. It is intended for instructors who emphasize teaching students how to locate, read, and interpret and apply the findings of educational research studies. The revision addresses how to design and conduct a research study in more detail.

The text includes numerous recent, published research articles involving high-interest problems of educational practice. The chapters, which treat quantitative, qualitative, and applied forms of educational research, stand alone, allowing instructors to choose those they want to cover. Designed for courses focused primarily on applying, rather than conducting research, this text includes 13 actual research articles, reprinted in their entirety. The primary author of each article then offers original commentary on his/her piece. Through this format, the text presents a comprehensive explanation of the methodologies used by present-day researchers, data-collection challenges, and the meaning of the results. The book makes no assumptions about readers' prior knowledge of research or statistics.

This text builds students' confidence so that they are able to successfully read research reports and research. Through its clear yet scholarly treatment and numerous examples of educational research the text addresses the learning and application needs of an increasingly wider spectrum of students and practitioners in the field of education. For the first time, readers will see the relevance of research to educational practice.


RefWorks: Citation Management Software

Ref Works is web-based bibliographic citation management software similar to EndNote, ProCite, and Reference Manager. It enables students, staff, and faculty at Western to save, search, and format the information obtained in database and catalogue searches. In addition, citations of print sources may be manually entered.

Intersession Hours of Opening

The Education Library has moved to Intersession Hours of Opening.

Browse By Program: Women's Studies

The Women's Studies Browse by Program page on the Western Library's web site is a useful starting place for those graduate students looking for information related to feminist and gender studies.

Attention students enrolled in ED9553 - Counselling and Diversity

You may be interested in this April 2010 article from the Journal of Counseling Psychology (Volume 57, Number 2):


Initial research suggested that only European American women developed eating disorders (Garner, 1993), yet recent studies have shown that African American women do experience them (e.g., Lester & Petrie, 1998b; Mulholland & Mintz, 2001) and also may be negatively affected by similar sociocultural variables. In this study, we examined a sociocultural model of eating disorders for African American women but included the influences of ethnic identity (e.g., Hall, 1995; Helms, 1990). Participants (N = 322) were drawn from 5 different universities. They completed measures representing ethnic identity, societal pressures regarding thinness, internalization of societal beauty ideals, body image concerns, and disordered eating. Structural equation modeling revealed that ethnic identity was inversely, and societal pressures regarding thinness directly, related to internalization of societal beauty ideals. Societal pressures regarding thinness was also related to greater body image concerns. Both internalization of societal beauty ideals and body image concerns were positively associated with disordered eating (R2 = .79). Overall, the final model fit the data well, supporting its generalizability and the importance of ethnic identity in determining risk.

Global Aging: Challenges for Community Psychology

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Attention students enrolled in ED9553 - Counselling and Diversity

You may be interested in this September 2009 article from the American Journal of Community Psychology (Volume 44, Numbers 1-2):


Older persons are among the major marginalized, disenfranchised citizens worldwide, yet this group has generally been ignored in the community psychology literature. In this paper, we trace the demographic trends in aging worldwide, and draw the field's attention to the United Nations Program on Aging, which structures its policy recommendations in terms of concepts that are familiar to community psychologists. A central theme of the paper is that community psychology can have a role in producing the conceptual shifts needed to change societal attitudes now dominated by negative age stereotypes

Action Research

The Librarian is reading...

Dorothea Lange: A Life Beyond Limits by Linda Gordon

Dorothea Lange's photographs define how we remember the Depression generation; now an evocative biography defines her creative struggles and enduring legacy.

This book is the winner of the 2010 Bancroft Prize and the 2009 Los Angeles Times Book Prize in Biography.

We all know Dorothea Lange's iconic photos--the "Migrant Mother" holding her child, the gaunt men forlornly waiting in breadlines--but few know the arc of her extraordinary life.

In this sweeping account, renowned historian Linda Gordon charts Lange's journey from polio-ridden child to wife and mother, to San Francisco portrait photographer, to chronicler of the Great Depression and World War II.

Gordon uses Lange's life to anchor a moving social history of twentieth-century America, re-creating the bohemian world of San Francisco, the Dust Bowl, and the Japanese American internment camps.

She explores Lange's growing radicalization as she embraced the democratic power of the camera, and she examines Lange's entire body of work, reproducing more than one hundred images, many of them previously unseen and some of them formerly suppressed.

Lange reminds us that beauty can be found in unlikely places, and that to respond to injustice, we must first simply learn how to see it.

This article is from The Chronicle of Higher Education (May 7th, 2010) web site:

If you don't want that tipsy 3 a.m. Twitter post preserved for posterity, then start deleting. Now.

Faced with privacy concerns, the Library of Congress is clarifying its plans to archive all public tweets posted since Twitter went live in March 2006. The database won't contain deleted tweets or private account information, according to a list of frequently asked questions recently posted on the library's blog.

And the Twitter database will only be made available to "qualified researchers," Martha Anderson, director of the library's National Digital Information Infrastructure and Preservation Program, tells The New York Times. The plan is to embargo messages for six months before making them available, but that period could be extended, she says.

The Learning Centre - Library and Archives Canada (LAC)

From the Library and Archives Canada (LAC) web site:

Welcome to Library and Archives Canada's Learning Centre -- bringing quality educational products and services to teachers and students.

Library and Archives Canada (LAC) has a collection strong in history, literature and music. The Learning Centre allows us to open our vaults to all Canadians by making some of our treasures available online. Students gain access to material that will enrich their learning experience.

The Learning Centre should be considered as a work in progress. New material will be added as it is produced. We invite you to visit our site from time to time to see the latest developments.

Teachers and students will find websites, educational tools, and digitized primary sources (printed documents, diaries, maps, illustrations, paintings, manuscripts, and printed and recorded music) from LAC holdings.

These resources stimulate students' imaginations and develop their critical thinking skills, as well as help teachers make Canadian history, literature and music come to life.

If you are an educator, be sure to have a look at "For Teachers."

You'll find comprehensive teaching units and strategies, lesson plans, ideas and activities for the classroom, quizzes, games and guides on using primary sources, as well as workshops for professional development.

Many of the tools found in the Learning Centre have been produced as a result of suggestions and comments from Canadian educators.

Statistics Canada's "Canadian Internet Use Survey"

From Statistics Canada's The Daily on Monday May 10th, 2010:

In 2009, 80% of Canadians aged 16 and older, or 21.7 million people, used the Internet for personal reasons, up from 73% in 2007 when the survey was last conducted.

Rates of Internet use increased in every province during this two-year period. The largest relative increase in Internet users occurred in New Brunswick and Newfoundland and Labrador (+15% each over 2007). Rates were highest at 85% in both British Columbia and Alberta, followed by 81% in Ontario.

Among census metropolitan areas, the highest rates of Internet use were reported in Calgary and Saskatoon, both at 89%. They were followed by Edmonton, Ottawa-Gatineau, Vancouver and Victoria, at around 86% each.

Among Canadians living in communities with a population of 10,000 or more, 83% used the Internet compared with 73% of those from communities with fewer people. This "digital divide," that is, the gap in the rate of Internet use on the basis of community size, has persisted since 2007, when the respective proportions were 76% and 65%.

And, I Quote...

"One of the best anti-poverty programs is a world-class education."

United States President Barack Obama (January 26th, 2010)


ArtsAlive.ca is a performing arts educational website produced by the National Arts Centre (NAC) in Ottawa, Ontario, Canada.

The goals of ArtsAlive.ca are:

* To engage younger generations of Canadians in information, multimedia resources and activities pertaining to the performing arts, and

* To provide free performing arts-related primary and secondary resources to students, parents and teachers to aid them in learning about and teaching the topics presented.

ArtsAlive.ca was launched to the web in March 2002.

It originally consisted of one module - ArtsAlive.ca Music.

In the following four years additional modules were added, including ArtsAlive.ca English
Theatre, ArtsAlive.ca French Theatre, ArstAlive.ca Dance.

Content for these modules was produced in collaboration with the artistic programming departments of the National Arts Centre (NAC).

Being Obese Can Attract Bullies

"Interventions needed to reduce bullying of obese children"
Obese children are more likely to be bullied regardless of gender, race, socioeconomic status, social skills or academic achievement.

Those are the findings of the study "Weight status as a predictor of being bullied in third through sixth grades," which is available online now and will be published in the June issue of the journal Pediatrics. Julie C. Lumeng, M.D., assistant professor in the Department of Pediatrics and Communicable Diseases at the University of Michigan's C.S. Mott Children's Hospital, is lead author of the study.

Childhood obesity and bullying are both pervasive public health problems. Obesity among children in the United States has risen to epidemic proportions with 17 percent of 6 to 11 year olds estimated to be obese between 2003 and 2006. In addition, parents of obese children rate bullying as their top health concern and past studies have shown that obese children who are bullied experience more depression anxiety and loneliness.

The objective of this study was to determine the relationship between childhood obesity and being bullied in third, fifth, and sixth grades. While studies on bullying and obesity in children have been conducted before, none had controlled for factors such as socioeconomic status, race, social skills and academic achievement.

Further, this study is unique in that it specifically looks at the age range when bullying peaks - ages 6 to 9.

Stop Bullying Now!

Welcome to the Stop Bullying Now! Campaign. You can learn all about bullying and what you can do to stop it. Take a look around the web site and you'll find games and cartoon "Webisodes" that help you Take a Stand. Lend a Hand. Stop Bullying Now!

Youth Voice Project

The researchers, Stan Davis and Charisse Nixon, write:

"This study is the first known large-scale research project that solicits students' perceptions about strategy effectiveness to reduce peer mistreatment in our schools. We believe that students' voices are an invaluable resource to increase our understanding of effective prevention and intervention efforts.

The goal of this project is to compile a body of knowledge describing the most helpful interventions in order to help adults and youth reduce bullying and harassment in their own schools. It is our hope to use this information to guide educators, parents, and youth in applying effective interventions to reduce bullying and subsequently, optimize students' development."

Themed Journal Issue: "Children's Stories and Social Issues"

The 2009 issue of the English Quarterly (Volume 39, Number 2) is a themed issue focusing on "Children's Stories and Social Issues". Some of the journal titles include:

  • Editorial: With Just a Bit of Imagination
  • Poetry, Puddles, Play: Partnerships and the Imagination
  • Memory of a Pillar
  • Encouraging Grand Conversations: Using Crossover Picture Books to Open Up New Dialogues for Death Education
  • Anatomy of a Classroom Coup: Using Novel Study to Interrogate and Transform the Classroom
  • "Social Stories": Pathways to Inclusion
  • Genealogy as Storytelling: A Teacher's Guide to Cultivating Community in the Classroom and Beyond
  • Dangerous Stories

English Quarterly is the journal of the Canadian Council of Teachers of English Language Arts

Successful Music Monday (May 3rd, 2010)

"Let's fill the skies with music at the same time across the country"

Congratulations to one and all: Music Monday was a great success. Watch the videos.

A special shout out to the Coalition for Music Education in Canada!

Special Education Web Site

About the web site:

PatriciaEBauer.com is a collection of news and commentary about disability issues drawn from news organizations around the United States and elsewhere.

As a journalist and the mother of a young adult with disabilities, I have often wondered why I was not able to find an online source for media coverage of issues relating to disability. Ultimately, I concluded that I needed to create such a resource myself.

I've attempted to create a crisply written website, updated regularly, that draws on a wide range of newspapers, magazines and other media resources to bring readers current reports on issues of interest to the disability community.

Each of the posts includes a summary of the original item, a short excerpt and a link that allows readers to access the original item in its entirety. The articles, editorials and columns displayed here are chosen to give the reader a representative sample of what is being carried in the media. They do not, unless noted, necessarily represent my personal opinions. Some of the websites may require registration.

About the author:

Patricia E. Bauer is a journalist who has served as senior editor of the Los Angeles Times Sunday Magazine; special assistant to the publisher of the Washington Post; reporter and bureau chief at the Washington Post, and pundit on public affairs television in Los Angeles. Her articles have appeared in the Washington Post, the New York Times and many other publications.

Bauer is a former member of an Institutional Review Board (IRB) at UCLA, where she participated in the ethical review of federally funded medical research on human subjects, and has addressed national and regional conferences on the rights of patients and people with disabilities. During the Carter years, she worked in the White House press office as editor of the White House News Summary.

She is a member of the President's Leadership Council at Dartmouth College, the Pacific Council on International Policy, and the board of trustees of the Riverview School in East Sandwich, Massachusetts.

Bauer and her husband are among the founders of the Pathway Program at UCLA, a post-secondary program for young adults with intellectual disabilities. They are the parents of two young adults, one of whom has Down syndrome and is a survivor of leukemia.

Glogster: Poster Yourself

Information from the Glogster web site:

Create your own poster.

Simply put, Glog is a kind of poster - fully designed by yourself!
Glog is a fancy creation from text, images, music and video.
No matter if it is colorful, sexy or emo your Glog will stand out.
It gives you a perfect tool to express yourself.

Find new friends and promote your Glog.

Glogster has many cool features.

You can create your own posters, get in touch with new friends, promote your Glogs on the Internet or browse the Glogs you like.

But that's not all.

You can comment and rate other's Glogs, get the G points, attract your fans, see other's profiles and inspire yourself with their design.

Just try and create your own Glog! No need to register.

Why is Glogster so unique?

No other site gives you a chance to be so creative!

Just read What to do with Glogster, make your first Glog and show it to your friends!

Here are some Posters from School Category

These School Glogs created by users from their pictures, video, music and texts.

This journal article appeared in the March 2010 issue of the Journal of Sociology (Volume 46, Number 1)


It is widely asserted that globalization puts a premium on knowledge, but in fact there is no empirical correlation across countries between globalization and returns to education. One reason for this discrepancy may be that education is not everywhere coequal with knowledge. In this article the overall contribution of education to income is modelled as the sum of the contributions of two components of education, education-as-knowledge and education-as-credential. Assuming that the former dominates in developed countries while the latter dominates in developing countries, it is possible to separate these two effects. In a broadly comparative analysis of returns to education in 80 countries using World Values Survey data, globalization is found to be positively associated with education in developed countries but negatively associated with education in developing countries, consistent with the model. These results are robust in the face of controls for the supply and demand for education.

This journal article appeared in the April 2010 issue of the Journal of Research in International Education (Volume 9, Number 1).


This article focuses on curriculum in the context of international education, examining a particular example: arts education, and specifically music, in the International Baccalaureate (IB) Middle Years Programme (MYP). As one expression of, and agent for, international education, MYP Music supposedly fosters intercultural awareness.The article considers how this is done. Music education, developments within the MYP, ideas about intercultural awareness itself and curriculum design theories all inform the discussion. Several examples of innovative music programmes in non-school settings illustrate a highly contextualized approach which places strong emphasis on intercultural understanding. It is argued that, in addition to disciplinary understanding, an international curriculum should aim for intercultural understanding and international understanding.

Arts Enrichment and School Readiness for Children at Risk

This journal article appeared in the January 2010 issue of Early Childhood Research Quarterly (Volume 25, Number 1).


Arts enrichment provides varied channels for acquiring school readiness skills and may offer important educational opportunities for students from diverse backgrounds and with diverse needs. Study 1 examined achievement within an arts enrichment preschool that served low-income children. Results indicated that students practiced school readiness skills through early learning, music, creative movement, and visual arts classes. Students who attended the preschool for 2 years demonstrated higher achievement than those who attended for 1 year, suggesting that maturation alone did not account for achievement gains. Across 2 years of program attendance and four time points of assessment, students improved in school readiness skills, and there were no significant effects of race/ethnicity or developmental level on achievement growth. Study 2 compared students attending the arts enrichment preschool to those attending a nearby alternative on a measure of receptive vocabulary that has been found to predict school success. At the end of 1 year of attendance, students in the arts program showed greater receptive vocabulary than those at the comparison preschool. Results suggest that arts enrichment may advance educational outcomes for children at risk.

This journal article appears in the May 2010 issue of Computers & Education (Volume 54, Number 4).


Promoting the inclusion of students with disabilities in e-learning systems has brought many challenges for researchers and educators. The use of synchronous communication tools such as interactive whiteboards has been regarded as an obstacle for inclusive education. In this paper, we present the proposal of an inclusive approach to provide blind students with the possibility to participate in live learning sessions with whiteboard software. The approach is based on the provision of accessible textual descriptions by a live mediator. With the accessible descriptions, students are able to navigate through the elements and explore the content of the class using screen readers. The method used for this study consisted of the implementation of a software prototype within a virtual learning environment and a case study with the participation of a blind student in a live distance class. The results from the case study have shown that this approach can be very effective, and may be a starting point to provide blind students with resources they had previously been deprived from. The proof of concept implemented has shown that many further possibilities may be explored to enhance the interaction of blind users with educational content in whiteboards, and further pedagogical approaches can be investigated from this proposal.

New Book: Dyslexia in the Digital Age: Making IT Work

Dyslexia is a complex condition, and every dyslexic needs a different solution. Technology is not that solution, but a part of the process to minimize the impact of dyslexia on individuals and to assist with the difficulties they face in everyday situations, so that they can demonstrate their potential in school or at work.

This book takes the reader back to basics, from understanding the needs of the dyslexic individual to getting the most from available technology. It does this by providing frameworks from theoretical perspectives and following this through to practical implementation, including reviews of the most common types of software. There is plenty of practical advice on how to support dyslexic individuals using technology, including how to get the most out of what is available. It highlights state of the art technology, and suggests what more still needs to be done to make this technology truly enabling for all dyslexics.

About the Author:

Ian Smythe is an international dyslexia consultant who lectures widely on using technology to support dyslexic individuals. He has also developed a series of EU funded projects, including e-learning for teachers, pan-European assistive technology surveys, training for lecturers and managers, using technology for cognitive development, self-identification and support for dyslexic adults and language learning on mobile phones.

Interesting Blog: Moving at the Speed of Creativity

From the Wesley Fryer's ABOUT page:

Moving at the Speed of Creativity is Wesley Fryer's blog. He writes "I use this site to digitally document my own journey of learning and collaborate with other educators and lifelong learners around the globe. I focus primarily on issues related to engaged learning, web 2.0 technologies, digital storytelling, educational leadership, literacy, blended learning, creativity, appropriate uses of educational technologies, digital citizenship, and educational transformation."

UNESCO will celebrate World Press Freedom Day, observed yearly on 3 May, with an international conference of media professionals entitled Freedom of Information: the Right to Know, in Brisbane (Australia), on May 2nd and May 3rd, 2010.

The Director-General of UNESCO, Irina Bokova, explained this year's theme, freedom of information saying it included the principle that organizations and governments have a duty to share or provide ready access to information they hold, to anyone who wants it, based on the public's right to be informed. Read more.

Adapted Physical Education

"Evidence-based Practice in Adapted Physical Education" is the title of an article in the April 2010 issue of The Journal of Physical Education, Recreation and Dance: JOPERD (Volume 81, Number 4).

Physical Literacy

The Spring 2010 issue of Physical and Health Education Journal (Volume 76, Number 1) has several articles dealing with the topic of physical literacy:

Physical Literacy Measurement - The Missing Piece
Physical Literacy - Two Approaches
Physical Literacy in Coaching Education Materials: A Case Study of Canada Basketball
Physical Literacy: Them Them to Fish, Feed Them for Life

I also enjoyed reading this article on aesthetic literacy:

Aesthetic Literacy: The Gold Medal Standard of Learning Excellence in Dance

And, I Quote...

"If we want to have an effect on the world, we need to emphasize those things which will make students more active citizens and more moral people"

Howard Zinn (1922 - 2010) - Brilliant and passionate teacher, historian and activist

The Spring 2010 issue of Rethinking Schools (Volume 24, Number 3) has two moving and inspiring tribute stories about Howard Zinn and his remarkable teaching career:

"Losing our Favourite Teacher" and 'One Long Struggle for Justice'

Themed Journal Issue

The 2008 - 2009 Winter Spring issue of Research and Practice for Persons with Severe Disabilities (Volume 33 - 34, Numbers 4 - 1) is a Special Topic Issue: Access to the General Curriculum.

From their web site:

Since 1949, the Conference on College Composition and Communication (CCCC) has been the world's largest professional organization for researching and teaching composition, from writing to new media. Welcome to our community. You'll find the field's leading resources and, more important, expert scholars and teachers eager for you to join us.

Become a member or read their journal available through Western's online catalogue.

College Composition and Communication (CCC) is the journal of the CCCC.

CCC publishes research and scholarship in composition studies that support those who teach writing at the college level. The field of composition studies draws on research and theories from a broad range of humanistic disciplines while supporting a number of subfields of its own, such as technical communication, computers and composition, history of composition, writing center work, assessment, and others.

Articles for CCC may stem from any of these fields, and are relevant to the work of college writing teachers and responsive to recent work in composition

On April 4th 2010 this article appeared in The Chronicle of Higher Education.

A veteran university professor frustrated with the tedium and time of grading papers has created a company that outsources the job to India.

Read the rest of this Toronto Star newspaper article by Lesley Ciarula Taylor (Staff Reporter) from Saturday May 1, 2010

The Librarian is reading...

Seven Days in the Art World by Sarah Thornton

Summary of the Book:

The art market has been booming. Museum attendance is surging. More people than ever call themselves artists. Contemporary art has become a mass entertainment, a luxury good, a job description, and, for some, a kind of alternative religion.

In a series of beautifully paced narratives, Sarah Thornton investigates the drama of a Christie's auction, the workings in Takashi Murakami's studios, the elite at the Basel Art Fair, the eccentricities of Artforum magazine, the competition behind an important art prize, life in a notorious art-school seminar, and the wonderland of the Venice Biennale. She reveals the new dynamics of creativity, taste, status, money, and the search for meaning in life.

A judicious and juicy account of the institutions that have the power to shape art history, based on hundreds of interviews with high-profile players, Thornton's entertaining ethnography will change the way you look at contemporary culture.

Disclaimer: Not all of the books featured in "The Librarian is reading..." category will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

Principal to Parents: Take Kids Off Facebook

From CNN and written by Jason Kessler this story appeared on April 30, 2010:

In a move likely to earn him few Facebook friend requests from tweens, a New Jersey middle school principal is calling for parents to yank their children from all social-networking sites.

Anthony Orsini sent an e-mail blast to the Benjamin Franklin Middle School community in Ridgewood, New Jersey, on Wednesday, urging parents to take down their children's online profiles on Facebook and elsewhere.

"There is absolutely no reason for any middle school student to be a part of a social networking site!," he wrote. "Let me repeat that - there is absolutely, positively no reason for any middle school student to be a part of a social networking site!"

After issuing a rallying cry --"It is time for every single member of the [school] Community to take a stand!" -- Orsini enumerated the reasons he opposes social-networking by his students.

The main problem, he wrote, is that tweens do not have the resilience to withstand internet name-calling.

They are simply not psychologically ready for the damage that one mean person online can cause," he said.

This article was written by Seyoung Hwang and appears in the December 2009 issue of
Environmental Education Research (Volume 15, Number 6):


This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment-related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the "proper", "good", "science" teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the "sense-making" discourses and "sense that is made" of experiences of environmental education and school education more widely.

This article is a little older (2007) but it has Canadian information. It was written by E. Chan and it can be found in the JOURNAL OF CURRICULUM STUDIES (Volume 39, Number 2):


This study examines ways in which students' experiences of a culturally-sensitive curriculum may contribute to their developing sense of ethnic identity. It uses a narrative-inquiry approach to explore students' experiences of the interaction of culture and curriculum in a Canadian inner-city, middle-school context. It considers ways in which the curriculum may be interpreted as the intersection of the students' home and school cultures. Teachers, administrators, and other members of the school community made efforts to be accepting of the diverse ethnic, linguistic, and religious backgrounds that students brought to the school. However, examination of students' experiences of school curriculum events and activities revealed ways in which balancing affiliation to their home cultures while at the same time abiding by expectations of their teachers and peers in their school context could be difficult. The stories highlight ways in which curriculum activities and events may contribute to shaping the ethnic identity of students in ways not anticipated by teachers, administrators, and policy-makers.

Narrative Inquiry

The Journal of Educational Research (Volume 103, Numbers.2, 2009) has two articles that may interest the students taking the course ED9576:

1. Narrative Inquiry Invites Professional Development: Educators Claim the Creative Space of Praxis

2. Teachers Responding to Narrative Inquiry: An Approach to Narrative Inquiry Criticism

Written by Robert Bullough, this article appears in the January 2010 issue of the Journal of Teacher Education (Volume 61, Number 1-2).


Arguing that teacher education has become rule bound, even in the use of teaching narratives and cases, and for the need to challenge beginning teachers' conceptions of teaching and learning, the author suggests parables as promising means for enlivening teacher education and for stretching understanding. After defining parable, the author presents an analysis of three examples--The Storm, The Sower, and The Fish and the Turtle--to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning and for generating fresh educational metaphors useful for guiding thought and action.

This article appeared in February 2010 issue of Training and Education in Professional Psychology (Volume. 4, Number 1).


Integration of diversity issues into supervision training and research has been sorely neglected, in spite of the recognition that diversity is a core component of psychological training. Several barriers to this integration are described. The author suggests that these barriers can be surmounted by implementing pedagogy developed for diverse and underserved populations. The author suggests that the supervisor works within the supervisees' zone of proximal development (Vygotsky, 1978, 1986), use mediated learning experiences that intentionally create collaborative learning environments (Feuerstein, 1979; Feuerstein, Rand, Hoffman, & Miller, 1980), and mentoring relationships (Huang & Lynch, 1995). Disguised case vignettes are presented to illustrate how diversity issues emerge and are discussed within the learning environment.

This article appears in the Winter 2010 issue of Journal of Counseling & Development (Volume 88, Number1):


Even though literature indicates that particular cultural groups receive more severe diagnoses at disproportionate rates, there has been minimal research that addresses how culture interfaces specifically with clinical decision making. This mixed methodological study of 41 counselors indicated that cultural characteristics of both counselors and clients--including the degree of match between these characteristics--affect attention to cultural issues in clinical decision making. In addition, there was a significant relationship between participant cultural bias and perceived level of client functioning.

This article written by Rachel Heydon appears in the February 2010 issue of Qualitative Inquiry (Volume 16, Number 2):


From the vantages of a teacher who has been researched and an educational researcher who has researched teachers, this inquiry constructs a knitted narrative from journals, letters, and stories written about my time teaching English studies in a remote First Nations' community and articles written about me when I was a research participant in a study concerning White women teaching in the Canadian north. The goal of this narrative inquiry is to explore the ethical and methodological issues, including issues around representation, which arise during the course of studying and writing about other people, particularly teachers who are doing border work.

Becoming a Teacher through Action Research (Second Edition) skillfully interweaves the stories of pre-service teaching with the process of action research.

This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings.

With an updated preface and introduction, this revised edition fully develops a convincing response to the framing question of the book, "Why pre-service teacher action research?"

The new edition offers a more robust overview of research methodology, including mixed methods examples as well as quantitative data collection strategies.

The authors also touch on digital photography and audio collection tools for presenting action research.

Using additional activities and examples, the authors clarify how to ask critical questions using literature reviews.

This article appears in the May 2010 issue of the Journal of Abnormal Child Psychology (Volume 38, Number 4) and is written by Margaret Semrud-Clikeman, Jenifer Walkowiak, Alison Wilkinson and Elizabeth Minne


Understanding social interactions is crucial for development of social competence. The present study was one of the first to utilize direct and indirect measures of social perception to explore possible differences among children with nonverbal learning disability (NLD), Asperger's Syndrome (AS), Attention Deficit Hyperactivity Disorder-Combined (ADHD-C), Attention Deficit Hyperactivity Disorder-Predominately Inattentive (ADHD-PI), and controls (N = 342). Multiple informants provided ratings of the child's behavioral and social functioning. Results indicated that the NLD and AS groups experienced the most difficulty understanding emotional and nonverbal cues on the direct measure. In addition, children with AS or NLD showed significant signs of sadness and social withdrawal compared to the other groups. Attentional skills, while related to social perception, did not predict social perception difficulties to the same degree as number of AS symptoms.

Friday Fun: "Cookie Monster's Search Story" Video

Tired of doing research? Have a look at this "Cookie Monster's Search Story" video!

People We Know: Harvey Weingarten

Harvey Weingarten, who stepped down as president of the University of Calgary, has been named the new president of the Higher Education Quality Council of Ontario. He begins his duties a HEQCO on July 1st, 2010.

People We Know: Jill Carter and Alan Leschied

Jill Carter and Alan Leschied's article " Maintaining Mental Health and Youth Justice-Involved Students in Mainstream Education: Implications for Ontario's New Mandatory Requirement for School Attendance" appears in the March 2010 issue of the Education & Law Journal (Volume 19, Number 3).

This article appears in the May 2010 issue of the Journal of Chemical Education (Volume 87, Issue 5). The article is co-authored by Joanna M. Skluzacek, Joshua Harper and Emily Herron and Jacqueline M. Bortiatynski.


Action Potential Science Experience (APSE) is a five-day summer camp offering science opportunities for K−8 students. The focus of the APSE curriculum is to teach science concepts and methods while challenging the participants to solve an overarching problem from the popular-culture context. The participants in the APSE entitled Burger 'N Fries Chemistry became food chemists to help a fictitious school board decide whether to continue serving a hamburger-and-French fries lunch. Students collected data using classical food chemistry analytical techniques and drew their own conclusions about the nutritional value of not only a typical hamburger-and-fries lunch, but also alternatives to this meal. On the last day, the young food chemists reported their findings to parents and faculty. Written precamp and postcamp surveys were administered to evaluate students' nutritional knowledge and their appreciation of science. The results indicated that the curriculum was successful in improving the students' knowledge of nutritional concepts. The data also revealed that self-motivation was a factor in knowledge gain. The survey data supported the conclusion that the majority of students found science interesting and would elect to participate in camps whose titles followed a theme from popular culture.

Teaching as a Subversive Activity

A good course leads students to see "Not only where they have been but also where it is, tomorrow, that they might go."

This article appears in the April 2010 issue of Response (from Seattle Pacific University) and was written by Luke Reinsma, SPU professor of English and Director of the University Scholars Program.

Professor Reinsma writes:

The other day, I taught a "History of English" class that went badly in all the usual ways: the guys slouching in the back of the room; the sound of my voice beating, like ocean waves, against a wall of irritation and boredom.

Now, I'll be the first to concede that a lecture on Early Modern English is a tough sell. But I love the idea of the English pirating words from across the globe: concert, madrigal, oratorio, and aria from the Italian; hashish from the Arabic; ketchup from the Chinese; raccoon, opossum, moose, moccasin, and more from the Native Americans.

What magic is it that removes the barrier -- that allows teachers to converse with, rather than to talk at, our students? It's my private theory that the solution is analogous to writing itself: that good classes, like good papers, need a thesis, a plan, a problem, and, finally, a sense of larger significance.

Why it's difficult to call a professor by his first name

Written by Nicole Baute this Toronto Star article was published on Thursday April 22, 2010:

In our increasingly casual world, social titles spell confusion

When Jack Chambers introduced himself to a classroom of students 30 or so years ago, the University of Toronto professor would try to counter the 1970s "aura of elitism" with this preamble:

"Even if it's difficult for some of you, call me Jack."

He still prefers Jack, but the 65-year-old has come to accept that many students will insist on "Professor Chambers."

"It's difficult for students to call somebody who's old and grey by their first name," he says.

Chambers, a professor of linguistics, says society has become less concerned with honorifics and social titles.

Archie comic welcomes first gay character

This article was written by Linda Barnard (one of my favourite newspaper writers) and published in the Toronto Star on Thursday April 22, 2010:

Veronica is finally about to meet the one hunky guy she can't get in the pages of Archie -- the comic series' first gay character.

"We want to make Archie Comics move forward and make it fun and inclusive," Jon Goldwater, chief executive officer of Archie Comics Publications in Mamaroneck, N.Y., told the Star Thursday.

Sex-ed backlash inhibits McGuinty

News stories abound about this change in plans. This particular article is from the National Post and is written by Lee Greenberg (Canwest News Service) and published on Friday, April 23, 2010.

New curriculum needs a 'rethink,' Premier says

Just days after defending a new sex education program that would include mention of homosexuality in Grade 3 and anal intercourse in Grade 7, Ontario Premier Dalton McGuinty has backed down in the face of a public backlash.

Mr. McGuinty said the government failed in its job consulting on and communicating the new plan to parents.

"I think for most parents it came out of nowhere," he said.

"We spent a good 24, 48 hours listening to parents and caucus -- and parents through our caucus -- and it's become pretty obvious we should give this a serious rethink."

Although the curriculum was released in January, it didn't receive any public notice until this week, when a Christian conservative banner group heard of the changes and planned a protest in response.

That action in turn revealed a massive gulf between the province's publicly funded secular and Catholic school systems, a gulf Mr. McGuinty himself seemed to ignore.

He insisted the new curriculum applied to "all students in publicly funded schools, including Catholic schools."

His education minister, Leona Dombrowsky, also said the Catholic Church supported the new curriculum.

American "Blueprint for Reform"

Reauthorization of the Elementary and Secondary Education Act

On Saturday, March 13, 2010 the Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA), which would ask states to adopt college- and career-ready standards and reward schools for producing dramatic gains in student achievement.

The proposal challenges the nation to embrace educational standards that would put America on a path to global leadership.

The blueprint provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college.

How Augmented Reality Works

This information is from the How Stuff Works web site:

Video games have been entertaining us for nearly 30 years, ever since Pong was introduced to arcades in the early 1970s. Computer graphics have become much more sophisticated since then, and game graphics are pushing the barriers of photo-realism. Now, researchers and engineers are pulling graphics out of your television screen or computer display and integrating them into real-world environments. This new technology, called augmented reality, blurs the line between what's real and what's computer-generated by enhancing what we see, hear, feel and smell. Read more...

How Social Gaming Is Improving Education

This information is from the Mashable: The Social Media Guide web site:

For decades, educators have been scrambling to find better ways to prepare students for the real world. Read more...

The Librarian is reading...

Fantasy Freaks and Gaming Geeks: An Epic Quest for Reality Among Role Players, Online Gamers, and Other Dwellers of Imaginary Realm by Ethan Gilsdorf.

About the book:

Fantasy. Science fiction. Role-playing games.

People around the globe turn away from the "real" world to inhabit others. Movie fan-freaks design costumes and collect Lord of the Rings action figures.

Some attend comic book conventions and Renaissance fairs, others play live-action role-playing games (LARPs).

The online game World of Warcraft (WoW) has lured twelve million users worldwide.

Even old-school role-playing games such as Dungeons & Dragons (D&D) are still wildly popular.

What could one man find if he embarked on a journey through fantasy world after fantasy world?

In an enthralling blend of travelogue, pop culture analysis, and memoir, forty-year-old former D&D addict Ethan Gilsdorf crisscrosses America, the world, and other worlds -- from Boston to New Zealand, and Planet Earth to the realm of Aggramar.

On a quest that begins in his own geeky teenage past and ends in our online gaming future, he asks gaming and fantasy geeks how they balance their escapist urges with the kingdom of adulthood. He speaks to grown men who build hobbit holes, and to grown women who play massively multi-player online games. He seeks out those who dream of elves, long swords, and heroic deeds, and mentally inhabit faraway magical lands. What lures them--old, young, male, female, able-bodied, and disabled -- into fantasy worlds, and for what reasons, whether healthy, unhealthy, or in between?

Our noble hero battles online goblins, trolls, and sorcerers for weeks on end. He travels to pilgrimage sites: Tolkien's hometown, movie locations, and castles. He hangs out with Harry Potter tribute bands. He LARPs. He goes to fan conventions and gaming tournaments. He camps with medieval re-enactors -- 12,000 of them. He becomes Ethor, Ethorian, and Ethor-An3. He sews his own tunic. He even plays D&D.

What he discovers is funny, poignant, and enlightening.

Disclaimer: Not all of the books featured in "The Librarian is reading..." category will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

As explained by Great White Snark...

Netflix Founder Acquires Online Education Start-Up

This is a New York Times blog entry written by CLAIRE CAIN MILLER on Tuesday April 20, 2010:

Reed Hastings, the founder and chief executive of Netflix, used the Web to make it easier for us to rent movies. Now Mr. Hastings, who is also a former high school math teacher, is using the Web for a less entertaining, more educational cause -- teaching math to children.

And, I Quote...

As U.S. Education Secretary Arne Duncan has said, education is the "civil rights issue of our generation."

China's Quiet Education Revolution

China has attracted global attention in recent times for its inspiring and staggering achievements in the economic arena. The impeccably organized Beijing Olympics in 2008 and the prospects of the biggest expo in history in Shanghai this year have fired the public imagination and worked wonders for national pride.

Yet, a quiet revolution that has underpinned many of these achievements has gone relatively unnoticed. This is the transformation of China from a largely illiterate country in 1949, when the People's Republic was established, to a country where almost all children attend school for nine years and the literacy rate of young people aged 15 to 24 is 99 percent.

These historic achievements have contributed to China's ranking in the Human Development Index (HDI) rising to 92nd out of 180 countries.

This speaks volumes for the vision and determination of the Chinese leadership. Nevertheless, China faces challenges in addressing disparity and quality in education. Viewed in this context, China's Medium and Long-Term Education Reform and Development Plan Outline is a timely response to the challenges of creating a knowledge-based society. The outline was released to the public in February after intensive consultations.

Premier Wen Jiabao demonstrated firm commitment of the Chinese leadership to education reform by convening five separate sessions to engage in a dialogue with people from different parts of the country. This is by no means an ordinary occurrence, as the UN believes and has repeatedly emphasized the critical importance of political commitment for the achievement of the Education for All (EFA) and Millennium Development Goals (MDGs).

The process of consultation continues as millions of people use the power of the Internet to send in their comments on the outline. It is evident that the Chinese people are eager to contribute and participate in the reform of the education system.

The Chinese government deserves to be commended for developing a comprehensive outline that sets strategic goals and targets for education development in the next 10 years.

The outline stresses the right of all citizens to receive education and promises allocation of resources in favor of rural, impoverished, ethnic and vulnerable groups.

It emphasizes the importance of all round development of the personality of learners. Incentives are provided for greater participation of the non-government sector in education.

Malaysia to Introduce Sex Education in Schools

This news report was written by Channel NewsAsia's Malaysia bureau chief Melissa Goh and posted on 21 April 2010 at 1927 hrs:

KUALA LUMPUR: Malaysia plans to introduce comprehensive sex education in schools, to help curb a rise in unwanted pregnancies and abandoned babies.

Students took part in a recent programme on social and reproductive health by the Ministry of Women, Family and Community Development.

Quebec to Review Special Needs Education