2014 年2月OCLC WebJunction 發表，美國博物館與圖書館協會(Institute of Museum and Library Service，簡稱IMLS) 贊助，發表圖書資訊專業領域能力索引 (Competency Index for the Library Field) 的更新版本，原本版本於2009年發表，圖書資訊專業領域能力索引可協助館員辨識與獲得專業領域相關的知識、技能，2014 年2月所出版的版本著重21世紀所需要的技能(21st Century Skills)、對圖書館資料與評估的當責(Accountability)及社區貢獻度 (Community Engagement)。索引的內容可區分為5大項目，36 個次項目，我們可從此看出圖書資訊專業所需技能與規劃館員繼續教育之課程方向與內容。 / MOOCs are Massive Open Online Courses that enroll anyone wishing to attend for free. Early MOOCs, which emerged out of the OER movement, are known as Connectivist MOOCs [aka cMOOCs] and emphasize both active student learning and knowledge creation using a wide range of tools that are (1) shared with fellow students and (2) openly licensed for use and adaption [i.e. community-generated OERs]. The more widely known MOOCs, xMOOCs, rely on video lectures by professors, some student interaction, and online educational tools. These register students in the tens of thousands and some have numbered as many as 160,000 in a class – making it impossible to provide professorial support. None provide access to institutional library collections. They are very expensive to produce and funded by investors or major institutions. Despite their name, xMOOCs are not open educational resources / 20. 一般民眾與老年人服務 (Core Technology Competencies) 20-1 推廣 (Outreach)：包括設計與執行符合社區需求的圖書館服務；定義與執行圖書館社區推廣服務，提高圖書館使用率，將服務觸及到未曾接觸之民眾；使用線上工具與所服務的民眾溝通。 20-2一般民眾推廣服務 (Adult Programming) ：設計、執行與贊助圖書館推廣服務並提供民眾獲取資訊，娛樂與終身學習。 20-3老年人服務與推廣 (Older Adult Services and Programming) ：設計與執行符合社區老年人需求的服務與活動、定義與執行圖書館老年人推廣服務，提高圖書館服務的使用率，並將服務觸及到未能服務到的族群，設計、執行與贊助圖書館推廣服務，並提供老年人或取資訊，娛樂與終身學習。 20-4讀者利用指導 (Readers’ Advisory) ：指引使用者選擇常用及休閒性閱讀及書評。發展良好的讀者使用指引策略與資訊源。 20-5參考服務 (Reference) ：發展與維護參考資源已達成讀者對其之需求，優化讀者進行參考晤談之過程，協助讀者達成資訊尋求。

The problem of this study is to demonstrate a method of evaluating situations in textual materials that may assist pre-adolescent children in achieving certain developmental tasks. The problem involves the analysis of fifty stories taken from five state-adopted readers on the sixth-grade level, as well as the development of criteria for making such an analysis.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

O presente trabalho tem por objetivo descrever como os processos de escrita e leitura são capazes de suscitar transformações nas identidades e subjetividades das personagens de Terra sonâmbula, romance de Mia Couto. Ainda, buscar-se-á demonstrar como a leitura pode tornar-se fundamental na promoção de significativas mudanças na vida de leitores que habitam espaços dilacerados pela guerra, como ocorre, por exemplo, com Muidinga, uma das personagens da obra que será analisada. / This paper aims to analyze how writing and reading are able to evoke changes in the identities and subjectivities of characters from Mia Coutos Sleepwalking Land. It also aims to show how reading can play a major role in promoting substantial changes in the lives of readers from war-torn areas. An example of this is Muidinga, one of the characters from the book that will be analyzed.

The Web has been a blessing for visually impaired users as with the help of assistive technologies such as screen readers, they can access previously inaccessible information independently. However, for screen reader users, web-based information seeking can still be challenging as web pages are mainly designed for visual interaction. This affects visually impaired users’ perception of theWeb as an information space as well as their experience of search interfaces. The aim of this thesis is therefore to consider visually impaired users’ information seeking behaviour, abilities and interactions via screen readers in the design of a search interface to support complex information seeking. We first conduct a review of how visually impaired users navigate the Web using screen readers. We highlight the strategies employed, the challenges encountered and the solutions to enhance web navigation through screen readers. We then investigate the information seeking behaviour of visually impaired users on the Web through an observational study and we compare this behaviour to that of sighted users to examine the impact of screen reader interaction on the information seeking process. To engage visually impaired users in the design process, we propose and evaluate a novel participatory approach based on a narrative scenario and a dialogue-led interaction to verify user requirements and to brainstorm design ideas. The development of the search interface is informed by the requirements gathered from the observational study and is supported through the inclusion of visually impaired users in the design process. We implement and evaluate the proposed search interface with novel features to support visually impaired users for complex information seeking. This thesis shows that considerations for information seeking behaviour and users’ abilities and mode of interaction contribute significantly to the design of search user interfaces to ensure that interface components are accessible as well as usable.

One of the first features of the eighteenth-century novel to strike the modern reader is its sheer length, and yet critics have argued that these novels prioritize emotional experiences that are essentially fleeting. “Novel Feelings” corrects this imbalance by attending to ongoing emotional experiences like suspense, familiarization, frustration, and hope—both as they are represented in novels and as they characterize readerly response to novels. In so doing, I demonstrate the centrality of such protracted emotional experiences to debates about the ethics of feeling in eighteenth-century Britain. Scholarship on the sentimental novel and the literature of sensibility tends to locates the ethical work of novel feeling in short, self-contained depictions of a character’s sympathetic response to another’s suffering. Such readings often rely on texts like Henry Mackenzie’s The Man of Feeling or Laurence Sterne’s A Sentimental Journey, short works composed out of even shorter, often disjointed scenes in which the focal characters encounter and respond emotionally to the distresses of others. And yet, these fragmentary productions which deliberately deemphasize narrative connection between scenes do not provide ideal models for approaching the complex large-scale plotting of many eighteenth-century novels. Through my attention to larger-scale formal techniques for provoking and sustaining feeling throughout the duration of reading a lengthy novel, I demonstrate how writers from Samuel Richardson to Jane Austen taught readers to linger with feelings, particularly ones that might initially produce pain or discomfort. By challenging readers to remain within a feeling that refuses to be over, these novels demand a vision of ethical action that would be similarly lasting—moving beyond the comfortable closure of a judgment passed or a sympathetic tear shed to imagine a continuous, open-ended attention to others.

Many schools throughout the United States are struggling to address student deficiencies in reading. Empirical evidence demonstrating the efficacy of reading intervention programs is often lacking. This study examined the effectiveness of an 8-week reading intervention program, the Wilson Reading System (WRS), that was implemented in a local elementary school in Washington D.C. to address the reading deficiencies of 75 third-grade students. Guided by Vygotsky's Zone of Proximal Development (ZPD), a quasi-experimental pre/post research design was used to examine differences in reading proficiencies following the completion of the WRS program, as measured by the Dynamic Indicator of Basic Literacy Skills (DIBELS) assessment instrument. A multivariate analysis of variance was used to test the differences in DIBELS posttest composite scores and individual subscale scores. A multivariate analysis of covariance was used to examine pre/post differences while controlling for gender and days absent. While there was a statistically significant difference in the DIBELS composite score (p < .05), the individual subscales lacked statistical significance when controlling for gender and days absent. The descriptive and bivariate analysis of test scores with respect to gender and days absent were not of practical nor statistical significance. These findings suggest that the results of this study were due to the duration of the reading intervention program. This study contributes to positive social change as it brings to light the limited value of short-term intervention programs and highlights the extensive and integral efforts needed to address academic deficiencies in reading literacy.

The study was concerned with the variable of staging which is a component of text structure. Staging is known to affect the comprehension process of proficient readers. Two passages developed and analysed for staging by Clements (1976) were used in this study to investigate the effects staging has on the readers' comprehension of the passages. The two passages were identical in content and different only in the staging level at which information occurred. Ten experimental texts were developed from Clements' two passages. The texts enabled (i) the comparison of the effects of supplying high, medium or low staged information to the readers on their ability to replace cloze deletions in the rest of the text: and (ii) the comparison of the effects of supplying intact the staging categories Old Topic, New Topic, Old Comment, or New Comment on the readers' ability to replace cloze deletions in the rest of the text. The cloze replacement scores were taken as measures of the readers' comprehension of the text. The subjects used in this study were a mixture of male and female, undergraduate and postgraduate students at Riverina College of Advanced Education. The height of staged information and the staging category of the information were found to have no significant affect upon the readers' comprehension of the texts. However, it is suggested 111 that this may be an artifact of the use of cloze procedure as the measure of comprehension. Suggestions are made for further research to clarify the usefulness of cloze as a research tool in this area and to support or reject the conclusion of this study.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 71-75). Also available for download via the World Wide Web; free to University of Oregon users.

Title: “The letters jump”- to struggle with decoding and still understand what you are reading.Author: Maria EkUniversity of UmeåDepartment of EducationSupervisor: Asbjörg WestumExaminer: Fredrik KarlssonKeywords: Poor readers, Structured text talks, Reading strategies, Reading comprehension, Commitment and Motivation.During the past decades, Swedish studies show that reading comprehension and skills in reading strategies have decreased. In secondary school for individuals with learning disabilities there has been a focus on care-taking rather than on comprehension in general, and on reading comprehension in particular.The purpose of this study was to investigate whether Reciprocal Teaching would increase reading comprehension and motivation among upper secondary school for individuals with learning disabilities. The study presents how three 17-year-old pupils and their teacher, discussed expository fact texts during twelve lessons using the reciprocal method combined with power point-presentations to get the students to read more actively with interferences and reflections. The ambition was to make the structured text talks as interesting as possible with texts easy to read, technical aids, structure to make the students feel security when reading and to get committed pupils with an increased interest in reading.The results show an increase in motivation in reading, and the students were more prone to take an active part in discussions.