Magister Bibliothecologiae - MBibl / Open access publishing is an initiative that aims to provide universal, unrestricted free access to full-text scholarly materials via the Internet. This presents a radically different approach to the dissemination of research articles that has traditionally been controlled by the publishing enterprise that regulates access by means of subscriptions and licences fees levied on users, predominantly academic libraries. In presenting the case for open access publishing, the thesis explored the contemporary research environment, changing modes of knowledge production, the problems associated with the existing academic journal system, and the subsequent growth of the open access movement as an intervention to reclaim scientific communication. It highlighted the ways in which open access better answers the requirements of researchers, funders, governments, and society more broadly. / South Africa

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group (n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students’ entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw’s (1998) strategy evaluation matrix, to enhance students’ comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students’ reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

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Recently, scientific publishing has experienced an expansion of journals and publishers whose primary goal is profit and whose peer review process is virtually non-existent. These “predatory” or “opportunistic” journals pose a threat to the credibility and integrity of legitimate scientific literature, and quality science. Unfortunately, many scientists choose to publish in these journals and/or serve on their editorial boards, either due to ease of rapid publication or naivety. Here, we highlight the extensive use of predatory publications or editorial board involvement by applicants applying for a faculty position in the Pharmaceutical Sciences department at the Bill Gatton College of Pharmacy at East Tennessee State University. We caution search committees at other pharmacy schools to thoroughly examine applicant curricula vitarum (CVs) for predatory publishing.

Good student evaluations are not always the measure of a successful class, and in spite of my consistently high student evaluations, I knew something had been lost in my classes. In an effort to revitalize my teaching, to increase both student participation and instructor satisfaction, I undertook an experiment in which I taught two sections of the same literature survey differently. One class was taught as I had, of recent years, been teaching: primarily lecture. The second class was decentralized: circled seating arrangement, all participants (including me) seated, and a required student literary response journal. Change is much easier decided upon than implemented. Instructor discomfort when climbing out of teaching ruts can be strong enough to impede progress (temporarily) but is a sure sign of growth Although the decentralized classroom increases a sense of vulnerability, it also increases camaraderie. Class discussion can and does veer in unexpected directions but also leads to unanticipated insights and increased student involvement with the material. The instructor's job becomes more complicated because although there must be latitude for a range of responses, the class discussion must not be allowed to drift totally off topic. Thus, the instructor must have the restraint to allow students to express and defend their ideas, and must not rein in apparent misdirections too quickly. To do so would risk stifling student involvement and precluding significant new insights. One casualty of increased student participation in discussion is the amount of material that can be covered. The physical arrangement of a class in a circle encourages student discussion, but that decentralization is really more a function of attitude than of physical space. An essential component of the successful discussion class is the student literary response journal. The journal encourages students to focus on and wrestle with the reading assignment. In the process they can hone their analytic skills, preview and practice articulating their ideas, generate ideas for formal essays, and receive private, non-threatening encouragement from the instructor. / Ed. D.

Denna studie är ett projekt som undersöker användandet av Mark Twains klassiska roman The Adventures of Huckleberry Finn i det svenska ESL klassrummet genom action research. Syftet är att undersöka hur en lärandemodell med utgångspunkt i The Adventures of Huckleberry Finn kan utformas för att utveckla det kritiska tänkandet, samt behandla rasistiska samhällsfrågor och fördomar i det svenska ESL klassrummet. Utformandet av frågeställningen är grundad i flera av de mål som nämns i Lgr11. Forskningen utfördes i tre olika klassrum, på två olika skolor, av två lärarstudenter. Forskningens resultat visar att Twains roman är ett lämpligt verktyg för att behandla de mål som nämns i läroplanen så som projektets mål. Trots att romanen först publicerades för mer än hundra år sedan så är den än idag användbar i vårt moderna samhälle. Den kritik som följt romanen under åren har mestadels rört USA, men vår studie visar att den även är relevant gällande dagens svenska elever. / This study is an action research project dealing with the use of Mark Twain’s classical novel The Adventures of Huckleberry Finn in Swedish ESL classrooms. Our purpose with this project is to investigate how a teaching module on The Adventure of Huckleberry Finn can be designed to encourage critical thinking as well as address racial, societal and prejudice topics in Swedish ESL classrooms. The basis for this question is made up of several requirements stated in Lgr11. The research was conducted in three different classrooms, at two different schools, by two different student teachers. Our findings show that Twain’s novel can be an adequate tool to meet the requirements stated in the curriculum as well as the goals for our project. Even though the novel was first published more than a hundred years ago, it is still applicable to our modern society. Most controversies surrounding the book has taken place in the US, but our study shows that it is significant for today’s Swedish students as well.

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Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-04T11:52:13Z No. of bitstreams: 1 silvanedeoliveirafrazao.pdf: 1459099 bytes, checksum: 715ddffeacd0ecf27b7bd72cca76f3b1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-04T14:56:10Z (GMT) No. of bitstreams: 1 silvanedeoliveirafrazao.pdf: 1459099 bytes, checksum: 715ddffeacd0ecf27b7bd72cca76f3b1 (MD5) / Made available in DSpace on 2018-04-04T14:56:10Z (GMT). No. of bitstreams: 1 silvanedeoliveirafrazao.pdf: 1459099 bytes, checksum: 715ddffeacd0ecf27b7bd72cca76f3b1 (MD5) Previous issue date: 2017-07-31 / PROQUALI (UFJF) / Analisa a contribuição do Portal de Periódicos da CAPES para a produção científica dos docentes permanentes dos Programas de Pós-Graduação em Farmácia no triênio 2010-2012. A área de saúde é um campo que vem se expandindo em termos de pesquisa e a opção de estudar a subárea de Farmácia se deu por existirem poucos estudos na área, sobretudo pesquisas sobre o Portal de Periódicos da CAPES, principalmente com foco em avaliação de coleções. A metodologia empregada foi a pesquisa documental, com análise descritiva e abordagem quantitativa, utilizando técnicas bibliométricas. A população estudada foi os docentes permanentes vinculados aos Programas de Pós-Graduação (PPGs) em Farmácia reconhecidos pela CAPES. Dos 63 PPGs na área de Farmácia identificados durante o período especificado, selecionaram-se os sete Programas com conceitos seis e sete na classificação da CAPES, por considerar que a produção científica no âmbito desses programas apresentaria tendências mais expressivas de uso dos recursos bibliográficos estrangeiros disponibilizados pelo Portal. Entre os anos de 2010 e 2012, verificou-se que esses sete Programas possuíam um quadro de docentes permanentes composto por 127 pesquisadores, os quais publicaram um total de 1387 artigos em 553 periódicos estrangeiros. Quanto à coleção oferecida pelo Portal, observou-se uma redução de vinte e um títulos entre 2015 e 2017, correspondentes a 0,17%. Com relação à contribuição do Portal para a produção científica da área, constatou-se que 84,45% dos títulos nos quais os docentes da área publicam suas pesquisas são cobertos pelo Portal. Concluiu-se que o Portal apresenta uma contribuição significativa para os pesquisadores da área de Farmácia. / It analyzes the contribution of the CAPES Journals Portal for the scientific production of the permanent faculty of the Postgraduate Programs in Pharmacy in the 2010-2012 triennium. The area of health is a field that has been expanding in terms of research and the option of studying the Pharmacy subarea was because there are few researches in the area, mainly researches about the CAPES Journals Portal, principally focusing on evaluation of collections. The methodology used was the documentary research, with descriptive analysis and quantitative approach, utilizing bibliometric techniques. The population studied were the permanent faculty linked to the Postgraduate Programs (PPGs) in Pharmacy recognized by CAPES. Of the 63 PPGs in the Pharmacy area identified during the specified period, seven Programs with concepts 6 and 7 in the CAPES classification were selected, considering that the scientific production in the ambit of those programs would present more expressive tendencies of use of the foreign bibliographic resources available in the Portal. Between 2010 and 2012, it was found that those seven Programs had a permanent faculty table composed of 127 researchers, who published a total of 1387 articles in 553 foreign journals. As for the collection offered by the Portal, it was observed a reduction of twenty one titles between 2015 and 2017, corresponding to 0.17%. Regarding to the contribution of the Portal to the scientific production of the area, it was found that 84.45% of the titles in which the faculty of the area publish their researches are covered by the Portal. It was concluded that the Portal presents a significant contribution for the researchers of the Pharmacy area.