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The present paper is part of a thesis under development of the CTS Masters program of the National University of Quilmes, whose objective is to know the current situation and the process of development of institutional digital repositories in Argentine's national universities in the period 2004-2015.

The concern to increase and sustain the enrollment of incoming students to the courses offered by the Department of Library Science of the Faculty of Humanities and Educational Sciences of the National University of La Plata (hereinafter, FaHCE-UNLP) led to the design and implementation of various strategies. One of them was the design and carry out promotion and diffusion activities in diverse fields. The second was the proposal to implement an introductory course to the professorships and Bachelor's degrees in Librarianship and Information Science, which was presented and put into practice for the first time in the 2015. Previously to this proposal, the students receive only an informative talk in the week before the beginning of the school year. The actions implemented since then, which have been in line with the income strategies developed by the other Departments and the Academic Secretary of the FaHCE-UNLP, have resulted in a valuable and necessary experience, which was positively valued both by the 2015 entrants and For those who have just attended the course in 2016. In this brief paper we account for this new experience, its motivations and development, the results obtained and the reflections that arise from here

An analysis was made on the academic production in Librarianship and Information Science of the Iberoamerican region - scientific articles and papers presented at events - with the objective of identifying in the literature works with defined technological contents, to then describe and quantify the subjects treated . In a second stage, a preliminary exploration of the curricula of some schools of Librarianship and Information Science of our region was realized, with the idea of ​​observing the treatment of those subjects in the curriculum. The preliminary results are intended to show the relationship between the technological interests of the professional community in the region and its treatment by the Library Schools. On the other hand, the information collected could be a tool for conducting longitudinal studies on the fluctuation in time of different themes, their rise and consolidation or their disappearance.

The topics of correlation and linear regression constitute a complex and subtle system of statistical and mathematical ideas whose teaching-learning raises numerous practical and theoretical problems. In this research paper, the patterns of reasoning that students exhibit, under the approach of informal inferences when they face problems of correlation and regression line are identified. To achieve this, activities were implemented in two stages: in the first stage, two problems (one of estimation and other of best-fit line) were applied to be solved using pencil and paper; the second stage incorporates the use of the Fathom software. [For the complete proceedings, see ED629884.]

The increasing development of new information and communication technologies in most areas, has allowed the emergence of new models and management strategies and magazine publishing. The Public Knowledge Project (PKP) research and nonprofit initiative, has developed an open source platform for managing electronic journals known as Open Journal Systems (OJS). As part of the strengthening of the journals of the Instituto Tecnológico de Costa Rica (TEC), the operating entity, Editorial Tecnológica implemented the TEC Journals Portal using OJS, with the goal of increasing the visibility of the journals readers outside Costa Rica and disseminate publications and research results produced in TEC. In this paper we describe the results obtained with the implementation and operation of the TEC Journals Portal so that the main scope display in the visibility of publications in open access journals and the portal as a whole, as visits; most downloaded articles, country of origin of these visits and downloads; language used by users, source of origin of the traffic and technologies used. It then lays out the actions derived from the results obtained with increased visibility of journals, as well as the strategies employed and future work to allow further expand the scope and dissemination of research results in TEC.

Presentation: We describe the apogee that has had free software, equivalents now exist for almost allproprietary systems, in the automation of information units is where have emerged many applications. It is mentioned that this paper is part of a research project carried out at the University of Costa Rica. Method: We have defined three criteria for choosing the software: it is in Spanish, specializes in document management and is open access and available online. For classification defined three levels of automation: automation of catalogs, digital repositories and integrated automation systems. Once grouped, defined an evaluation matrix, which consists of 54 parameters divided into four groups: general, standards management, technical aspects and functionality. Results: We built a software catalog grouped at different levels mentioned. In addition, it was found that the third sublevel should be subdivided in turn into three sublevels: information units of low complexity, medium complexity and high complexity. For this group identified six criteria to determine the type of information unit seven to determine the degree of complexity of the software. Based on this subdivision was built a specialized sub-catalog in the third level of automation. Discussion: the definition of levels and sublevels are possible analyzes and comparisons between similar software, applying the evaluation matrix indicated. In addition, the catalogs submitted are a source of important information for decision-making automation projects. Conclusion: The presented catalog is not definitive, due to the dynamics of technologies and every day new applications may arise. The proposal is based on the benefits of free software, because you can access the code to make adaptations and modifications, however emphasizes that it is not free, and there will always be costs associated with implementation.

From mathematics education, a great variety of studies have focused on analyzing the presence of digital technology from different points of view. Those who work with proof and argumentation have resisted presenting results with a technological component, due to the idea of formality associated with those terms, which has increased the existing tension between the theoretical and empirical nature of mathematics. Taking into consideration that with the presence of environments such as dynamic geometry software (DGS) the student can access to dynamic representations, we seek to understand the impact of the interaction with these representations on the arguments proposed by the students. For this, we carried out an exploratory and descriptive study whose results show that the interaction with dynamic representations provides students with validation tools different from those on paper. [For the complete proceedings, see ED630210.]

In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.]

Here are introduced the main initiatives developed in the context of the Open Access Movement in Uruguay. The aim is to identify the tendencies in relation to the implementation of the two ways of open access (green way and golden way) at the Science and Technology National System. The opinions of the decision makers are also gathered, about the opportunities that open access offers and the need to implement public policies in that regard. A method is applied that includes bibliographic review, website consulting and interviews to qualified informants. The project originates from the research group “Studies on the Scientific Production”, which develops its activities in the context of the Programa de Desarrollo Académico de la Información y la Comunicación (PRODIC) at the Universidad de la República (UDELAR). Its purpose is to promote the cross-discipline and inter institutional spaces that analyze the open access issue in the context of the national general policies about information. At the moment, the group is carrying out the research and development project (R+D) “Institutional repository model as an alternative for the social, scientific and technologic country development”, funded by Scientific Research Sectorial Committee from UDELAR. The execution of the said project gave information about the situation regarding open access around government and education authorities, and decision makers. We identified and described the publications of the active researchers of the Researchers National System (SNI), with the aim of getting to know the different models of scientific communication in each knowledge area, and obtaining empiric elements to develop an institutional repository model according to its own special features. The aim is to contribute to the creation and implementation of national policies that motivate the green way as an alternative to guarantee the open access and the bibliographic control of the national scientific production. These lines of research were recently created and they will gradually become established. They are obtaining visibility in the different national areas and have installed this issue in the current discussion agenda. Consequently Uruguay is not out of date compared to the international context and is going forward in benefit of the scientific and technologic development. We hope that the research results will be reference elements for the creation of new policies of open access that can meet the country needs and be updated with the international tendencies.

Description of architectural strategies used in public libraries in the province of Barcelona to to build places with quite meaningful density, which can become referents for the community, so that the architecture contribution through all means (including use of colour, materials and lighting) becomes an added value for the public library.

In this study we analyze and contrast approaches that future high school math teachers show when solving word problems with the use of pencil and paper and later, with the use of a Dynamic Geometry System (DGS). The resources, representations, strategies and forms of mathematical reasoning that the participants exhibit when they use GeoGebra in the process of problem solving are analyzed. The results show that the use of the tool favors the dynamic exploration of the concepts involved, the formulation of conjectures and the search for different arguments to validate the solution. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]

Throughout the years, Mathematical Modeling has gained international attention, not only in research but also in the development of curricula and its applications in the classroom. However, systematic literary surveys are scarce. In this paper, we present some findings from a survey of 485 international publications related to different aspects of mathematical modeling. While the number of Latin-American publications is rather small compared to the number of international publications, the vitality of the currently discussed themes in this region and their innovative perspectives testify to the international relevance of this developed work on mathematical modeling. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]

In this paper characterizations of mental objects for fractions of middle school students (from 12 to 14 years old) with absenteeism problems and low academic performance, are described. A test was designed as part of a research whose general purpose is to contribute in the building up of better mental objects for fractions through a teaching sequence. Items for the test were structured according to the results of a didactic phenomenology of fractions and the curricular content proposed for the last years of elementary school. Results indicate that students have a greater success in issues related to continuous model partitions phenomena, whereas they are less successful using fractions on the number line. Students cannot transfer their knowledge from an area model to a linear model to identify or represent fractions. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]

In this paper we describe an educational proposal for prospective secondary school mathematics teachers in Mexico, whose aim was to contribute to the development of their didactic-mathematical knowledge about linear variation through mathematical tasks, the development of the competence of identifying primary mathematical objects and the reflection on hypothetical cases of teaching. The proposal is supported within both the Onto-semiotic Approach (EOS) and the Mathematics Teacher's Didactic-Mathematical Knowledge and Competence model. The proposal follows a design research methodology based on EOS. The results show the complexity related to the development of the competence of identifying primary mathematical objects, they also highlight the influence that competence has on the development of the epistemic and cognitive facets of prospective teachers' didactic-mathematical knowledge on linear variation. [For the complete proceedings, see ED629884.]

This paper presents a case study that is part of a research studying how university statistics teachers integrate digital tools in their practice. The case study is of a teacher who claims to follow constructionist ideas for her teaching of statistics, using the R programming language. The teacher developed a series of activities with R, aiming to promote the understanding of statistical concepts. We observed 11 of her classes, in a three-week period. These classes were analyzed using as framework the notion of Instrumental Orchestration and Papert's constructionist principles. We identified four ways in which this teacher orchestrates her class and the constructionist elements present in them. [For the complete proceedings, see ED629884.]

In this paper a didactic proposal is presented which consists of a methodology aimed at secondary level mathematics teachers, the aim of this proposal is to provide the teacher with a tool to design teaching sequences in order to take them to the classroom; These designs have the particularity of incorporating digital technology for the development of the sequence and its implementation. The methodology was developed based on the articulation of: the didactic structure of Díaz-Barriga, the teaching method ACODESA of Hitt and the curricular developments of Taba. The methodology has been tested with a group of 11 teachers in a course-workshop of 40 hours, the results obtained were three didactic sequences elaborated by three teams of teachers in a technological context (using Geogebra), where it is perceived that it is possible to design using this methodological proposal, however, teachers presented some difficulties during the process of articulation with technology. [For the complete proceedings, see ED629884.]

This paper presents the design and analysis of a Model-Eliciting Activity (MEA), which aims to support the refinement of the conceptual system associated with directly proportional distribution problems (example: linear function, percentage, proportion, variation, etc.). The situation explores a context that is close to the student, encouraging the construction of a generalizable mathematical model that can be transferred to diverse contexts. For the design, the principles of the Models and Modeling perspective (Lesh and Doerr, 2003) were considered. The target population were students enrolled in the first semesters of a university degree in Accounting. For the analysis, we considered the construction of models (performed in teams); the mathematical representations within the process observed (such as diagrams and tabular organizations); as well as the individual solutions of the students. [For the complete proceedings, see ED629884.]

In this paper we report the results obtained when implementing Activities related to the visualization of geometric representations in paper-and-pencil and technological environments with students1 grade 11. This is a qualitative research supported by both the representation theory and the visualization of mathematical objects using technological aid. We discuss how the use of technology promotes learning mathematical concepts through the analysis of static and dynamic geometric figures. Our results show that the technological tool contributes to the visualization of geometric representations arisen from working with Activities; however, paper-and-pencil as a working tool becomes necessary to give rise to conjectures about the meaning of abstract concepts linked to these representations. [This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.]

In this study we document how a mathematical idea, shared by a student, changes the development of the class discussion. Our work characterizes the flexible and open dynamics in mathematics instruction that a teacher adopts to give her students control of their own mathematical ideas. Our work argues that this flexibility is necessary for teachers to engage in instructional practices that respond to students' mathematical thinking. To demonstrate the teacher's flexibility we use the analogy of soccer, relying on the literature of Game Sense coaching approach, which suggests that the coach (the teacher in our context) is positioned to manipulate the practice environment with the purpose of facilitating learning. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606556.]

In this study, the elements of the design and results of the implementation of a Massive Open Online Course (MOOC) based on the problem solving and the use of digital technology are analyzed and discussed. The results show that the design of the activities, the intervention of the MOOC design team in the discussion forums and the interaction among the participants allowed and favored the creation of a collaborative environment in problem solving. Participants shared and discussed their mathematical ideas, as part of a virtual learning community, which allowed them to formulate conjectures, explore and search properties to sustain relationships, and communicate results. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]

The number line is a model that is used to measure, count, order and even operate, which requires a symbolic interpretation. Then, we investigate the conceptions of 72 in service secondary teachers, when they manage the model of the number line associated with order, spatial location and the relative position between numbers and marks. In a workshop carried out through Internet, we found that the participants consider that the usefulness of the model is in the manipulation, and they do not see the need to modify it, despite the requirements of the problem, taking for granted its usefulness and the control that resources could give them, such as the change of the numerical scale. They don't even realize the symbolic properties to interpret the numerability. [For the complete proceedings, see ED630210.]

In this report, we present an advance of doctoral research. We explore teaching alternatives that promote proportional reasoning in Mexican students between 14 and 15 years old with the support of digital technology. We designed a sequence of activities that pretends to signify the concepts of ratio and proportion in their diverse representations and from the perspective of linear functions. For the design of the tasks, elements of the Realistic Mathematics Education framework and Cuevas-Pluvinage Didactics were used. The learning objectives and proposed activities were organized through a hypothetical learning trajectory. Subject to presenting the group results, we randomly selected a student to present the analysis of the results achieved. We found that the tasks promoted proportional reasoning. [For the complete proceedings, see ED630210.]

We present results of the analysis of knowledge used by a secondary school mathematics teacher in her classroom practice. This knowledge takes shape and is displayed as specific teaching strategies in the management of her class when she incorporates Computer Algebra Systems. Based on observations of regular classes, we find that her knowledge (mathematical, pedagogical and technological) is put into action at various moments during the lesson and through a variety of teaching strategies. These strategies depend on many factors, such as the planned objective of the lesson, the specific moment in the class, student participation, and the use of technological tools. Within such complexity, the teacher applies her teaching strategies in a flexible way, and manages to control and even modify the course of her class. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]

The aim of this investigation is to explore the preservice teachers' reasoning about variation (variability or spread) when they analyze data in situations that involve risk. In particular, in this communication the responses to two problems of a questionnaire administered to 96 preservice teachers are reported. The problems are of comparing groups of data in situations of risk: stakes in games and the life expected after medical treatments. The questionnaire was applied before the preservice teachers began a course of statistical information processing and the results showed the difficulty found by students to interpret variation in this type of contexts. For these results it is necessary to reflect on the instruction of future teachers about the meanings of measures of center dispersion and dispersion to contribute to an improvement in their academic training. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]

In previous publications the authors of this paper identified specific relations between comprehension and convincement. On the basis of Grounded Theory, this research analyzes the changes that arise in said relations as a response to changing conditions. For their study, the authors analyze an interaction, at a distance, between a tutor and a student. At an initial level, a micro-analysis is undertaken--resorting to the Toulmin Model--which describes and interprets the relations that arise there between comprehension and convincement. From a more general standpoint, at a second level the authors contribute explanations concerning those relations and their changes. Finally, the authors suggest proposals for educational practice. [Written in both Spanish and English. For the complete proceedings, see ED583608.]

Existing technologies pose challenges for the education system related to what contents, strategies and skills students should learn and what types of teaching scenarios should be considered in learning. In this study, prospective high school teachers were encouraged to systematic use various digital technologies in a problem solving course during one semester. Results indicate that the participants developed and implemented a set of strategies and ways of thinking that complement and extend the approaches based on the use of pencil and paper. In addition, the use of technology allowed the participants extend mathematical discussion beyond formal settings. [Written in Spanish and English. For the complete proceedings, see ED583608.]

The study of three-dimensional objects is undertaken in the Mexican curriculum throughout all levels of basic education. However, few studies relate to the mathematics knowledge needed to teach those ideas. This report represents an approach to the study of such knowledge. The approach is based on an account, developed from class observations, of three six grade teachers and their use of mathematics knowledge in teaching their students to calculate the volume of prisms, in two schools in Mexico City. The results provide evidence related to some sub-domains of mathematics knowledge for teaching. While there are some strengths related to this knowledge, teachers also showed that there is room for improvement. This speaks to the need to develop training spaces (both for preservice and in-service teachers) where the analysis and discussions stimulate learning of both the geometric and pedagogical knowledge needed for teaching practice. [Funding for this project was provided by Conacyt/SEP/SEB. This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.]

Interest in understanding mathematics teaching and learning phenomena, and to develop new and effective methodologies to teach Differential Calculus and Linear Algebra led me to look for ways to dialogue between APOS Theory and other mathematics education theories. This enterprise has facilitated a better understanding of them. Bridges between them have been constructed that enable to find possible points of contact and to expand their borders without changing their fundamental hypothesis. In this paper, a reflection on what a dialog between theories entails is illustrated and, through three examples, it shows how it promotes enriching experiences for researchers and stimulates students' creativity. Results also underline how positive outcomes in terms of students learning and in the development of effective teaching resources can be obtained. [Written in both Spanish and English. For the complete proceedings, see ED583608.]

The purpose of this study was to analyze how the systematic use of GeoGebra influences the ways of reasoning of high school students when they incorporate it in the resolution of word problems. The study was carried out with a group of 20 students who were studying Mathematics I. The results show that the students appropriated resources from the dynamic geometry system (GeoGebra) which, when used systematically, allowed them to implement strategies to represent geometrically the concepts involved in the problems, explore and analyze relationships between the elements of the dynamic models built and find the solutions. Thus, thanks to the exploration and analysis of relationships, it was possible to discuss with the students' concepts such as: ratio, domain, locus, variation. [For the complete proceedings, see ED630060.]

During their school life, students learn mathematical topics that can be considered essential for the understanding of the property of density in the set of real numbers. Therefore, we detected a need to design and elaborate a Hypothetical Learning Path to include topics to help promote the learning of this property. This report shows results of a first stage of an educational experiment as part of an ongoing research. It describes how through the trajectory, high school students are able to recognize ways of finding numbers in an interval using various semiotic representations. We also describe some difficulties that students had to recognize the non-existence of a successor in real numbers. [For the complete proceedings, see ED630060.]

This article describes the results of an investigation based on a Models and Modeling Perspective [MMP]. We present the evolution of the models built by university students when solving a model development sequence designed to promote their learning of the exponential function. As a result, we observed that students' thinking was modified, expanded, and refined, as they developed different iterations of their models. Students' models evolved by creating, first, linear models that required direction; second, models where there was no dissociation between linear and exponential behavior; then, situated exponential models; and finally, sharable, and reusable exponential models. [For the complete proceedings, see ED630060.]

In this research, quotient strategies and their influence on decision-making in situations that involve the comparison of probabilities are analyzed. In order to achieve this, classical probability situations modeled with urns were designed. In each situation, two urns with simple extraction, involving or not proportional relationships, were proposed to third grade secondary school students. The analysis was carried out through the categorization of the results based on the relationships established between the components of the urns (favorable, unfavorable and possible cases). The study concluded that when comparing probabilities, students not only resort to the quotient (ratio): favorable case numbers among the number of possible cases to make their choice, but to others where they also include unfavorable cases. [For the complete proceedings, see ED629884.]

Researchers, who have studied the understanding of the density property in the set of decimal numbers, have shown that the student uses the property of the discrete of natural numbers to solve tasks related to density. So, a restructuring of concepts is necessary, that is, a conceptual change from "the discrete" to "the dense". This report presents evidence from ten pre-service teachers from Mexico City that this change can initiate through the implementation of a didactic sequence. The pre-service teachers managed to visualize that a decimal number can be found in an interval. Consequently, they were able to conceive an infinity. However, several of them persisted with the idea of the existence of a successor in the set of decimal numbers. [For the complete proceedings, see ED629884.]

This study reports an analysis of inductive reasoning of Mexican middle school mathematics teachers, when solving tasks of generalization of a quadratic sequence in the context of figural patterns. Data was collected from individual interviews and written answers to generalization tasks. Based on Cañadas and Castro's inductive reasoning model, we found that most of the teachers followed four stages to obtain a general rule: observation of particular cases, search of patterns, conjecture formulation and generalization. [For the complete proceedings, see ED629884.]

The document presents a set of categories for the analysis of the conceptualization of the congruence of polygons--a central theme in school mathematics--and details the application of the analytical tools used, derived from Grounded Theory, in this construction. This set of categories is called 'Interpretive Model of the Conceptualization of Polygon Congruence' (MICP). This model emerged from the interpretive analysis of empirical data recollected during the investigation. The MICP categories can be used by teachers or researchers to cover different didactic objectives (e.g., interpret the resolution of tasks with congruence content; prepare student profiles or identify their difficulties. See Peña, 2019) and it is relevant because it does not seem to exist in the literature a similar model that covers the previously stated objectives. [For the complete proceedings, see ED629884.]

Spatial reasoning skills are necessary to perform activities at school, at work and in everyday life, in general. Different studies indicate the importance of its development at an early age, since it allows the reading of a three-dimensional world and its interpretation in two-dimensional representations. Our research focuses on the design of activities, using the Theory of Variation, to enhance spatial reasoning skills in seven to eight year-old students. In this document, we present characteristics of the design of an activity based on the use of pentominoes (two-dimensional puzzles). The results show that spatial reasoning skills develop when the following actions are favored: comparing, overlapping, rotating, moving, visualizing, and imagining movements, positions and locations of the pentomino pieces. [For the complete proceedings, see ED629884.]

This research project focuses on identifying the difficulties that children between 6-7 years-old have in learning natural numbers, when working a teaching model with a Von Neumann formal mathematical basis. In this study, we present the analysis of the experimentation with a first-grade class in the construction of zero and one numbers, contrasting the results with a case of the clinical interview. Our methodological theoretical framework is the Local Theoretical Model (LTM) and its four components: Formal, Cognitive, Communication and Teaching. With the theoretical contribution of each component, the categories of analysis are designed to observe and explain difficulties in the use of the Mathematical Sign System (MSS) involved in the construction of the first natural numbers, using iteration and the recursive process. [For the complete proceedings, see ED629884.]

In this study we show the models that students of administration and accounting careers built when performing an activity close to the real life, with the use of Excel. The representations and ideas exhibited by the students when they used the software are analyzed. The methodology was qualitative. The theoretical framework was the Models and Modeling Perspective. The results show that the use of the tool allowed the dynamic exploration of mathematical concepts such as: covariation, rate of change and exponential function. The students formulated conjectures, arguments, explanations and justifications. [For the complete proceedings, see ED606556.]

In this article we present and discuss some theoretical and methodological elements of a wider research that analyzes the teaching practice of two teachers novice and expert from a semiotic theoretical approach. The conceptual framework of this work allows for addressing the epistemological and didactic dimensions of the teaching practice. Three concepts are particularly emphasized: sign, artefact, and mediation. Furthermore, we propose, through the networking of theories (Kidron & Bikner-Ahsbahs, 2015), the teacher's teaching model as a theoretical-methodological construct to analyze the teaching practice. This work reports the teaching model for the phenomenon of a free-falling object, in which the close relation between mathematics and physics is addressed. Some results on the application of the teaching model are presented for the analysis of a novice teacher. [For the complete proceedings, see ED606556.]

In this research we discuss relating the description of certain harmonic phenomena, with models that represent them, with the goal of promoting the understanding of the period, the frequency, and the amplitude of the trigonometric functions, particularly referring to sinusoidal functions; in this way the frontier between sinusoidal functions and one of its areas of application to physics is preserved. This is an ongoing research study where digital technology like a movement sensor is employed in order to generate graphics related to sinusoidal functions, in which the movement features followed by harmonic phenomena are identified. It is important to mention the use of an approach where it is possible to transit alternatively from the analysis of the phenomena to the mathematical model. It is conjectured that the way it approaches sinusoidal functions could help assign meaning to the model f(x) =Acos(?x+[phi]). [Written in both Spanish and English. For the complete proceedings, see ED583608.]

The National Center for Family Literacy (NCFL) presents, alongside the Goodling Institute for Research in Family Literacy at Penn State University, these proceedings from the research strand at the 22nd National Conference on Family Literacy. Through these sessions, NCFL's conference continues to provide the latest research in family education efforts and the practical applications of that research. This annual dissemination of and focus on research findings is critically important to our nation's family engagement in education movement. These proceedings include papers that emphasize parents' engagement in their children's growth as learners and the essential role that culture plays in relationships between families and schools. Research papers in the proceedings include: (1) Measuring Parent Engagement in Early Childhood Intervention Programs (Kirsten Ellingsen and Lowell Myers); (2) Summary: School, Family, and Community Partnerships to Improve Students' Reading and Literacy Skills and Attitudes (Joyce Epstein); (3) Culturally Relevant Reading and Mathematics Instruction (Amber Joyce Godwin and Tarcia Hubert); (4) Parents and Children Learning Together: An Immigrant Family Perspective (Vikki Katz); (5) Hybrid Literacy Practices of English Language Learners (Brandy N. Kelly, Amber J. Godwin, and Melissa C. Alfred); (6) Latino Parent Perspectives on Parental Involvement in Elementary Schools (Christine Niven and Kathleen McCoy); (7) Effect of Asking Parents to Be Engaged in Learning Activities at Home: Will They Become Involved? (Vonda Jump Norman and Bev Schumacher); (8) The Power and Potential of Literacy Practices in Latino Households and Communities: Mapping and Teacher Critical Inquiry (Rosario Ordoñez-Jasis); (9) Got Coalition? A National Study of the Differences between Literacy and Non-Literacy Coalition Communities (Frank Ridzi and Monica R. Sylvia); (10) Parent Perceptions of Family Literacy: The Impact It Has on the Reading Process of Elementary-Age Children (Amber Rodriguez-Michel); (11) When Parents Go to School: Adult Education and Parent Involvement for School-Age Children (Catherine Dunn Shiffman); (12) The Relationship between the Home Literacy Environment, Parental Characteristics, and Children's Emergent Literacy Skills (Nicole Taylor, Daphne Greenberg, and Gary Bingham); and (13) Engaging Parents in Meaningful Roles: The Benefits of Parent Leadership Activities for Family, School, and Community (Blaire Willson Toso and Elisabeth L. Grinder). Spanish language research papers in the proceedings include: (14) Aprendizajes en Familia: La Importancia de la Participación Social en la Educación (Mercedes Calderón García); (15) Aprendizajes en Familia: Hacia una Educación Intersectorial e Integral en la Experiencia Mexicana (Emilio Coral García); and (16) Modelo Integral de Comunicación Pedagógica Para la Calidad Educativa en México: "Educación Integral e Integradora para Todas" (María del Socorro Tapia). Individual papers contain references.

Career education should be part of every subject area on every grade level, from kindergarten through graduate school. Its components--self-awareness, educational awareness, career awareness, and curriculum infusion--can be included in language classes through special activities gleaned from career books, newspapers, and magazines; through judicious use of the regular classroom text; and by using the ancillary texts recommended. Important career activities described here include a Career Day and school and classroom bulletin boards for career information. Motivating activities are suggested for improving students' speaking, reading, and writing skills. Three texts dealing specifically with careers in foreign languages are mentioned, as well as a number of foreign language texts with information on numerous careers, which can be used in language and/or conversation courses at various levels. There is a sizable appendix containing an annotated bibiliography, guidelines for conducting a Career Day, and activities for each of the four aspects of career education. Some materials are given in both Spanish and English. (Author/AMH)

To better manage and search the biomedical literature, the US National Library of Medicine developed the Medical Subject Heading (MeSH) controlled vocabulary. Thematic classification based on controlled vocabularies has been identified as a principal factor in document search and retrieval strategies. Unfortunately, given its specialized and manual nature, assigning MeSH terms to biomedical articles is a very complex, subjective, and time-consuming task, so Automated Keyword Extraction (AKE) systems are emerging as obvious solutions for its incorporation into systems that need to describe and manage thousands of documents, such as repositories. The study shows the solution incorporated into RUNA, the institutional repository of the Public Health System of Galicia, in order to facilitate the subject classification on thematic vocabularies (MeSH-DeCS). It specifically describes the system for the automatic extraction of document terms and how the solution has been integrated into the archive workflow in the repository in order to enable it to be complemented by expert cataloguers and therefore improve the quality of the thematic description carried out.