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Language without Borders was initiated by the Brazilian Federal Government and has undergone a series of modifications until its discontinuation as a government-sponsored program, when it was taken up by the academic community as a free enterprise. Currently, it is linked to Andifes (National Association of Directors of Federal Institutions of Higher Education). One of the main actions of Language without Borders is to offer the academic community tuition-free language courses. This article presents an interpretive content analysis of one of Language without Borders´s popular features: the catalog with information about the courses offered by the program. We engage with decolonial critiques in the process of exploring Language without Borders legislative pieces, focusing particularly on the English courses in the catalog. Our analysis looks into the uphold of English after the program became an Andifes enterprise to reflect on how the language is approached, given its discursive construction as the language of science in internationalization. Throughout the analysis, we visualize complexities and contradictions in a process permeated both by the reinforcement and delinking from modernity/coloniality.

In recent years, the commercial catalogues of businesses that produce teaching aids -- which, prompted by the spread of a pedagogical vision linked to activism, first appeared in the second half of the nineteenth century in parallel with the first production of school objects -- have acquired increasing importance as a research source in the field of historical pedagogy. Their versatile nature makes them a rich, varied and precious research tool that can make a considerable contribution to the field of studies related to school materials. The aim of this article is to define the characteristics of this source to subsequently show how recent research grants have been able to offer a first instance of comparative reflection on the issue. From a review of the data that has emerged, a methodological framework for studying commercial catalogues of teaching aids as a research source is being traced out, with plans for future steps on an international level to reinforce its study.

To facilitate the chemistry education community in locating and evaluating published assessment instruments, the Chemistry Instrument Review and Assessment Library (CHIRAL) encompasses a number of resources. First and foremost, CHIRAL contains a catalog of over 500 assessment instruments that is easily searchable, allowing for the identification of instruments within a given domain, topic, or format. Each instrument listing in CHIRAL includes metadata (intended population, language, number of items, etc.), a bibliography of studies that have used the instrument and reported evidence for validity and reliability, a catalog of the reported evidence, a panel review report providing a synthesis of the reported validity and reliability evidence (for select instruments), and a glossary of common terms used in psychometric evaluations. This paper presents the purpose of CHIRAL and provides details about its development.

Academic libraries are increasingly asked to articulate connections between the work of library staff and student success. This article discusses how a team of librarians participating in CARLI Counts, an immersive professional development program funded by a Laura Bush 21st Century Librarian Grant through the Institute of Museum and Library Services, responded to the lack of research investigating the indirect impact of the work of technical services staff on student learning. An anonymous online survey distributed to library staff of the Consortium of Academic and Research Libraries in Illinois (CARLI) member institutions explored the perceived value of enhanced cataloging in supporting student research. Survey results point to opportunities for communication and collaboration among technical services and public services librarians to improve understanding of enhanced catalog functionality and user needs.

"After the death of the last witnesses the memory of the Holocaust must not be left to historians alone, now is the time for works of art" Aharon Appelfeld. This study focuses on the role and contribution of monuments to educating about Holocaust commemoration in Israel. Holocaust monuments are located throughout Israel, from north to south, and over the years memorial centers have been added, which contain additional monuments commemorating the story of the specific place and/or personal stories. Many of the latter have original displays from the period of the Holocaust and, according to definitions that will be presented below, these too can be defined as "monuments" and their place as a commemorative site. Commemoration of the Holocaust is an important value in the education of the young generation, as a lesson and as a call to always remember that which happened. The educational system has a very significant role in providing instruction on the memory of the Holocaust and it must teach this complex topic using interesting visual means such as monuments, which have a meaningful role in the story of the Holocaust, similar to journals, letters, films, and drawings. The study explores the role of monuments as meaningful, reliable, and historically valid sources of information, which serve as a visual text for Holocaust instruction. This is with the purpose of examining the meaning of monuments as a source of information in learning about the Holocaust. The research method: Qualitative research based on observations of a case study consisting of an educational program dealing with remembrance based on monuments and on a catalogue of monuments. The catalogue, built specifically for this study, is unique in its scope and categorizes and charts monuments from different locations throughout Israel, providing a venue for educational activities studying the memory of the Holocaust and its commemoration. The research findings show that there is at present no organized study program encouraging schoolchildren's visits to monuments in Israel, and these remain abandoned, with no visitors. In many cases they are displayed in open public spaces, and those passing by do not stop to learn their story. Hence, the contribution of the educational program based on the catalogue and on the visit to the monuments will have an effect on all learners, encouraging learning based on experience, i.e., learning outside the classroom. The program blurs the distinction between social classes and sectors and lets each and every student embark on a journey that includes touring, learning, experiencing, and leading.

Scholarly web-based application programming interfaces (APIs) allow users to interact with information and data programmatically. Interacting with information programmatically allows users to create advanced information query workflows and quickly access machine-readable data for downstream computations. With the growing availability of scholarly APIs from open and commercial library databases, supporting access to information via an API has become a key support area for research data services in libraries. This article describes our efforts with supporting API access through the development of an online Scholarly API Cookbook. The Cookbook contains code recipes (i.e., tutorials) for getting started with 10 different scholarly APIs, including for example, Scopus, World Bank, and PubMed. API tutorials are available in Python, Bash, Matlab, and Mathematica. A tutorial for interacting with library catalog data programmatically via Z39.50 is also included, as traditional library catalog metadata is rarely available via an API. In addition to describing the Scholarly API Cookbook content, we discuss our experiences building a student research data services programming team, challenges we encountered, and ideas to improve the Cookbook. The University of Alabama Libraries Scholarly API Cookbook is freely available and hosted on GitHub. All code within the API Cookbook is licensed with the permissive MIT license, and as a result, users are free to reuse and adapt the code in their teaching and research.

This article examines the relationship between gender and leadership in southern public Black colleges from the late nineteenth through the early twentieth century. Public colleges offer a unique view of this relationship because, in an era of disfranchisement, the political stakes of leadership were more obvious than in private schools. I argue that the gap between Black women's dynamic roles on public campuses and their marginalized representations in school reports reveals the processes that have obscured their public educational leadership in the American South. Analysis of images collected from college catalogs supplements my examination of documentary evidence from archives and published reports. State educational administration was one of the few remaining spaces where Black men could wield political influence. As they worked to produce institutional images that proclaimed their capacity for and right to public leadership, however, they minimized the contributions of Black women.

Introduction: Text genres used by so-called information organizers in the processes of information organization in information systems were explored in this research. Method: The research employed text genre socio-functional analysis. Five genre groups in information organization were distinguished. Every genre group used in information organization is described. Empirical evidence for genre group two was obtained through specific analysis of genres used by cataloguers cooperating within the Polish union catalogue. Analysis: A qualitative genre analysis concerning the choice and description of five groups of genres most important for information organization was carried out. Most attention was paid to the second group of text genres, consisting of vocabularies and rules used in cataloguing. Results: The text genre system used in information organization and showing the roles of any specified text genre group is described. The case of the Polish union catalogue database helped to present temporo-spatial dependencies appearing in the regulated genre system. Conclusions: Information organization involves the creation of representations of published texts with a variety of text tools. The creation of these texts and their use (reading) results in individual knowledge reorganization (modification) of all people involved in these processes, that is both writers (including authors of vocabularies, cataloguing rules and bibliographic records) and readers. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]

There is considerable research demonstrating strong benefits of the career academy model to students and teachers, but there is little indicating why students enroll in academies and what methods of recruitment may work best. This study assessed factors influencing students' decisions to enroll in career academy programs by looking at factors that influence students to apply for academy programs and reasons students have for choosing not to enroll in academy programs. A survey was used to collect the necessary data with n = 401 responses from students enrolled in an academy and n = 2,421 responses from students not enrolled in an academy. A factor analysis resulted in two larger groupings linking items together based on program experience and student attitudes. A Pareto analysis indicated that counselors were the greatest influencing factors on student decisions to enroll in career academy programs. Parents, teachers, other students, the course catalog, website, and brochure also played a considerable role in how students learned about the academies. The most influential reasons students have for not applying included not knowing, not interested, and missed deadline.

This paper compares principles of economics curriculum in 2015-16 academic catalogues among the Princeton Review's "The Best 380 Colleges 2016 Edition." The paper finds that 76 percent of schools on the list offer separate principles courses for microeconomics and macroeconomics, while 25 percent offer a single principles course covering both micro and macro. A few schools provide both options. Of those schools offering separate micro and macro principles courses, 28 percent require that micro be taken prior to macro, while only 5 percent require macro before micro. Large schools are more likely to offer two separate courses and are also more likely to require micro before macro. A minimum level of math proficiency prior to enrolment in principles courses is required by 16 percent of schools. The goal of this paper is to provide business and economics faculty with information on how other institutions approach the principles of economics curriculum.

Introduction: Few studies document the information searching behaviour of users with cognitive impairments. This paper therefore addresses the effect of dyslexia on information searching in a database with no tolerance for spelling errors and no query-building aids. The purpose was to identify effective search interface design guidelines that benefit dyslexic users. Method: Twenty dyslexic students and twenty controls solved ten predefined search tasks in the Norwegian library catalogue Bibsys Ask. Screen-recording and eyetracking were used to observe search behaviour. Analysis: The statistical analysis software SPSS was used for quantitative analyses, SMI BeGaze was used for qualitative analysis of the search behaviour. Results: Dyslexic students took longer and formulated more queries per task than the controls. Further, they submitted shorter queries, made more misspellings and relied more upon external resources. There were no differences in problem solving approaches across the two groups except that the dyslexic students used external Websites more. Conclusions: The results of this study indicate that dyslexia has a negative impact on search performance in systems with no tolerance for errors and no query-building aids. Several guidelines are suggested based on the observed information searching behaviour to accommodate users with dyslexia.

PicDiversity, Inc. is working to solve the problems about media in the classroom. Where do teachers go to find diverse media for their students? Students deserve to feel recognized and valued, seeing themselves reflected in the lessons provided. This article presents PicDiversity and how it can transform media in the classroom. PicDiversity's goal is to bring diversity to the visuals and videos that surround students in the classroom. Through its website, PicDiversity offers an entire catalog of illustrations and videos for download and streaming, currently available for free to American school teachers.

Sometimes users need to be asked if they need help. This is difficult with online users, because in-person cues cannot be used to engage when the users need assistance. Proactive chat widgets help to solve this problem as the chat box slides out onto the screen and prompts the user for help. The need for the proactive chat widget was also seen as EZproxy data revealed only 1% of online students who accessed the library's resources reached out for help through chat. This article will cover the successes and challenges of implementing a proactive chat widget on the library's Web site, catalog and databases; the review of proactive chat software; the collaboration of departments within the library to test and launch the widget; chat transcript analysis for coverage and training; and roles of the different departments staffing the chat service.

Technology Enhanced Learning (TEL) is a new pedagogical domain aiming to study the usage of information and communication technologies to support teaching and learning. The following study investigated how this domain is used to increase technical skills in Computer Science (CS). A Delphi method was applied, using three-rounds of online survey questions, given to 17 TEL experts from different European countries. The results showed that these experts consider TEL an effective and interesting support to acquire CS skills. Furthermore, the findings revealed the five best tools in TEL to acquire necessary CS knowledge. Future research can provide a guideline to implement effective TEL tools in CS studies. This manuscript investigates Technology Enhanced Learning (TEL) tools and its applications to learn specific skills in CS. As general content the results of a Delphi study that identifies the benefits of TEL while teaching are highlighted.

In 1961, Barbara Ringer published "Study No. 31: Renewal of Copyright," where she determined the renewal rate for fiscal year 1932 U.S. publications. In that study, she concludes that the renewal rate for Class A works for FY 1932 was 7 percent. This paper seeks to reassess Ringer's study by analyzing the copyright registrations for 1932 and their renewals published in the "Catalogue of Copyright Entries." This was done to determine a renewal rate specifically for books rather than Class A as a whole, which includes other materials. The analysis determines that the copyright renewal rate for books is actually 26-33 percent, significantly higher than 7 percent claimed by Ringer.

The purpose of this study is to examine gender preferences that students may have in hypothetical professor selection by either profile picture or catalog listing. First, we showed picture profiles of male and female professors (while controlling for attractiveness and age) to student participants and asked them to select one or the other. Second, we provided students with faculty names indicating their gender in a simulated course catalog format and asked them to select one from the pair. We found that students preferred male faculty overall, both in the photo and name experiment. When we compared male students to female students, male faculty were consistently selected in the name experiment; however in the photo experiment, female students preferred female faculty while male students preferred male faculty. Further, we found evidence of indirect racial effects. Students more often selected male faculty when the photos were White and when the names were White, Black, and Asian. Hispanic faculty pairings were the only ethnic groups where female faculty were preferred over male faculty.

The purpose of the "Review of E-Learning in Canada", conducted by Abrami and associates (which is referred to as "the team"), was to provide evidence and gaps on the topic of e-learning, and based on this data provide promising directions for e-learning. Funded by the Canadian Council on Learning, the stated objectives of the review were to: 1) identify and verify through research the most effective practices and procedures to promote learning; 2) identify major gaps in knowledge and understanding of e-learning; and 3) identify the most promising lines of inquiry for addressing those gaps. The review covers the literature from 2000 forward with an attempt to focus on Canadian literature, in both official languages. Using an Argument Catalogue codebook a number of classes were identified by the researchers upon which the review was framed. The documents were also coded to provide data on outcomes of the e-learning research from the following perspectives: general public opinion, practitioner literature, policy documents, scholarly reviews, and primary Canadian research. Did the team achieve their objectives? Do their outcomes provide promising directions for e-learning? This commentary will begin by deconstructing the activities of this review and conclude with comments on how well the objectives of this review were met.

This article describes an exploratory study examining the common perception among library-based publishers that open access academic publications (especially monographs) are not readily discoverable in library catalogs. Using titles from the Michigan Publishing imprint, digital culture books, the study provides an empirical basis for evaluating these suspicions. The analysis indicates that only a small percentage of college and university library catalogs in the United States and Canada consistently enable discovery and access for the test sample. However, investigation into the varied discovery configurations of the libraries that do enable discovery and access suggests room for optimism about the future solubility of the problem.