In this study, 18 teachers and 32 of their students who had reading difficulties were randomly assigned to one of two assessment conditions. In the functional assessment condition, consultants identified functional relationships among environmental events and targeted reading behaviors to develop an intervention plan. In the empiric condition, consultants selected an intervention plan based on interventions matched to various reading problems (i.e., omitting individualized problem analysis). Consultants facilitated interventions consistent with the two conditions through a problem-solving consultation model and collected multiple outcome measures. Both the functional assessment and empiric conditions led to improved outcomes in targeted reading behaviors, with most improvements falling within the moderate to large range of single-participant effect sizes. No significant differences were found between the functional assessment and empiric conditions on the outcome variables of intervention effects, curriculum-based assessment, consumer satisfaction, or material costs, although empiric assessment took less time than functional assessment. Implications regarding the generalizability of these results and directions for further study regarding the treatment utility of assessment for consultation are discussed.
Purpose – The purpose of this paper is to discuss the changing role of the academic library, in relation to technology support services. It proposes that library technology services should expand to take a central role in developing student academic technology skills, and shows how moving into non-traditional areas of technology support can expand a library’s operation capabilities to include entrepreneurship and innovation for faculty, staff and students. Design/methodology/approach – The paper outlines how our library expanded its technology services to include course management support, technical literacy training and three-dimensional (3D) printing, and details future developments into robotics and software development. It details the authors initial objectives, the issues encountered, the improvements made in response and what the authors hope to do in the future. Findings – We are at a time when technology has made innovation and creation available to many. Academic libraries should take on this opportunity of repositioning technology services to provide and promote technical applications, becoming a central point for library users to share ideas and collaborate on projects. As a result of the interdisciplinary nature of academic libraries, the authors are in the best position to make this happen on campus. Originality/value – Even though continual change has been a theme in the development of libraries, very little has been written on the role of technology support services. This paper sets the foundation for further exploration in how taking on academic technology support services, 3D printing and makerspaces could be a part of library services.
Purpose The purpose of this paper is to describe the process of fostering a maker culture in a liberal arts university. It explores the impact of making on student learning and engagement, as well as the role of the library’s maker program. Design/methodology/approach This paper is a case study that presents the tools and activities used in an academic library’s maker program. Structured interviews were conducted with faculty, staff and students to review the program and maker culture influence on campus. Findings Findings highlight the library’s role in supporting maker culture on a liberal arts campus and address ways making contributes to student engagement and learning. Interviewees also recommend strategies to increase awareness and market the library’s maker program to engage a wider community. Originality/value Though there are many articles written about the maker movement and libraries, this study contributes to the growing body of research on makerspaces in higher education, with particular focus on a library at a liberal arts university.
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