Mara Bordignon - Academia.edu (original) (raw)
Papers by Mara Bordignon
Journal of Librarianship and Scholarly Communication, Oct 18, 2022
Open access (OA) is an approach that aims to eliminate barriers, increase accessibility, and impr... more Open access (OA) is an approach that aims to eliminate barriers, increase accessibility, and improve the dissemination of research output. With the proliferation and popularity of OA, there is increased interest in studying OA as a phenomenon. This book states two aims: first, to investigate how theory has been used to understand OA and inform activity around it; and second, to explore the relationship-often characterized as a "gap"-between theory and practice. Within the context of their study, the authors define "theory" as any theoretical framework (e.g., Commons Theory, Social Exchange Theory, etc.) that may underpin an OA research study and define "practice" as a wide range of activities related to OA, including creating strategies and policies, developing processes and technologies, supporting communication and marketing, designing business and sustainability models, allocating funding and resources, etc. These practices are carried out by key practitioners, including policymakers and funders, publishers, OA service providers, librarians, consultants, and OA advocates, and are considered complex because they occur within social, cultural, and historical contexts.
Evidence Based Library and Information Practice, Sep 26, 2016
Objective -The main objective was to determine whether information literacy (IL) learning objects... more Objective -The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students' skill acquisition? Methods -The methods involved testing student IL competency through a multiple-choice test given pre-and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre-and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval. LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing posttests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre-and post-test scores, was found for the other two topics. -Both IL LO and face-to-face library led workshop interventions had a positive impact on students' IL skill acquisition as evidenced by an overall increase in average test scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance.
Journal of Librarianship and Scholarly Communication
This book review is applicable and useful to those who engage with academic research, particularl... more This book review is applicable and useful to those who engage with academic research, particularly researchers, librarians, students, administrators, and policy makers in the fields of library and information science (LIS), information systems, publishing studies, business, economics, and more broadly applicable to education and the social sciences and humanities. This book investigates the use of theory in open access research, and the relationship between open access theory and practice.
Evidence Based Library and Information Practice, 2016
Objective – The main objective was to determine whether information literacy (IL) learning object... more Objective – The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students’ skill acquisition? Methods – The methods involved testing student IL competency through a multiple-choice test given pre- and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca L...
Conference proceedings, Oct 31, 2022
Open education (OE), as the sharing, use, and reuse of resources, pedagogies, and teaching practi... more Open education (OE), as the sharing, use, and reuse of resources, pedagogies, and teaching practices, is an evolving phenomenon globally. OE has gained momentum by challenging, transforming, and even displacing systems which exclude, disenfranchise, and marginalize members of both the public and academic communities. Traditional, dominant systems are problematic because they create barriers that restrict access, agency, ownership, participation, and experience. OE approaches represent a wide range of solutions from free open educational resources to open access of scholarly research. A complex open and closed ecosystem, coupled with flaws and weaknesses in OE practices and approaches themselves, create issues and tensions needing closer interrogation. This paper provides a brief literature review on OE, with an emphasis on how meaning has evolved from being content focused to practice focused, alongside with the progression in an aim towards social justice and equity. A look at how OE is constituted within international and Canadian policy discourse also informs how conceptualizations form under social and political contexts. It is argued that critical theoretical frameworks can interrogate the OE phenomenon, particularly within Canadian higher education. A critical research lens can be beneficial in providing understandings of power relations as they affect social justice and equity.
Journal of Librarianship and Scholarly Communication, Oct 18, 2022
Open access (OA) is an approach that aims to eliminate barriers, increase accessibility, and impr... more Open access (OA) is an approach that aims to eliminate barriers, increase accessibility, and improve the dissemination of research output. With the proliferation and popularity of OA, there is increased interest in studying OA as a phenomenon. This book states two aims: first, to investigate how theory has been used to understand OA and inform activity around it; and second, to explore the relationship-often characterized as a "gap"-between theory and practice. Within the context of their study, the authors define "theory" as any theoretical framework (e.g., Commons Theory, Social Exchange Theory, etc.) that may underpin an OA research study and define "practice" as a wide range of activities related to OA, including creating strategies and policies, developing processes and technologies, supporting communication and marketing, designing business and sustainability models, allocating funding and resources, etc. These practices are carried out by key practitioners, including policymakers and funders, publishers, OA service providers, librarians, consultants, and OA advocates, and are considered complex because they occur within social, cultural, and historical contexts.
Evidence Based Library and Information Practice, Sep 26, 2016
Objective -The main objective was to determine whether information literacy (IL) learning objects... more Objective -The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students' skill acquisition? Methods -The methods involved testing student IL competency through a multiple-choice test given pre-and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre-and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval. LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing posttests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre-and post-test scores, was found for the other two topics. -Both IL LO and face-to-face library led workshop interventions had a positive impact on students' IL skill acquisition as evidenced by an overall increase in average test scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance.
Journal of Librarianship and Scholarly Communication
This book review is applicable and useful to those who engage with academic research, particularl... more This book review is applicable and useful to those who engage with academic research, particularly researchers, librarians, students, administrators, and policy makers in the fields of library and information science (LIS), information systems, publishing studies, business, economics, and more broadly applicable to education and the social sciences and humanities. This book investigates the use of theory in open access research, and the relationship between open access theory and practice.
Evidence Based Library and Information Practice, 2016
Objective – The main objective was to determine whether information literacy (IL) learning object... more Objective – The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students’ skill acquisition? Methods – The methods involved testing student IL competency through a multiple-choice test given pre- and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca L...
Conference proceedings, Oct 31, 2022
Open education (OE), as the sharing, use, and reuse of resources, pedagogies, and teaching practi... more Open education (OE), as the sharing, use, and reuse of resources, pedagogies, and teaching practices, is an evolving phenomenon globally. OE has gained momentum by challenging, transforming, and even displacing systems which exclude, disenfranchise, and marginalize members of both the public and academic communities. Traditional, dominant systems are problematic because they create barriers that restrict access, agency, ownership, participation, and experience. OE approaches represent a wide range of solutions from free open educational resources to open access of scholarly research. A complex open and closed ecosystem, coupled with flaws and weaknesses in OE practices and approaches themselves, create issues and tensions needing closer interrogation. This paper provides a brief literature review on OE, with an emphasis on how meaning has evolved from being content focused to practice focused, alongside with the progression in an aim towards social justice and equity. A look at how OE is constituted within international and Canadian policy discourse also informs how conceptualizations form under social and political contexts. It is argued that critical theoretical frameworks can interrogate the OE phenomenon, particularly within Canadian higher education. A critical research lens can be beneficial in providing understandings of power relations as they affect social justice and equity.