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Winning library grants
Tightening budgets and ever-shrinking sources for funding have made winning grants more important than ever before. But where should a library grant novice begin? Right here, of course. Herbert B. Landau, the author of The Small Public Library Survival Guide and an experienced marketer and manager, offers a practical and comprehensive manual that guides you through grant fundamentals. His game plan will help you * Find relevant funders by analyzing eligibility criteria * Write and prepare grant applications using the winning examples included, and evaluate outcomes to pave the way for success with future proposals * Increase your chances for success by using additional tactics, such as pre- and post-submission marketing, to sell your institution to a funder Whether you re a newbie taking on the process for the first time or an experienced administrator looking to shore up finances, this book will help you find the dollars your library needs.
eBook
Doing science : design, analysis, and communication of scientific research
Covers each stage of research, from formulating questions and gathering data to developing experiments and analyzing results and finally to the many ways for presenting results. --from publisher description
Book
A new approach for increasing graduate students’ science communication capacity and confidence
There is an increasing demand for emerging scientists to improve their ability to communicate with public audiences, yet little research investigates the effectiveness of science communication training for graduate students. We responded to this need by developing SciWrite@URI—an interdisciplinary model for science graduate students designed around three learning outcomes based on tenets from the field of writing and rhetoric—habitual writing, multiple genres, and frequent review. SciWrite students completed courses and a science communication internship, attended writing workshops, and became tutors at a newly established Graduate Writing Center. After 2 years of training, students more frequently wrote multiple drafts and engaged in peer review, increased their confidence as writers, and decreased their apprehension about writing. We conclude the tenets of the SciWrite program helped students improve as science communicators, and we make suggestions for effective ways graduate departments and training programs might implement and build on our model.
Journal Article
Co-developing the IPCC frequently asked questions as an effective science communication tool
In its Sixth Assessment Report Cycle (AR6), the Intergovernmental Panel on Climate Change (IPCC) aims to strengthen the communication of its products. As the only mandatory part of IPCC reports specifically targeting a lay audience, the Frequently Asked Questions (FAQs) provide an opportunity for broader communication of key IPCC topics. AR6 has released three Special Reports that include FAQs, varying in number and structure, as well as the approach taken to develop them. Using these Special Report FAQs, in this essay, we take stock of current efforts to co-develop IPCC FAQs and provide recommendations to strengthen the impact of these highly useful yet currently under-utilised resources. Building on evidence from a user survey, text analysis and social media statistics, we find that bringing together IPCC authors and communication specialists to jointly develop the text and graphics increases the accessibility and usefulness of the FAQs. Efforts made for informative visuals additionally increase their impact on social media. To maximise the potential and impact of the IPCC FAQs, we recommend involving communication experts from the beginning of the drafting process to share responsibility, which requires sufficient resources to be allocated to the FAQs. We also suggest developing common FAQ guidelines across Working Groups so future assessment reports can ensure all FAQs are an effective and useful tool for IPCC communication.We also hope that other scientific institutions and projects that wish to summarise scientific content for diverse audiences can benefit from our lessons learned.
Journal Article
Normen beim kooperativen Schreiben im naturwissenschaftlichen Unterricht – eine empirische Rekonstruktion
Writing in science education is considered to have great potential for language and science learning. However, the ways in which teachers and their students interact as writing communities in science lessons has so far rarely been studied in depth, particularly regarding the
which guide cooperative writing. The present article remedies this by presenting the results of a study on the writing norms observable in cooperative writing tasks in science lessons in Swiss primary schools (3rd, 4th and 5th grade). A video corpus of appr. 50 hours was analysed using a combination of approaches, namely Qualitative Content Analysis and Conversation Analysis. First, the concept of norms underlying the present study is discussed and then, the methodological procedure, the data and results are presented. The writing norms reconstructed on the basis of the corpus represent six areas: 1. the way writing tasks are dealt with in science lessons, 2. content, 3. wording, 4. accuracy (orthography, morphology, syntax), 5. visual appearance (handwriting, layout) and 6. the procedure of cooperative writing itself. The article provides an overview of the reconstructed norms as well as a more detailed discussion of selected norms illustrated by corpus examples.
Journal Article
The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills
The current study aims to examine the effects of prospective chemistry teachers’ chemistry laboratory teaching experiences using different laboratory approaches on their metacognitive thinking skills and perceptions of problem-solving skills. The study is designed as “'the quasi-experimental non-equivalent pre-test/post-test control group research design.” Twenty-seven prospective teachers from the Department of Chemistry Education at a public university participated in this study. The prospective chemistry teachers in the experimental group carried out laboratory teaching practices relying on the inquiry-based activities conjugated with a science writing heuristic approach; however, the prospective chemistry teachers in the control group carried out laboratory teaching practices relying on the traditional laboratory approach. The implementation process took 14 weeks. The results showed that there was an overall improvement in the perceptions of problem-solving skills and metacognitive thinking skills in each factor for the prospective chemistry teachers in the experimental group compared to the prospective chemistry teachers in the control group.
Journal Article