Adaptação de fórmula de nivelamento de livros infantis para o português brasileiro: resultados preliminares / Adaptación de la fórmula de nivelación infantil al portugués brasileño: resultados preliminares / Adaptation of children's leveling formula for Brazilian Portuguese: preliminary results

Introdução: Práticas para o ensino da leitura no Brasil podem ser representadas pela adaptação e validação de um instrumento de nivelamento de livros infantis já comprovadamente eficaz em outra língua e cultura. Objetivo: O presente estudo visa adaptar a fórmula de Hatcher para nivelar livros infantis para o uso no português brasileiro, disponibilizando-a como instrumento de trabalho aos profissionais de diferentes áreas no que concerne à seleção de livros adequados à idade e à etapa em que se encontram os leitores iniciantes em seus primeiros anos de alfabetização no Brasil. Método: A pesquisa seguirá as seguintes etapas para adaptação da fórmula de nivelamento de livros infantis: (1) tradução da fórmula do idioma de origem para o idioma-alvo, isto é, do Inglês para o português; (2) síntese das versões traduzidas; (3) avaliação da síntese por juízes experts; (4) avaliação da fórmula pelo público-alvo, considerados aqui professores dos anos iniciais do Ensino Fundamental; (5) tradução reversa do instrumento. Resultados: A fórmula traduzida de Nivelamento de Livros Infantis apresentou 72% de coeficiente de validade de conteúdo, em relação à clareza, e 80% de pertinência prática, demonstrando ser um documento útil, de fácil aplicação e adequado aos profissionais da área da saúde e da educação que poderão avaliar e nivelar os livros antes de indicá-los a leitores iniciantes. Espera-se, em estudos posteriores, realizar a aplicabilidade desta fórmula para facilitar o trabalho na seleção de títulos indicados ao público-alvo.

Introduction: Practices for the teaching of reading in Brazil can be represented by the adaptation and validation of a children's book leveling instrument already proven to be effective in another language and culture. Objective: The present study aims to adapt Hatcher's formula to level children's books for use in Brazilian Portuguese, making it available as a working tool to professionals in different areas with regard to the selection of books suitable for the age and stage in which readers are beginning their first years of literacy in Brazil. Method: The research will follow the following steps to adapt the leveling formula for children's books: (1) translation of the formula from the source language to the target language, that is, from English to Portuguese; (2) synthesis of the translated versions; (3) evaluation of the synthesis by expert judges; (4) evaluation of the formula by the target audience, considered here teachers from the early years of elementary school; (5) reverse translation of the instrument. Results: The translated formula for Children's Book Leveling presented 72% of content validity coefficient, in relation to clarity, and 80% of practical relevance, proving to be a useful document, easy to apply and suitable for health professionals and of education that will be able to evaluate and level the books before recommending them to beginning readers. It is expected, in later studies, to apply this formula to facilitate the work in selecting titles indicated to the target audience.

Introducción: Prácticas para la enseñanza de la lectura en Brasil puede ser representada por la adaptación y validación de un instrumento de nivelación de libros infantiles que ya ha demostrado su eficacia en otra lengua y cultura. Objetivo: Este estudio objetiva adaptar la fórmula de Hatcher para nivelar libros infantiles para uso en portugués, poniéndola a disposición como herramienta de trabajo para profesionales de diferentes áreas en lo que se refiere a la selección de libros adecuados a la edad y etapa en la que los lectores están comenzando sus primeros años de alfabetización en Brasil. Método: La investigación seguirá los siguientes pasos para adaptar la fórmula de nivelación para libros infantiles: (1) traducción de la fórmula del idioma de origen al idioma de destino, es decir, del inglés al portugués; (2) síntesis de las versiones traducidas; (3) evaluación de la síntesis por jueces expertos; (4) evaluación de la fórmula por parte del público objetivo, aquí considerados docentes de los primeros años de la enseñanza básica; (5) traducción inversa del instrumento. Resultados: Esta fórmula traducida presentó 72% de coeficiente de validez de contenido, en relación con la claridad, y 80% de pertinencia práctica, demostrando ser un documento útil, de fácil aplicación y adecuado para los profesionales de la salud y de la educación que serán capaz de evaluar y nivelar los libros antes de recomendarlos a lectores principiantes. Se espera, en estudios posteriores, aplicar esta fórmula para facilitar el trabajo en la selección de títulos al público indicado.

A description and opinions of a longitudinal book club for comprehensive pharmacy faculty development.

INTRODUCTION: The objectives of this study were to implement a faculty development book club centering on pharmacy education and to evaluate faculty opinions of the process. METHODS: A year-long pharmacy faculty development book club was conducted. Monthly meetings explored a pharmacy education text. Discussions centered on reflective questions submitted by chapter facilitators. Participants completed pre- and post-surveys regarding attitudes and opinions of faculty development utilizing a book club format. The Kruskal-Wallis, Dunn's multiple comparisons, Mann-Whitney, and Wilcoxon tests were used to analyze results. RESULTS: Of 48 faculty, 26 and 19 responded to the pre- and post-surveys, respectively; 73% agreed they would like a faculty development book club on the pre-survey, while 86.3% of participants were satisfied or highly satisfied with the book club on the post-survey. On the pre-survey, females and clinical faculty felt they would be more engaged in the book club than in more traditional development programs; the same groups indicated more engagement on the post-survey. Males indicated greater improvement in teaching abilities than females as a result of the book club. Of paired pre- and post-surveys, 12 respondents more strongly agreed that they were able to describe characteristics of a student-centered approach to teaching after the book club. CONCLUSIONS: Faculty found a comprehensive book club to be an enjoyable and engaging way of developing skills and knowledge as a pharmacy academician. This alternative delivery method for faculty development programming can be replicated by other institutions. Further study is needed to evaluate long-term outcomes.

Using Subject Guides to Support Curriculum and Patient Care: A Multipronged Approach.

Even though the library subscribes to numerous valuable health science resources, many e-books are not being used by clinicians, researchers, and students. Because these resources are bundled in various packages that often do not show up in federated searches, making them more discoverable is important. At the same time, the cost of textbooks is increasingly burdensome for students. Using authoritative lists and metrics to evaluate these resources while also seeking faculty input to include the best resources in subject guides may not only benefit the faculty and students but also aid in promoting library resources.

An Analysis of Physician Assistant LibGuides: A Tool for Collection Development.

The Physician Assistant (PA) specialty encompasses many subject areas and requires many types of library resources. An analysis of PA LibGuides was performed to determine most frequently recommended resources. A sample of LibGuides from U.S. institutions accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) was included in this study. Resources presented on guides were tabulated and organized by resource type. Databases and point-of-care tools were the types of resources listed by the most LibGuides. There were over 1,000 books listed on the 45 guides, including over 600 unique books listed. There were fewer journals listed, only 163. Overall, while the 45 LibGuides evaluated list many unique resources in each category, a librarian can create an accepted list of the most frequently listed resources from the data gathered.

Visiting Old Libraries: Scientific Books in the Religious Institutions of Early Modem Portugal.

Knowledge of libraries and book collecting is a preliminary task for the characterisation of scientific culture and practice. In the case of Iberia, and especially Portugal, this is still a desideratum. This paper provides a first global look at this issue. In early modem Portugal religious institutions organised impressive collections of books, by far the largest in the country These libraries not only served the religious institutions themselves, but also supplied books to lesser libraries, such as the University Library of Coimbra and the Royal Library. The Portuguese book market mirrored the purchase and selection of books made by religious congregations. This was also true for the circulation of scientific books, which depended above all on the interests, choices and cultural relations of these most peculiar book collectors.

Rethinking the reference collection: exploring benchmarks and e-book availability.

Librarians in the Health Sciences Library System at the University of Pittsburgh explored the possibility of developing an electronic reference collection that would replace the print reference collection, thus providing access to these valuable materials to a widely dispersed user population. The librarians evaluated the print reference collection and standard collection development lists as potential benchmarks for the electronic collection, and they determined which books were available in electronic format. They decided that the low availability of electronic versions of titles in each benchmark group rendered the creation of an electronic reference collection using either benchmark impractical.

Home literacy experiences and literacy acquisition among children in Guangzhou, south China.

Sénéchal's research in the West with English- and French-speaking children included positive relations of the development of literacy skills with home literacy experiences. There is a need to extend this research to other countries, especially in China where few studies have been done. This study examined relations of parental reports of formal and informal home literacy variables with Chinese children's vocabulary and written language development. Consistent with previous studies in the West, informal home literacy experiences were associated with Chinese children's vocabulary knowledge, and formal literacy experiences with reading skills. These findings fit previous research which distinguishes formal and informal literacy experiences in relation to children's performance on reading and language skills, and indicates reading to children is less effective for acquisition of print-specific skills.

The field of affectiveology at the new millennium: clinically relevant advances as reflected in books (1998-2007).

This brief review summarizes what in the view of the writer represent 10 illustrative authored monographs (as contrasted to edited texts) reflecting the transition of the field of affectiveology into the new millennium. The choice of these books is meant to emphasize the breadth of our field, embracing among others normal emotional life, the clinical descriptive approach, evolutionary biology, genetics, neurobiology, and therapeutics. I may have had some penchant for the unusual--and in this sense this is a very personal list--but my intention was to highlight new developments which are shaping our field.