UH Faculty, Staff, and Student Works

Permanent URI for this collection

The collection gathers research products generated by University of Houston faculty, staff, and students


Recent Submissions

Now showing 1 - 20 of 1025
  • Item
    A Computational Mapping of Online News Deserts on African News Websites
    (2023-09-28) Madrid-Morales, Dani; Rodríguez-Amat, Joan Ramon; Lindner, Peggy
    To date, the study of news deserts, geographic spaces lacking local news and information, has largely focused on countries in the Global North, particularly the United States, and has predominantly been interested in the causes and consequences of the disappearance of local media outlets (e.g., newspapers and TV stations) to the social fabric of a community. In this article, we extend the concept of “news deserts” by drawing on literature on the geography of news in Africa, where information voids have long been documented but have not been studied within the conceptual framework of news deserts. Using computational tools, we analyse a sample of 519,004 news articles published in English or French by news websites in 39 African countries. We offer evidence of the existence of online news deserts at two levels: at a continental level (i.e., some countries/regions are hardly ever covered by online media of other African countries) and at a domestic level (i.e., online news media of a given country seldom cover large areas of the said country). This article contributes to the study of news deserts by (a) examining a continent that has not been featured in previous research, (b) testing a methodological approach that employs computational tools to study news geographies online, and (c) exploring the flexibility of the term and its applicability to different media ecosystems.
  • Item
    Images, An Overview
    (Elsevier, 2023-06-23) Jones, Jerrell
    Images have been historical records since the advent of photography. High-resolution photography laid the groundwork for the digitization process known today and has continued to bolster the cultural heritage sector. An overview of images in the context of library and information science (LIS) is a story of how libraries have adopted aspects of the commercial image production environment, expensive digitization equipment, and considerable information technology infrastructure to provide image resources to their users. This entry discusses images in the LIS field and considers the concepts, tools, and best practices that surround the prevalence of images as primary sources.
  • Item
    Structured Narrative Literature Review Template
    (2022-11) Williamson, Katherine; Reilly, Michele; Thompson, Santi
    The “Structured Narrative Literature Review Template” was developed by Katherine Williamson, Michele Reilly, and Santi Thompson in November 2022. It is intended to be discipline-agnostic but has been primarily used for research in Library and Information Science domains. Other researchers are free to use/repurpose this template. The authors are making this template available via an Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. This template replaces a previous version, titled “Literature Review Template”, found here: https://hdl.handle.net/10657/12663.
  • Item
    Implementing Strength-Based Dialogue to Reframe Clinical Education and Community Engagement
    (Perspectives of the ASHA Special Interest Groups, 2023) Mills, Monique T.
    Purpose: Healthcare professionals want to solve problems. When health disparities are observed, the solution often rests on expanding access to clinical services. But what are the varied paths that persons with communication disorders might take to access speech, language, and hearing care? Where are these paths successful and where does a well-intended initiative have an absent or limited effect in altering disparities? Multiple, complex factors affect access to healthcare in underserved communities. However, current practice tends to frame the goals and metrics of outreach programs in terms of access to healthcare services, which risks privileging the perspective of the providers who want to increase the volume of services accessed over the voices of the community members for whom access to healthcare is only part of the larger course of their lives. Solutions that do not reflect those community strengths outside the service provision framework likely yield minimal impact on quality of life, since the community members are less likely to fully embrace the solution. Method: In this clinical forum, we describe a community-informed strengths-based framework for clinicians and clinical researchers whose work is designed to reach underserved communities by employing mutual trust, empathy, active listening, and patient-centered care planning. Through case scenarios we exemplify key tenets of the framework. Conclusion: The community-informed strengths-based framework detailed in this clinical forum supports a paradigm shift from a biomedically-informed strengths-based framework to a model of healthcare service provision that focuses on individual or community strengths. Eliciting guidance from those receiving care and framing the totality of encounters in terms of the process of responding to community strengths can build a collaborative and sustainable path forward toward achieving health goals. Keywords: strengths-based service delivery, health outcomes, developmental language disorder, cognitive decline, community health workers, clinical education
  • Item
    The Effects of Visual Stimuli on the Spoken Narrative Performance of School-Age African American Children, with Erratum
    (Language, Speech, and Hearing Services in Schools, 2015-10-01) Mills, Monique T.
    Purpose. This study investigated the fictional narrative performance of school-age African American children across 3 elicitation contexts that differed in the type of visual stimulus presented. Method. A total of 54 children in Grades 2 through 5 produced narratives across 3 different visual conditions: no visual, picture sequence, and single picture. Narratives were examined for visual condition differences in expressive elaboration rate, number of different word roots (NDW) rate, mean length of utterance in words, and dialect density. The relationship between diagnostic risk for language impairment and narrative variables was explored. Results. Expressive elaboration rate and mean length of utterance in words were higher in the no-visual condition than in either the picture-sequence or the single-picture conditions. NDW rate was higher in the no-visual and picture-sequence conditions than in the single-picture condition. Dialect density performance across visual context depended on the child's grade, so that younger children produced a higher rate of African American English in the no-visual condition than did older children. Diagnostic risk was related to NDW rate and dialect density measure. Conclusion. The results suggest the need for narrative elicitation contexts that include verbal as well as visual tasks to fully describe the narrative performance of school-age African American children with typical development. ---Erratum--- In the original article, the text in the Abstract on p. 337 reads, “Dialect density performance across visual context depended on the child's grade, so that younger children produced a higher rate of African American English in the no-visual condition than did older children. Diagnostic risk was related to NDW rate and dialect density measure.” The text should have stated, “African American English production across visual context depended on the child's grade, such that younger children produced a lower rate of AAE in the picture sequence condition than did older children. Diagnostic risk was related with NDW rate but unrelated with dialect density measure.” In addition, on p. 346, the original text reads, “As shown in Table 2, these children produced DDM rates that were similar in the no-visual (M = 0.02, SD = 0.01), picture-sequence (M = 0.03, SD = 0.02), and single-picture (M = 0.03, SD = 0.02) conditions.” For clarity, the text should have stated, “As shown in Table 2, older children produced DDM rates that were similar in the no-visual (M = 0.02, SD = 0.01), picture-sequence (M = 0.03, SD = 0.02), and single-picture (M = 0.03, SD = 0.02) conditions.” We sincerely apologize for this error.
  • Item
    The Library Catalog, Cataloging, & Catalogers: Demystifying Technical Service Work in Libraries
    (2023-04-03) Martin, Leonard, Jr.
    This UH Libraries Edubreak seeks to demystify the visible and invisible labor of the resource description (i.e., cataloging) functional area, provide information on navigating the library catalog, and discuss the complexity of work required to populate and maintain the catalog. Lastly, this Edubreak will invite attendees to ask questions about our functional areas' foundational role in the everyday operations of this UH Main Campus, the UH System, as well as other cataloging shops throughout the profession.
  • Item
    Designing Strategically for Diverse Learning
    (2022-02-08) Gronseth, Susie
    Dr. Susie Gronseth discusses the main components of the Universal Design for Learning (UDL) framework and how UDL can be used to inform strategic instructional design that attends to diverse learner needs.
  • Item
    Out of the Woods: Charting Metadata with Digital Tools
    (2022-05) Smith, Marian; Bowaniya, Salima; Ramirez, Ada Laura
    This poster highlights the MARC to Dublin Core metadata transformation and the use of the automation tool kit to streamline the metadata process, a necessary step in a large-scale digitization project that promotes accessibility to scholarly materials.
  • Item
    Assessing for Developmental Language Disorder in the Context of African American English
    (Pearson Clinical Assessments, 2023) Francois, Isabelle; Lapka, Stefanie; Berstein Ratner, Nan; Mills, Monique T.
    Structured Abstract. Clinical Question: For young AAE speakers (P), how useful is the Developmental Sentence Scoring (DSS) compared with Index of Productive Syntax (IPSyn) in identifying developmental language disorder (DLD) in the presence of African American English (AAE) ? Method: Structured Review. Study Sources: PsycInfo®, Education Source, Education Resources Information Center (ERIC), Communication & Mass Media Complete (CMMC), PubMed, Scopus, ASHAWire . Search Terms: (1) African American English (including African American Language AND African American Vernacular English AND Black English AND AAE AND AAVE), (2) child, AND (3) language assessment (including language testing AND speech evaluation). Number of Included Studies: 3. Primary Results: DSS and IPSyn appear to be dialect-neutral measures of morphosyntax in young AAE speakers DSS was better able to detect morphosyntactic differences between children with typical language development (TLD) and children with DLD. DSS and its variant, Black English Sentence Scoring (BESS), appear to be clinically useful language sampling analysis tools. Conclusions: Available evidence suggests that DSS is a more useful clinical tool over IPSyn for evaluating DLD within the context of AAE because it provides the opportunity to evaluate mastery and accuracy of grammatical features and not only the presence of structures.
  • Item
    Exploratory examination of speech disfluencies in spoken narrative samples of school-age bidialectal children
    (American Journal of Speech-Language Pathology, 2022) Johnson, Kia; Mills, Monique T.
    Purpose: This study examined the relationship between school-age children’s speech disfluencies and the use of and variation of Mainstream American English (MAE) and African American English (AAE). Given that bilingual children may present with notably more speech disfluencies than monolingual children (Byrd, Bedore, et al., 2015), it was hypothesized that bidialectal speaking children (i.e., those that use both MAE and AAE) may exhibit higher speech disfluencies, as compared to children who speak mainly MAE and those who mainly speak AAE. It was also hypothesized that bidialectal speaking children would exhibit a greater variety of speech disfluency types when compared to the other two dialect groups (i.e., MAE and AAE). Method: School-age children (n = 61) with typical development and fluency were classified into three dialect groups: MAE speakers (n = 21), bidialectal MAE-AAE speakers (n = 11), and AAE speakers (n = 29). Tell-retell narrative samples were elicited from each participant using a wordless picture book. Speech disfluencies exhibited during these narrative samples were examined for frequency of stuttering-like and nonstuttering-like speech disfluencies and type of speech disfluency. Results: Findings indicated that bidialectal speaking children do not present with a higher frequency of speech disfluencies when compared to children who speak MAE and children who speak AAE. Additionally, there were no differences in the types of speech disfluencies exhibited by the different dialect groups. Conclusions: Unexpected findings of the current study nullify both hypotheses and suggest that bidialectalism, in comparison to bilingualism, has less of an impact on speech fluency. Findings provide evidence that bidialectal speaking children are not at an increased risk for stuttering or a misdiagnosis of stuttering. Clinically, these preliminary findings provide some scientific validity and specification to the appropriateness of using already established diagnostic criteria commonly used for stuttering with dialect speakers.
  • Item
    Conscious Editing at University of Houston Libraries
    (2022-11-07) Martin, Leonard, Jr.; Liu, Xiping
    University of Houston Resource Description Librarians Leo Martin and Xiping Liu will discuss the formation of the UH Conscious Editing Working Group (UH-CEWG) with technical services staff from four separate University of Houston System libraries, as well as share their group's approach to discussing and remediating harmful terms within their shared cataloging environment, Ex Libris Alma and Primo VE.
  • Item
    NIH Data Management and Sharing Policy
    (2022-11-10) Neuhauser, Claudia; Thompson, Santi; Garcia Merchant, Linda
    The NIH issued a new Data Management and Sharing (DMS) policy that will become effective on January 25, 2023. The goal of this new policy is to enhance data sharing. NIH will require a data management and sharing plan and a budget to implement the plan as part of proposal submissions. In this workshop, representatives from UH Libraries and the Division of Research will introduce researchers to the new requirements and inform them about the help available, from writing a data management plan to sharing options and budgeting.
  • Item
    Literature Review Template
    (2020-12) Williamson, Katherine; Reilly, Michele; Thompson, Santi
    This literature review template was developed by Katherine Williamson, Michele Reilly, and Santi Thompson in December 2020. It is intended to be discipline-agnostic but has been primarily used for research in Library and Information Science domains. Other researchers are free to use/repurpose this template. The authors are making this template available via an Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. This literature review template has been updated. The authors encourage researchers to use the “Structured Narrative Literature Review Template” found here: https://hdl.handle.net/10657/15001.
  • Item
    Cool Things We’ve Cataloged “Cartonera Books”
    (2021-11-04) Liu, Xiping
    The lightening talk describes a cataloging project of 12 Cartonera Artist Books that the Resource Description Librarian at the University of Houston worked on in 2017.
  • Item
    Scaling Up: Asynchronous Information Literacy Instruction for First-Year Business Students
    (Association of College and Research Libraries, 2022-04-03) Duffus, Orolando
    In April 2019, I sent an email to the BUSLIB-L listserv, asking colleagues to share links and descriptions of existing asynchronous information literacy instruction programs that they created or knew of. The purpose of this inquiry was to identify sources of inspiration to inform the asynchronous lessons I was creating. The intent was to create comprehensive lessons for first-year business students on a platform that was interactive, mobile-optimized, economical, ADA compliant, and provided built-in assessment capabilities. The listserv generated several leads to some excellent asynchronous lessons/modules developed by business librarians for their first-year business students. Interestingly, a number of other business librarians were interested in the responses I received as they were also looking for ideas to implement at their institutions. After carefully evaluating several e-learning platforms, the instruction team and I decided that Articulate Rise 360 provided most of the features and functionalities needed to create the critical, learner-centered educational experiences that we envisioned. Articulate Rise 360 is an e-learning platform that lets instructors build highly inter-active courses that are accessible from any device. This tool allowed us to radically scale up our delivery of the workshop to students, reaching 82 percent of first-year business students compared to 30 percent prior to the adoption of Rise 360. Rise 360 is now a staple in the Liaison Services Department; it is used by the instruction team, functional specialists, and other liaisons to create interactive asynchronous lessons. In addition to class-specific courses like BUSI 3302, Rise 360 was used to create several short information literacy lessons covering topics from research question development to finding, accessing, and citing data to evaluating information sources. Articulate Rise 360 has its limitations, but one of the major downsides is that it can be cost-prohibitive. However, it is also user-friendly, from both the instructor/content designer and the learner's perspectives. It integrates with Blackboard and other learning management systems via SCORM (Sharable Content Objective Reference Model). This allows librarians and instructors to track the progress of students as they make their way through the lessons. In addition to the built-in knowledge checks, librarians may also incorporate survey tools like Qualtrics into lessons to enhance activity completion tracking and assessment.
  • Item
    Connecting learners through technology in COVID-19: Facilitating pre-service teacher collaboration during the pandemic
    (Association for the Advancement of Computing in Education (AACE), 2020) Gronseth, Susie; Fu, Jingyuan; Hebert, Waneta; Zhang, Haoyue; Ugwu, Lydia; Nguyen, Phuong
    When the COVID-19 global health crisis disrupted a University semester in-progress, instructors for the technology integration courses at a large, public university faced multiple challenges in maintaining instructional continuity and community. Specifically, we explored instructional strategies and technologies that would foster online learner engagement and connection during this time. We redesigned course activities for the online format and utilized mobile instant messaging, digital whiteboard, and synchronous session technologies in conjunction with the learning management system functionality. Early results based on instructor reflections and student feedback offer insights into how the collaborative strategies and tools have fostered meaningful social connectedness for students and instructors during the pandemic. Suggestions for collaborative technology applications to support online teaching are provided.
  • Item
    Abigail Gerstle - Bachelor of Music - Junior Recital
    (2021-11-20) Gerstle, Abigail; McCormick, Dominique
    "Disprezzata Regina" from L'Incoronazione di Poppea / Claudio Monteverdi (1567-1643) -- Liebst du um Schonheit; Warum willst du And're fragen; Er ist gekommen durch Sturm und Regen / Clara Schumann (1819-1896) -- Airs Chantes: Air romantique; Air champetre; Air grave; Air vif / Francis Poulenc (1899-1963) -- Try Me, Good King: Katherine of Aragon; Anne Boleyn / Libby Larsen (b. 1950) -- "I Have Confidence" from The Sound of Music / Richard Rodgers (1902-1979)
  • Item
    Wickett Crickett and Houston G-Funk
    (2022-02-08) Martin, Leonard, Jr.
    By the early 1990’s gangsta rap music had saturated American airwaves, television, film and fashion. During this period G-funk, a fusion genre of gangsta rap music and funk music, also made headway throughout the U.S. By the mid-1990s, musicians and record labels outside of California began producing their own regionally influenced G-funk works. Houston’s own MC Wickett Crickett (Darrell Veal, 1959-2015) released his only record, “Where U from/Can I hit it,” in 1996. This EP features a G-funk remix of Crickett’s H-town anthem, “Where U from,” featuring a Parliament Funkadelic inspired bassline from studio bass guitarist Dirtt. The DJ Screw Sound Recordings Collection at the University of Houston contains a transcription disc of Crickett’s 1996 albums’ A-side. This lightning talk provides a brief background of Houston hip-hop in the 1990s, gangsta rap and G-funk influence on hip-hop culture, and insight on describing/cataloging transcription discs and remixed works.
  • Item
    Chloe Owens - Bachelor of Music - Junior Recital
    (2021-11-20) Owens, Chloe; Clayton, Cynthia
    “Son pochi fiori” from L’amico Fritz / Pietro Mascagni (1863-1945) -- Du bist wie eine Blume / Robert Schumann (1810-1856) -- Die Lotosblume / Schumann -- The Rainy Day / Amy Beach (1867-1944) -- Il pleure dans mon coeur / Claude Debussy (1862-1918) -- Rain has fallen / Samuel Barber (1910-1981) -- Extase / Henri Duparc (1848-1933) -- “O sleep, why dost leave me?” from Semele / George Frideric Handel (1685-1759) -- Sleep now / Barber -- Chanson de la mariée / Maurice Ravel (1875-1937) -- Love’s Philosophy / Roger Quilter (1877-1953) -- Ich hab’ in Penna einen Liebsten wohnen / Hugo Wolf (1860-1903)
  • Item
    Lord Bolingbroke: A Tory Thinker That Jefferson Truly Admired
    (Journal of the American Revolution, 2021-09-22) Li, Haimo
    Perhaps Jefferson’s admiration of Bolingbroke would help to bring us a better understanding of his 1801 First Inaugural Address, in which Jefferson famously said, “every difference of opinion is not a difference of principle. We have called by different names brethren of the same principle. We are all Republicans, we are all Federalists. If there be any among us who would wish to dissolve this Union or to change its republican form, let them stand undisturbed as monuments of the safety with which error of opinion may be tolerated where reason is left free to combat it.” A Federalist who is open-minded to the Republican principles would be a good Federalist, just like Bolingbroke, a Tory who is open-minded to the Whig principles would be a good Tory.