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This workshop aims at supporting researchers interested in creating a workflow in the SSH Open Marketplace, to share best practices methods with the community. Selected participants will be supported by the members of the Editorial Board of this discovery portal to write and document their research scenarios.

The scientific instruments of the C18th/19th centuries are complex, consequent artefacts, encoding experimental possibilities, older craft knowledge and, frequently, colonial control. Surviving examples are often uniquely well-travelled: globally, locally and within collections. The paper considers the used of Linked Open Data to trace their physical and conceptual itineraries over time.

This paper presents the first release of a graph database of derived data of online fiction corpora taken from various sources in five different languages (English, Spanish, Italian, Indonesian, Korean).

Literacy and numeracy are important skills that are typically learned during childhood, a time that coincides with considerable shifts in large‐scale brain organization. However, most studies emphasize focal brain contributions to literacy and numeracy development by employing case‐control designs and voxel‐by‐voxel statistical comparisons. This approach has been valuable, but may underestimate the contribution of overall brain network organization. The current study includes children (N = 133 children; 86 male; mean age = 9.42, SD = 1.715; age range = 5.92–13.75y) with a broad range of abilities, and uses whole‐brain structural connectomics based on diffusion‐weighted MRI data. The results indicate that academic attainment is associated with differences in structural brain organization, something not seen when focusing on the integrity of specific regions. Furthermore, simulated disruption of highly‐connected brain regions known as hubs suggests that the role of these regions for maintaining the architecture of the network may be more important than specific aspects of processing. Our findings indicate that distributed brain systems contribute to the etiology of difficulties with academic learning, which cannot be captured using a more traditional voxel‐wise statistical approach.

Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty‐three poor readers were compared to individually matched chronological age and reading age controls. Their phonological awareness and morphological awareness skills were consistently at the level of reading age matched controls. Unexpectedly, a significant minority (25%) of the poor readers had some degree of undiagnosed mild or very mild hearing loss. Twenty‐nine children with a history of OM and their matched controls completed the same battery of tasks. They showed relatively small delays in their literacy and showed no impairment in morphological awareness but had phonological awareness scores below the level of reading age matched controls. Further analysis suggested that this weakness in phonological awareness was carried by a specific weakness in segmenting and blending phonemes, with relatively good performance on phoneme manipulation tasks. Results suggest that children with OM show a circumscribed deficit in phoneme segmentation and blending, while poor readers show a broader metalinguistic impairment which is more closely associated with reading difficulties.

v anglickém jazyce Title: How the students of the 9th grades of elementary schools understand the digital versions of texts comparing to the printed ones. Goal: The dissertation aims at drawing the comparaison between the digital and the printed versions of the identical materials. The research was held in a number of selected schools. The materials were presented via personal computers, tablet personal computers and in printed versions. Our goal is to determine the differences among all the three kinds of media in terms of understanding the presented texts. Procedure: The essay is primarily based on the historical and the present days research of comprehensive reading. It also follows the bachelor essay written in 2014. Output: The theoretical processing of basic terms and the review of both the previous and the latest outcomes of the scientific literature. The most important part of the essay were focus on the research and the subsequent assessment of the findings. The research itself was preceded by a pre - research. The essay included the qualitative research which was reached through one of the comprehension test methods. The students were provided with the questionnaire comprising questions. The text was distributed both in the digital and in the printed versions.

Early adolescence is increasingly seen as an appropriate time to introduce interventions aimed at preventing risky behaviors such as drug and alcohol use, violence, and unprotected sexual activity.1,2 As adolescents spend a majority of their time at school, the classroom becomes a natural venue for implementing these interventions.3 Researchers often use survey methodology to assess the effectiveness of these interventions. Due to the highly sensitive nature of some targeted behaviors, researchers use questionnaires involving sophisticated branching patterns. Yet, the level of reading competency and command of the English language required to navigate such questionnaires is not always prevalent among students in diverse urban school settings. Researchers have sought to address this issue, and others, in their development of different data collection methods. A common and economical method for collecting data from a large number of students is the paper-based self-administered questionnaire (SAQ). This technique is much more likely to yield increased reports of sensitive behaviors when compared with interviewer-administered methods.4–10 However, the SAQ requires moderate reading skills, often requires students to navigate sophisticated skip patterns, and necessitates large testing areas to guarantee privacy. Also, school administration and parents oftentimes reject SAQs because exposure to detailed and sensitive questions (eg, types of sexual behavior) is not easily limited to only students for whom it applies – thus potentially exposing other students to developmentally inappropriate questions. Computer-assisted self-interview (CASI) systems address many of the limitations of the SAQ. CASI systems may be used with both desktop and laptop computer systems, allowing for transportability.4,11 These systems provide computer-controlled navigation of sophisticated branching patterns (to skip nonapplicable questions), programmed consistency checks, and automatic data entry.4,12 They also help reduce missing data by ensuring that respondents address all relevant questions.11,13,14 Audio-enhancement features may be added to CASI programs (ie, A-CASI), allowing survey respondents to listen to questions through headphones while concurrently reading questions on the computer, thereby potentially reducing issues related to literacy and comprehension.7,8 However, the cost, resources and staffing requirements of this method reduce its feasibility in school-based research where space and resources are limited. A third self-administered data collection option is the small, handheld personal digital assistant (PDA), which benefits from the advantages of the CASI approach, but is cheaper and more portable than the desktop- or laptop-based systems. Over the past several years, more studies have been published examining the use of PDAs and other handheld devices, particularly in school-based or adolescent health research.15–20 Although this line of research has developed similarly to the body of research related to CASI, little research has been conducted examining the effects of adding audio-enhancement to PDAs for survey-based data collection (similar to A-CASI).21,22 Trapl and colleagues demonstrated the feasibility of an audio-enhanced PDA-based data collection system and successfully used this method to collect baseline data on middle school adolescents.21,23 However, the study did not address questions of comparability or improvement over existing methods of data collection. To our knowledge no comparative literature examining the potential benefits or limitations of the use of audio-enhanced PDAs (APDA) in any survey research exists. Hence, this study aims to examine the differential effects of 3 different data collection modes (SAQ, PDA, APDA) on the number of questions answered, data quality, and student survey mode preference.

Objectives: This study aimed to systematically identify and evaluate the readability and document complexity of currently available family history tools for the general public. Methods: Three steps were undertaken to identify family history tools for evaluation: (a) Internet searches, (b) expert consultation, and (c) literature searches. Tools identified were assessed for readability using the Simple Measure of Gobbledygook (SMOG) readability formula. The complexity of documents (i.e., forms collecting family history information) was assessed using the PMOSE/IKIRSCH document readability formula. Results: A total of 78 tools were identified, 47 of which met the criteria for inclusion. SMOG reading grade levels for multimedia-based tools ranged from 10.1 to 18.3, with an average score of 13.6. For print-based tools, SMOG ranged from 8.7 to 14.1, with an average score of 12.0. Document complexity ranged from very low complexity (level 1 proficiency) to high complexity (level 4 proficiency). Conclusion: The majority of tools are written at a reading grade level that is beyond the 8th grade average reading level in the United States. The lack of family history tools that are easy to read or use may compromise their potential effectiveness in identifying individuals at increased risk for chronic diseases in the general population.

Low health literacy is associated with poor health outcomes. Research is needed to understand the mechanisms and pathways of its effects. Computer-based assessment tools may improve efficiency and cost-effectiveness of health literacy research. The objective of this preliminary study was to assess if administration of the Short Test of Functional Health Literacy in Adults (STOFHLA) through a computer-based medium was comparable to the paper-based test in terms of accuracy and time to completion. A randomized, crossover design was used to compare computer versus paper format of the STOFHLA at a Midwestern family medicine residency program. Eighty participants were initially randomized to either computer ( n = 42) or paper ( n = 38) format of the STOFHLA. After a 30-day washout period, participants returned to complete the other version of the STOFHLA. Data analysis revealed no significant difference between paper- and computer-based surveys ( p = .9401; N = 57). The majority of participants showed “adequate” health literacy via paper- and computer-based surveys (100% and 97% of participants, respectively). Electronic administration of STOFHLA results were equivalent to the paper administration results for evaluation of adult health literacy. Future investigations should focus on expanded populations in multiple health care settings and validation of other health literacy screening tools in a clinical setting.

The ‘automatic letter‐sound integration hypothesis’ (Blomert, 2011) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio‐visual objects. We tested this hypothesis in a sample of English‐speaking children with dyslexic difficulties (N = 13) and samples of chronological‐age‐matched (CA; N = 17) and reading‐age‐matched controls (RA; N = 17) aged 7–13 years. Each child took part in two priming experiments in which speech sounds were preceded by congruent visual letters (congruent condition) or Greek letters (baseline). In a behavioural experiment, responses to speech sounds in the two conditions were compared using reaction times. These data revealed faster reaction times in the congruent condition in all three groups. In a second electrophysiological experiment, responses to speech sounds in the two conditions were compared using event‐related potentials (ERPs). These data revealed a significant effect of congruency on (1) the P1 ERP over left frontal electrodes in the CA group and over fronto‐central electrodes in the dyslexic group and (2) the P2 ERP in the dyslexic and RA control groups. These findings suggest that our sample of English‐speaking children with dyslexic difficulties demonstrate a degree of letter‐sound integration that is appropriate for their reading level, which challenges the letter‐sound integration hypothesis.

O uso de tecnologias de comunicação e informação e o consequente crescimento de cursos de graduação a distância conduzem à necessidade de compreensão dos processos de letramento. Este estudo apresenta a análise de uma nova perspectiva de letramento - ou letramentos -, neste caso, as práticas de oralidade, leitura e escrita de alunas-professoras de um curso de Pedagogia na modalidade a distância. Entendemos este como um processo contínuo, observável na produção textual e analisado no contexto dialógico da produção acadêmica. Constatamos, pois, que as demandas reais promovem o desenvolvimento de diversas competências e habilidades, gerando mudanças significativas no estado ou na condição dos letramentos. As conquistas nos âmbitos da oralidade, escrita e leitura transcendem o espaço acadêmico, ao se materializarem, de modo qualificado, nas práticas profissionais e na vida pessoal. A metodologia adotada no estudo foi a netnografia, que privilegia a imersão do pesquisador na comunidade e permite analisar os significados das produções dos sujeitos em suporte digital. Trabalhamos com duas perspectivas: (1) geral, que considera os eventos e as práticas coletivas; e (2) particular, que se detém na análise das trajetórias singulares dos sujeitos. Os letramentos são analisados na produção acadêmica, a partir do estado ou da condição inicial de cada sujeito em foco, acompanhando-se as mudanças por um período de cinco semestres de curso. No âmbito geral, o estudo demonstra que as alunas-professoras desenvolveram potencialidades em termos de autoria, edição e distribuição de textos no suporte digital. Em termos individuais, pode-se afirmar que o desenvolvimento de habilidades adquiridas na modalidade a distância foi incorporado às ações acadêmicas e educativas por meio de novas metodologias de ensino-aprendizagem, em relação a que a tecnologia de informação e comunicação desempenha papel cada vez mais importante, alterando a performance de letramento dos envolvidos não apenas nas práticas de suporte digital como também naquelas que envolvem as habilidades orais e o letramento alfabético. The use of technologies of communication and information and the consequent growth of undergraduate distance education courses brings with it the necessity of the understanding of teaching literacy. This study presents an analisis of a new perspective of literacy - or literacies - of the teaching of literacy, in this case the practice of speaking, reading and writing by student-teachers of a course of Pedagogy within studying from a distance. We understand this to be a continuous process, which can be observed in the textual production and analysed in the dialogical context of the academical production. We therefore state that existing demands create the development of diverse skills and abilities, causing significant changes in the state of the condition of literacy as they materialize. The conquests in the scope of speaking, writing and reading transcend academic space in a qualifying manner, in their professional practices and in their personal life. The methodology used in this study was netnography, which permits the immersion of the researcher into the community and thus allows an analysis of the meanings of the production of the subject in digital support. We work with two perspectives: (1) general, which takes into consideration events and collective practices; and (2) private, which takes time to analyse the unique trajectory of the subjects. The literates are analysed for academical production, starting from the state or condition of every subject under observation and all changes are kept under study for a period of a 5 semester course. In the general scope the study illustrates that student-teachers developed potentialities in terms of authorship, editing and distribution of texts for digital support. In individual terms it can be affirmed that the development for abilities acquired in the distance- learning mode were incorporated into academic and educaional activities by means of new methodology of student-teacher learning in relation to which information communication technology has a role which is daily becoming more important, altering the carrying out of the literacy of those involved not only in the practice of digital support, but also in those which involve oral abilities and alphabetical literacy.