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Journal articles on the topic 'Drama in education Library resources'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Aga, Safina Mohammed, Severina Mwirichia Mwirichia, and Sabina Murithi Murithi. "Investigating the Influence of Social Support Factors on Retention of Boys in Public Secondary Schools in Marsabit County." Journal of Education and Practice 6, no. 4 (September 4, 2022): 30–47. http://dx.doi.org/10.47941/jep.1023.

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Purpose: To investigate the influence of social support factors on retention of boys in public secondary schools in Marsabit county. Methodology: The research design used was mixed methodology because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County. The target population was 8 secondary schools in Marsabit County that had boys’ students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students and 48 parents present at Board of Management. Class teachers and parents were selected using simple random sampling method with an application of Krejcie & Morgan table or formular to obtain 48 and 42 class teachers and parents respectively. The sample technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Questionnaires and interview guides were answered by students, teachers and parents respectively. The pre-test study was conducted in two public secondary school in Isiolo which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised of 5 class teachers, 10 students and 4 parents at BOM. Reliability and validity were also measured. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers and parents did not adequately portray clear need on why they should remain in school. The results were presented using tables and explanation. Results: As per the questionnaire, 46(60%) strongly agreed and 17(22%) agreed that parents were so supportive to their completion of secondary school education (Median-5). Additionally, 23(29%) strongly agreed and 39(51%) agreed that the community has always wished students well in academic endeavors and are always present when needed (Median-4). Nevertheless, 53(69%) strongly disagreed and 14(18%) disagreed that the school had provided conducive classes and meals among other resources to the students (Median-2). Additionally, 39(51%) strongly disagreed and 33(42%) agreed that the government had provided reliable and qualified teachers who were committed to see students succeed in secondary education (Median-2). The study interviewed teachers and parents of public secondary schools of Marsabit County. The type of support accorded to the boys to remain in school included moral support to shape their manners, financial support to provide schools fees; religious support to check their status with God; and counseling support to offer advice and listening ear to the issues boys underwent through. The ways through which social support was administered included assignments to do at home hence keeping them busy while the parents indicated that they offered them tasks such as cleaning houses, utensils, taking care of the cattle, assisting them in running the businesses and sending them to library to keep them busy. Further, the motivating factors that were put in school which attract students to remain in school included different meals; flexible curriculum hence a choice to choose favorable 8 subjects; school uniform and books; library; entertainment days; school clubs; and cocurricular activities such as drama, soccer, rugby, basketball, tennis and badminton. Unique contribution to theory, policy and practice: Most secondary school management were struggling in ensuring that students have decent learning classes and eat frequently in school. That notwithstanding, the students did not have teachers who would be committed in ensuring that they instill discipline and ensure that the boys are interest in education matters and school activities in general. The recommendations made on social support is that secondary school principals should liaise with the ministry of education for requests to have as many teachers as possible. This is because, when teachers are present, students will benefit a lot since they would be taught and be more confident towards excelling in the examinations. Additionally, the government should increase budgetary allocation to the ministry of education to be able to fund education in the marginalized regions adequately. The fund would be used to build classes and provide at least a meal per day. The ministry of education officials in Marsabit, should incorporate the idea of building classes using affordable means such as precast panels and fabricated panels. This method would cut cost to manageable limits based on the allocated and available funds.
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2

Jobe, Margaret M. "Education Resources." Reference Librarian 27, no. 57 (September 29, 1997): 55–62. http://dx.doi.org/10.1300/j120v27n57_07.

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3

Lohan, Maria, Áine Aventin, Lisa Maguire, Rhonda Curran, Clíona McDowell, Ashley Agus, Cam Donaldson, et al. "Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland." Public Health Research 5, no. 1 (March 2017): 1–344. http://dx.doi.org/10.3310/phr05010.

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BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.
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4

Osa, Justina O. "Integrating Resources in the Education Library." Acquisitions Librarian 18, no. 35-36 (September 12, 2005): 181–94. http://dx.doi.org/10.1300/j101v18n35_14.

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5

Roy, David. "Mask Usage and Drama Teacher Understanding in Australia." Athens Journal of Education 9, no. 3 (July 26, 2022): 393–412. http://dx.doi.org/10.30958/aje.9-3-3.

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This paper presents the research and findings of how some Australian teachers of Drama engage with masks in the classroom. It is part of a larger research project looking at the potential impacts for masks and education in the Australian curriculum. With masks both synonymous with Drama, and multiple resources available for teachers to engage with masks in the classroom, there was no empirical data on if and how teachers in Australia engaged with masks in the classroom. This research asked teachers to self-report on both their skill level in mask usage and to the extent that they engaged with masks in the teaching of Drama in the classroom. Findings note that whilst the majority of teachers did engage with masks; some quite extensively; many staff indicated their own limitations in training and in foundational theory. In addition, many staff used their own time and resources to upskill themselves, placing an importance of the potential for mask usage with children. This has implications for university education courses, as well opportunities for systems and professional development providers in supporting teachers of Drama in their skill base. Keywords: masks, drama, education, teachers
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Danckwardt-Lillieström, Kerstin, Maria Andrée, and Margareta Enghag. "Creative drama in chemistry education: a social semiotic approach." Nordic Studies in Science Education 14, no. 3 (August 27, 2018): 250–66. http://dx.doi.org/10.5617/nordina.5869.

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Drama is a way of teaching that has been suggested to support learning, but studies in science education are limited and the potential of using drama needs further scrutiny and design development. In this study, we investigate how creative drama may afford students’ meaning-making of abstract non-spontaneous chemical concepts related to chemical bonding, by exploring what kind of semiotic work students are engaged in when given the opportunity to use their own bodies as semiotic resources.We combine sociocultural theory of learning with multimodal social semiotic analysis. Our results show how creative drama opens up for different types of transductions and transformations that have consequences for students’ meaning-making. A conclusion is that the creative drama activities may afford student exploration of intermolecular forces in new ways in particular when students use bodily mode in combination with other semiotic resources.
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7

Hostetter, Robert D. ""Drama of the Nuclear Age": Resources and Responsibilities in Theatre Education." Performing Arts Journal 11, no. 2 (1988): 85. http://dx.doi.org/10.2307/3245646.

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8

Matorevhu, Alois. "Teacher education library e-resources integration assessment." International Journal of Education and Learning 3, no. 2 (August 25, 2021): 114–23. http://dx.doi.org/10.31763/ijele.v3i2.121.

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Expensive technological hardware and software, prohibitively high cost of installing e-learning systems, the dedication required in terms of time and skills development, and experts required to service e-learning resources systems are some challenges developing countries face in using e-resources for teaching and learning. In the context of these challenges, this study was conducted at a library of a secondary teachers’ college Y in Zimbabwe to gain insight into the nature of E-Resources Integration. Qualitative research methods involving interviews, observations, and document analysis were used to generate data. Interviewees who volunteered were pre-services teachers, teacher educators, Librarians, and ICT personnel managing the e-resources system. Through thematic analysis, data were presented as verbatim, and narratives were interpreted to unpack meaning imbued. Findings show that power outages, poor internet connectivity, lack of e-resources awareness by prospective users, competencies in using e-resources, and computers, were factors that inhibited effective e-resources use for teaching and learning. As a recommendation, libraries should design and provide e-learning resource services that motivate learners consistent with their information needs, increasing the probability of using such resources.
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Lopatina, N. "Information resources in the library education system." Information resources of Russia, no. 4 (2022): 88–95. http://dx.doi.org/10.52815/0204-3653_2022_04188_88.

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Dai, Jia. "Promoting Children’s Creativity through Drama in Education." Studies in English Language Teaching 8, no. 2 (May 14, 2020): p68. http://dx.doi.org/10.22158/selt.v8n2p68.

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Under the background of economic globalization, human creativity and imagination are key resources in a world dominated by technological innovations. Creative talents have become the pressing needs of the country. Promoting children’s creativity has also been one of the research interests in school education. This thesis aims to research the relationship between Drama in Education and the cultivation of children’s creativity and explore the feasibility of promoting children’s creativity through DIE in English teaching. The study employs a qualitative method utilizing classroom observation method and interview method to examine the effectiveness of children’s creativity promotion in the practical English DIE class. The findings show that the main elements of drama in education are consistent with theories proposed by some of today’s best-known scholars in the area of creativity studies and the use of DIE for English teaching has helped stimulate children’s creativity.It is hoped that the findings of this thesis will have a significance in promoting children’s creativity through DIE and provide some inspiration for teachers and researchers.
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Gallegos, Bee, Charles E. Kratz, and Victoria J. Spain. "Internet resources for education." College & Research Libraries News 56, no. 3 (March 1, 1995): 153–59. http://dx.doi.org/10.5860/crln.56.3.153.

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12

Floyd, Nancy L. "The National Library of Education." Education Libraries 20, no. 1-2 (September 5, 2017): 25. http://dx.doi.org/10.26443/el.v20i1-2.98.

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The National Library of Education is the largest federally funded library in the world devoted entirely to education. In March 1994, Congress created this new national library, bringing together the former U.S. Department of Education Research Library; the 1-800 user service; INet (ED/OERI's Internet site and services); and the Technology Resources Center. These units now operate in partnership with the ERIC to carry out reference and referral services; collection and technical services; resource sharing and cooperation, including Internet Services (INet); and marketing/public relations. NLE is planning a network of national education technology and related resources. The network will promote greater cooperation and resource sharing among education and library professionals, policymakers, the public and other providers and repositories of education information in America. It will also apply information science, computer and telecommunications technologies for the enhancement of education information dissemination.
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13

Weintraub, Tamara. "Centralized Library and Learning Resources." Community & Junior College Libraries 10, no. 3 (March 2002): 77–78. http://dx.doi.org/10.1300/j107v10n03_12.

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Shamel, Cynthia L. "Centralized Library and Learning Resources." Community & Junior College Libraries 10, no. 4 (June 2002): 13–28. http://dx.doi.org/10.1300/j107v10n04_03.

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D'Alessandro, Michael P. "RadiologyEducation.com: A Digital Library of Radiology Education Resources." American Journal of Roentgenology 179, no. 3 (September 2002): 574. http://dx.doi.org/10.2214/ajr.179.3.1790574.

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Appleton, Leo. "Perceptions of electronic library resources in further education." Electronic Library 24, no. 5 (September 2006): 619–34. http://dx.doi.org/10.1108/02640470610707231.

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17

Adekanmbi, Arinola Rebecca, and Benzies Y. Boadi. "Budgeting for library resources in colleges of education." Library Collections, Acquisitions, & Technical Services 32, no. 2 (April 1, 2008): 68–75. http://dx.doi.org/10.1080/14649055.2008.10766197.

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Gong, He. "Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education." Advances in Multimedia 2022 (October 11, 2022): 1–11. http://dx.doi.org/10.1155/2022/6388057.

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With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence and development. The drama education for preschool children based on multimedia human-computer interaction technology not only expands new teaching methods for the traditional drama education model but also provides a good platform for teachers to choose teaching resources and injects new vitality into preschool children’s music education. This paper proposes the application of multimedia human-computer interaction technology in preschool children’s drama education. We analyze the current preschool children’s drama education curriculum reform that has limitations. The level of teachers’ drama education needs to be improved. Young children lack awareness of drama. Drama education for children lacks strong support from parents and other problems. In order to solve the above problems, we focus on voice interaction technology, image interaction technology, and somatosensory interaction technology in multimedia human-computer interaction technology, which establishes a set of teacher-multimedia-student three-dimensional crossover multidirection learning activity modes. In the multidirection learning mode, students can quickly develop their sense of rhythm. Teachers use image interaction technology to guide students to think about the relationship between content and form, so as to gradually form their own unique style of drama. At the same time, somatosensory interaction technology can cultivate teaching tasks seamlessly connected with the environment, so that students can follow the hologram through hands-on practice. Finally, this paper sets up a questionnaire on the experience of human-computer interaction mode in preschool children’s drama education, mainly to conduct a questionnaire survey on front-line drama teachers, aiming at preschool children’s drama learning activities and teachers’ teaching methods. In numerical experiments, we show teachers’ evaluation of the teaching effect of speech synthesis technology integrated into preschool children’s drama education and the classroom effect evaluation of speech synthesis technology integrated into preschool children’s drama education. The evaluation results show that the application effect of multimedia human-computer interaction technology in preschool children’s drama education is good, which can provide better services for preschool children’s drama education.
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Wang, Chengzhi, and Zao Liu. "Distance education: basic resources guide." Collection Building 22, no. 3 (September 2003): 120–30. http://dx.doi.org/10.1108/01604950310484447.

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Rossman, Jae Jennifer. "Build It and S/He Will Come: A Reflection on Five Years in a Purpose-Built Special Collections Space." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 14, no. 2 (September 1, 2013): 111–20. http://dx.doi.org/10.5860/rbm.14.2.405.

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The Special Collections of the Robert B . Haas Family Arts Library at Yale University have existed in their current state only since the fall of 2008, when the physically separate components of the Arts Library moved into a renovated space that bridges two conjoined buildings, Paul Rudolph Hall1 and the new Loria Center, both projects by Gwathmey Siegel & Associates. The Arts Library itself was only ten years old at that point, formed from the Art+Architecture Library, the Drama Library, the Classics Library, the Arts of the Book Collection, and the Visual Resources Collection. These smaller units banded together . . .
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21

Akyol, Tugce, Deniz Kahriman-Pamuk, and Ridvan Elmas. "Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage." Journal of Education and Learning 7, no. 5 (July 20, 2018): 102. http://dx.doi.org/10.5539/jel.v7n5p102.

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Early childhood education for sustainable development roots on environmental, socio-cultural and economic ground for encouraging lifelong learning and improving values and behaviors that support sustainable development such as use of natural resources, cultural awareness, gender equality, and democracy. Educational drama contributes to the development of skills necessary for sustainable development such as communication, cooperation and decision-making. This study has two main objectives: the former is to raise awareness and to develop these skills of pre-service teachers by organizing drama activities in Education for Sustainable Development (ESD); the later objective is to implement and to evaluate the activities based on the data collected from pre-service teachers and from one specific pre-school teacher, in whose classroom these activities were carried out. Phenomenographic approach was adapted for the current study and the data was collected through interviews, photos, and field notes. The study shows that the drama activities increase awareness and improve skills for ESD within pre-service teachers. Furthermore, opinions and experiences of the pre-service teachers and the preschool teacher state that drama has positive impact on learning of pre-school children about sustainable development.
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Tomoko Ueno, Michiko Kan, and Yukari Yamazaki. "A MUSICAL DRAMA BASED ON FOLK TALES BY JUNIOR HIGH SCHOOL SPECIAL NEEDS STUDENTS." Journal of Science Educational Science 66, no. 4AB (October 2021): 27–32. http://dx.doi.org/10.18173/2354-1075.2021-0057.

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This paper discusses a musical drama based on Japanese folk tales presented by a junior high school special needs class and how these activities related to a community music therapy that promotes cultural growth in the local community. The results clarified two points. First, a musical drama that utilized the musical resources and local resources of special needs class students created relationships between regular class students, teachers, and local people, and empowered special needs class students. Second, the knowledge gained from community music therapy is also useful for inclusive education-oriented activities.
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Morrison, Rob, and Jill H. Ellsworth. "Internet resources for distance education." College & Research Libraries News 55, no. 5 (May 1, 1994): 256–58. http://dx.doi.org/10.5860/crln.55.5.256.

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Ritter, Marian. "Four paradigms for sharing library resources." College & Research Libraries News 52, no. 6 (June 1, 1991): 366–69. http://dx.doi.org/10.5860/crln.52.6.366.

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Barr, Nancy E. "Advances library resources sharing, vol. 2." Journal of Academic Librarianship 19, no. 1 (March 1993): 46. http://dx.doi.org/10.1016/0099-1333(93)90778-4.

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Moore, John W., Theresa Julia Zielinski, and Jon L. Holmes. "Chemical Education Digital Library: Online Resources, Services, and Communities." Journal of Chemical Education 86, no. 1 (January 2009): 122. http://dx.doi.org/10.1021/ed086p122.

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Hirons, Jean. "SCCTP - Continuing Education for Continuing Resources." Serials Librarian 37, no. 4 (March 28, 2000): 113–21. http://dx.doi.org/10.1300/j123v37n04_08.

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Hart, Judith L., and Gary E. Hart. "Internet Resources: Biotechnology resources." College & Research Libraries News 58, no. 11 (December 1, 1997): 759–65. http://dx.doi.org/10.5860/crln.58.11.759.

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Grogg, Jill E. "Continuing Education For E-Resources." Journal of Electronic Resources Librarianship 20, no. 3 (October 28, 2008): 143–46. http://dx.doi.org/10.1080/19411260802412760.

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Golian-Lui, Linda Marie. "Internet Resources for Education Reference." Journal of Library Administration 43, no. 3-4 (December 7, 2005): 195–208. http://dx.doi.org/10.1300/j111v43n03_15.

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Bramantyo, Triyono, and Winarjo Sigro Tjaroko. "Lagu Dolanan dalam Permainan Tradisional sebagai Strategi Inovasi Pendidikan Sendratasik." Resital: Jurnal Seni Pertunjukan 22, no. 3 (February 28, 2022): 137–45. http://dx.doi.org/10.24821/resital.v22i3.6823.

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Dolanan songs in traditional games as an innovation strategy for the art education of drama, dance, and music. This research focuses on constructing alternative learning in an innovation strategy of art education of drama, dance, and music through dolanan songs in traditional children's games. Alternative strategies are needed in providing diversification of learning because the problem that occurs in the art education of drama, dance, and music is the existence of cultural conflicts that impact the stagnation of the learning model. The choice of the dolanan song is due to its meaning and philosophy, which have aesthetic value in aspects of motion, drama, and music with the ability to adapt to the dynamics of science and technology. A library method is an approach used to construct an innovation strategy from the meaning contained in the text of children's traditional game songs. They implicitly have imaginative factors, particular messages, and aesthetic elements. Therefore, they can be relevant to the social conditions of society in the new cultural order. Based on the elaboration done in the study, three strategies are found which can answer the research problems, and are used in developing the art education of drama, dance, and music. They are as follows: firstly, the strategy of revitalizing the dolanan song in traditional children's games; secondly, the art education of drama, dance, and music is an appreciation education about aesthetic meaning; and thirdly, the formal transmission strategy of traditional transmission children's games through schools.
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Bauer, Kathleen. "INTERNET RESOURCES: Resources for library assessment: Tools for a new era." College & Research Libraries News 62, no. 1 (January 1, 2001): 12–28. http://dx.doi.org/10.5860/crln.62.1.12.

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Harvey, Brian, James Stuart, and Tony Swan. "Evaluation of a Drama-in-Education Programme to Increase AIDS Awareness in South African High Schools: A Randomized Community Intervention Trial." International Journal of STD & AIDS 11, no. 2 (February 2000): 105–11. http://dx.doi.org/10.1177/095646240001100207.

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A community intervention trial was undertaken in KwaZulu Natal, South Africa to evaluate the effectiveness of a high school drama-in-education programme. Seven pairs of secondary schools were randomized to receive either written information about HIV/AIDS or the drama programme. Questionnaire surveys of knowledge, attitude and behaviour were compared before and 6 months after the interventions. One thousand and eighty students participated in the first survey and 699 in the second. Improvements in knowledge ( P=0.0002) and attitudes ( P<0.00001) about HIV/AIDS were demonstrated in pupils at schools receiving the drama programme when compared to pupils receiving written information alone. These changes were independent of age, gender, school or previous sexual experience. In schools receiving the drama programme, sexually active pupils reported an increase in condom use ( P<0.01). It is important to provide resources to sustain such programmes and to obtain stronger evidence of effect on behaviour by measuring changes in HIV incidence.
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Belastock, Tjalda N. "Legal resources in an academic business library." College & Research Libraries News 48, no. 11 (February 12, 2020): 684–87. http://dx.doi.org/10.5860/crln.48.11.684.

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Hoffman, Irene M., and Amy Sherman Smith. "Conference Circuit: Library fundraising tips and resources." College & Research Libraries News 56, no. 5 (May 1, 1995): 328–29. http://dx.doi.org/10.5860/crln.56.5.328.

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Johnson, Wendell G. "The Learning Resources Center—A Hybrid Library." Community & Junior College Libraries 15, no. 3 (July 20, 2009): 127–28. http://dx.doi.org/10.1080/02763910903021957.

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O., Emmanuel, and Dorathy B. "Quality Library Information Resources and Postgraduate Students’ Satisfaction in Ignatius Ajuru University of Education Library." British Journal of Library and Information Management 1, no. 1 (July 20, 2021): 25–38. http://dx.doi.org/10.52589/bjlim-jeflrtxj.

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The study sought to determine the quality library information resources and postgraduate students’ satisfaction in Ignatius Ajuru University of Education library. Two research objectives, two research questions and two hypothesis were formulated to guide the study. Descriptive survey research design was adopted for the study. The total population of the study was 412 postgraduate students’ registered with Ignatius Ajuru University of Education Library while the sample size was 206 postgraduate students’ selected using simple random sampling technique. The study found that that there is a significant relationship between available information resources and postgraduate students’ satisfaction with the use of Ignatius Ajuru University of Education library F1, 200=4.730, p<.05. Therefore, the null hypothesis one was rejected at 0.05 alpha level. The study recommended that Relevant information resources to the library users’ field, accessibility, adequacy, clarity of language of presentation, authenticity of information resources regular power supply, adequate computers/internet facilities should be considered and made available for the library users; also, Awareness services should be done on regular basis in order to increase users’ knowledge on library usage in order to guarantee users’ satisfaction of Ignatius Ajuru University of Education library.
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López Oterino, Lorena. "Drama activities for the development of students’ oral skills in english." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 2, 2022): 1–9. http://dx.doi.org/10.37467/revhuman.v11.3841.

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This paper aims to apply drama tasks (Gerard Finger, 2000) in the English class- room, which will add dynamism to the classroom, for the development of students’ oral competences. The aim is to work with drama in the Primary Education class- room through a series of tasks to improve oral communication, teamwork skills and to foster students’ self-esteem and confidence when producing oral language. This project addresses pupils in the sixth level of Primary Education. Theatre is a very versatile tool that provides many resources and learning, helping to improve aspects such as corporal and oral expression and cooperative work.
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Puspitoningrum, Encil. "ANALYSIS OF THE MORAL VALUES OF ANDE-ANDE MOSS SCRIPTS THROUGH PRAGMATIC APPROACHES." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 4, no. 2 (March 1, 2022): 62–69. http://dx.doi.org/10.29407/jbsp.v4i2.17653.

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The purpose of this study is to describe the element of imagination in drama scripts Ande-Ande Lumut, describes the value of moral education in the figures depicted in the Ande-Ande moss drama script through a pragmatic approach, as well as describe the relevance of the drama Ande-Ande Lumut with people's lives.This research is qualitative by using descriptive method as a procedure problem solving on a thing or object to be studied. Source of data in this research is the drama script Ande-Ande Lumut which was rewritten by Ulum Janah on the journal. The data collection technique used is literature study (library research). Data analysis techniques in this study consist of data reduction, data presentation and drawing conclusions. The results of the analysis show that: (1) in the drama scriptande-ande moss can be found unexpectedly as a characteristic of each character. (2) The educational value depicted in the Ande-Ande Lumut drama script story is in the form of: moral education on the influence of people's lives. (3) Ande-Ande drama script moss a relevant story used as reading to entertain at the same time for learning in everyday life both in terms of language and stories served.
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Xia, Dongmei, Jing Li, and Liang Zhou. "Design of Visual Education Resource Library Based on 3D Modeling." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (November 9, 2018): 170. http://dx.doi.org/10.3991/ijet.v13i11.9609.

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There are some problems in the design of three-dimensional visualization teaching resources, such as less involved in interactive design, no unified design standards, the lack of effective innovation guidance mechanism and no unified evaluation system. Based on the design principle, taking amino acids as an example, this paper proposes a design plan for 3D visualization resources in teaching scenarios. According to the design scheme, the three-dimensional visualization resources are made. The main processes include the selection of the tools, the preparation and production of the material, the writing of the script, the design of the learning interface, the design of the interactive logic relationship and the control and output of the program. Finally, the three-dimensional visualization resources are used in the future classrooms with starC electronic double board and group touch screen, and the results are analyzed and evaluated. It is found that the three-dimensional visualization resources can effectively improve the students' interest in learning and help students understand knowledge.
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Laribee, Janet F., and Stephen F. Laribee. "Information Resources Management Education." Information Resources Management Journal 4, no. 4 (October 1991): 28–38. http://dx.doi.org/10.4018/irmj.1991100103.

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Church, Jennifer, Sharon Drouin, and Katherine Rankin. "INTERNET RESOURCES: Electronic resources on disabilities." College & Research Libraries News 61, no. 2 (February 1, 2000): 115–21. http://dx.doi.org/10.5860/crln.61.2.115.

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Kato, Agrey, Michael Kisangiri, and Shubi Kaijage. "A Review Development of Digital Library Resources at University Level." Education Research International 2021 (February 16, 2021): 1–13. http://dx.doi.org/10.1155/2021/8883483.

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This study considered the development, awareness, adoption, and usage of digital library (DL) resources at the university level. To develop and implement a successful electronic library resource system, it is vital to review the success factors and identify the most important technological aspects of DL resources. Electronic library information technology was described and grouped into several categories that influence user satisfaction in a DL context. These are open access to information, the facility of access, uncomplicated interface design, high quality of the communication process, Internet performance, performance assurance service, ease of communication via social network, and patron-driven acquisition. With these important features of DL services, the simplicity of accessing online information and the performance of DL utilities have become of paramount importance. Several research works were therefore reviewed and evaluated to determine the usability of DL services; thereafter, the design of the DL discovery system was developed through Blacklight open-source software.
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Bradshaw, Peter, Sarah Younie, and Sarah Jones. "Open education resources and higher education academic practice." Campus-Wide Information Systems 30, no. 3 (June 21, 2013): 186–93. http://dx.doi.org/10.1108/10650741311330366.

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Kazantseva, Vera. "“Digital education resources and library smart systems” - “Informatization of Education and e-Learning”." Scientific and Technical Libraries, no. 1 (January 1, 2017): 137–41. http://dx.doi.org/10.33186/1027-3689-2017-1-137-141.

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The special section held within the 1-st International research and practical conference “Informatization of Education and e-Learning” is reviewed (September 27-30, 2016, Krasnoyarsk) is reviewed: papers, presentations, the round table “Library Information activities in electronic environment”, the exhibition “Libraries, the 21-st century: New technologies and systems”, and other events of the Section. The author says that similar exhibitions are planned for the future, including within the sessions of the RLS Academic Libraries Section (May, 2017, Krasnoyarsk).
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Krukova, Anna V. "Library Resources for Education in Favor of Sustainable Development": Environmental Information and Library Projects." Bibliotekovedenie [Russian Journal of Library Science], no. 6 (December 10, 2010): 112–16. http://dx.doi.org/10.25281/0869-608x-2010-0-6-112-116.

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47

Waluyo, Budi, Tya Resta Fitriana, and Prima Veronika. "Menanamkan Karakter Peduli Lingkungan pada Naskah Sandiwara Dhemit Karya Heru Kesawa Murti untuk Pengembangan Materi Ajar Mata Kuliah Kajian dan Apresiasi Drama." Piwulang : Jurnal Pendidikan Bahasa Jawa 9, no. 1 (June 30, 2021): 100–109. http://dx.doi.org/10.15294/piwulang.v9i1.47395.

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This study aims to describe in-depth the values ​​of character education in the play script Dhemit by Heru Kesawa Murti and to describe the relevance of the play script Dhemit by Heru Kesawa Murti as teaching material in the course of Drama Studies and Appreciation of the Javanese Language Education Study Program. The method used is descriptive qualitative. The object studied is in the form of literary texts, namely the drama script Dhemit by Heru Kesawa Murti. This qualitative descriptive method is used to explore sources of information (data), in the form of literary texts so that the data that appears is in the form of concepts or categories that are impossible to calculate with statistics. The approach used in this research is structural, namely interpreting the deep meaning of the literary works studied in relation to people's lives. The data collection techniques used were: (1) recording documents/archives, (2) listening and note-taking techniques, and (3) library research techniques. The results of the research findings with a structural approach show that: (1) There are character education values ​​in Heru Kesawa Murti's drama script Dhemit (2) The values ​​found in Heru Kesawa Murti's drama Dhemit can be used for developing eye learning materials Drama Study and Appreciation Lecture in the Javanese Language Education Study Program.
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Mallery, Mary. "SPARC (Scholarly Publishing and Academic Resources Coalition) open education resources." Technical Services Quarterly 33, no. 4 (September 8, 2016): 462–64. http://dx.doi.org/10.1080/07317131.2016.1203657.

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Strakšienė, Giedrė. "Explication of Activities in the Textbooks on Developing Primary School Age Childrens Communicative Competence." Pedagogika 119, no. 3 (September 23, 2015): 82–96. http://dx.doi.org/10.15823/p.2015.025.

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The development of communicative competence is one of the most distinct priorities in contemporary education system in Lithuania (Lietuvos valstybinė švietimo strategija 2013–2022 m.; Pradinio ir pagrindinio ugdymo bendrosios programos (patvirtinta LR švietimo ir mokslo ministro 2008 m. rugpjūčio 26 d. įsakymu Nr. ISAK-2423). Conception of communicative competence of primary school age students is founded on the communication and competence definitions: communication is the activity of conveying information, based on the principle of dialogue, through the exchange of thoughts, messages, experiences, as by verbal or nonverbal interaction, seeking mutual understanding and competence is the entirety of knowledge, abilities, and valuebased attitudes necessary for successful development / self-development and daily life. The objective to enhance effectiveness of the processes of the development of communicative competence induces turning back to the opportunities proposed by training through arts, specifically through drama activity. Effectively applied, drama activity methods can play importante role in transforming and supporting teaching. Following this we raised the research questions: How to specify activities in the textbooks by identifying the methods of creative activity relevant to the development of communicative competence? How in the textbooks (Lihuanian language, Nature Science and Mathematics) are proposed teaching and learning activities relevant to primary school age student‘s communicative abilities (listening, speaking and reading), and how activities are distributed under classes and object of textbooks? How drama activities are presented in the textbooks on developing students’ communicative abilities? This article covers a comparative analysis of the textbooks of the Lithuanian language, Nature science, Mathematics designed for primary school students. Quantitative research design was used and method was employed content analysis (Bitinas, 2008; Ferari et al., 2010; Kojanitz, 2009) of textbooks: Lithuanian language “Pupa”; Nature science “Gilė” and Mathematics “Riešutas” for the first-fourth grades. Total were analysed 32 textbooks. Provision made for sampling of texts, breakdown into constituent components, their categorization, encoding of text units under semantic categories, and interpretation of the contents categories. Drama activity was analysed under to semantic categories – to perform (lt. vaidinti) and to play (lt. žaisti); communicative abilities and activities were analysed under to sematic categories – reading, speaking and listening. Results of the textbooks analysis highlights the nature of the activities contained in to the textbooks and relationship with drama activities, and with development communicative abilities. It has been established in the textbooks, intended for the first through fourth grades, more attention is given to listening and speaking in first and second grades, while in third and fourth grades focus is replaced upon reading, listening and speaking. Analysis of textbooks has shown that pupils are given sufficient amount of activities that develop their communicative abilities, however, when doing analysis in terms of drama activities (semantic categories of the content), only but few drama activities have been identified. The results showed that the students’ communicative competence are most frequently developed in the class (in the textbooks) of the Lithuanian language and Natural sciences. Drama activities are used not always in a suitable manner, i.e. failing to take advantage of the opportunities provided by drama activities. Drama activities in textbooks normally are limited to reading of texts (in dialog) and, focusing upon memorization and reproduction of a text. It has been found out that textbooks also lack tasks associated with different kind of drama activities, there is shortage of learning resources fir to such activities, such as fairy tales, poems, small form folklore, etc.
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Ratner, Raisa. "INFORMATION-LIBRARY SUPPORT INNOVATIVE DEVELOPMENT OF PEDAGOGICAL SCIENCE AND EDUCATION." Infolib 23, no. 3 (September 30, 2020): 19–21. http://dx.doi.org/10.47267/2181-8207/2020/3-016.

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Information and bibliographic work of RSPL is aimed at supporting the educational activities of pedagogical staff, the promotion of pedagogical heritage. Trainings will be conducted. Presentation of innovative forms of the product is created: thematic digestes, flyers, booklets. Presents bibliographic resources in the form of a «Festival of Bibliographic Products, Resources and Services».
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