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Journal articles on the topic 'Library education Australia History'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Briedis, Tim. "“The NOSCA Mafia”: overseas student activism in Australia, 1985–1994." History of Education Review 49, no. 2 (March 18, 2020): 117–32. http://dx.doi.org/10.1108/her-08-2019-0030.

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PurposeThe purpose of the paper is to explore and analyse the history of the predominantly Malaysian Network of Overseas Students Collectives in Australia (NOSCA), that existed from 1985–1994.Design/methodology/approachThe paper is based on extensive archival research in the State Library of New South Wales, the National Library of Australia and the University of New South Wales (UNSW) Archives. It makes particular use of the UNSW student newspaper Tharunka and the NOSCA publications Truganini and Default. It also draws upon nine oral history interviews with former members of NOSCA.FindingsThe NOSCA was particularly prominent at the UNSW, building a base there and engaging substantially in the student union. Informed by anarchism, its activists were interested in an array of issues–especially opposition to student fees and in solidarity with struggles for democracy and national liberation in Southeast Asia, especially around East Timor. Moreover, the group would serve as a training ground for a layer of activists, dissidents and opposition politicians throughout Southeast Asia, with a milieu of ex-NOSCA figures sometimes disparagingly referred to as “the NOSCA Mafia.”Originality/valueWhile there has been much research on overseas students, there has been far less on overseas students as protestors and activists. This paper is the first case study to specifically hone in on NOSCA, one of the most substantial and left wing overseas student groups. Tracing the group's history helps us to reframe and rethink the landscape of student activism in Australia, as less white, less middle class and less privileged.

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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.

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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.

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Edwards, Matthew L., and David B. Waisel. "49 Mathoura Road." Anesthesiology 124, no. 6 (June 1, 2016): 1222–29. http://dx.doi.org/10.1097/aln.0000000000001082.

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Abstract Geoffrey Kaye, M.B.B.S. (1903 to 1986), was a prominent Australian anesthetist, researcher, and educator who envisioned that anesthesia practice in Australia would be comparable to European and American anesthesia practice during the 1940s and 1950s. Kaye’s close relationship with Francis Hoeffer McMechan, M.D., F.I.C.A. (1879 to 1939), which began when Kaye left a favorable impression on McMechan at a meeting of the Australasian Medical Congress in 1929, eventually led Kaye to establish an educational center for the Australian Society of Anaesthetists at 49 Mathoura Road, Toorak, Melbourne, Australia, in 1951. The center served as the “Scientific Headquarters” and the Australian Society of Anaesthetists’ official headquarters from 1951 to 1955. Although anesthesia’s recognition as a specialty was at the heart of the center, Kaye hoped that this “experiment in medical education”—equipped with a library, museum, laboratory, workshop, darkroom, and meeting space—would “bring anaesthetists of all lands together” in Australia. The lack of member participation in Kaye’s center, however, led Kaye to dissolve the center by 1955. Previous research has documented the history of Kaye’s center from correspondence between Kaye and influential American anesthesiologist Paul M. Wood, M.D. (1894 to 1953), from 1939 to 1955. Through letters Kaye sent to American anesthesiologist Paul M. Wood, M.D. (1894 to 1963), the authors see Kaye’s detailed plans, design, and intent for the center at 49 Mathoura Road. Comparisons of Kaye’s letters to Wood during the 1950s with his letters to Gwenifer Wilson, M.D., M.B.B.S. (1916 to 1988), during the 1980s illustrate a change in Kaye’s perceptions regarding the failure of the center.

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

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Clunie, Simone, and Darlene Ann Parrish. "How assessment websites of academic libraries convey information and show value." Performance Measurement and Metrics 19, no. 3 (November 12, 2018): 203–12. http://dx.doi.org/10.1108/pmm-12-2017-0061.

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Purpose As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA. Design/methodology/approach The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment. Findings It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors. Research limitations/implications Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis. Originality/value This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.

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Saleem, Maysoon, Anne Aly, and Paul Genoni. "Use of social media by academic librarians in Iraq." New Library World 116, no. 11/12 (November 9, 2015): 781–95. http://dx.doi.org/10.1108/nlw-03-2015-0018.

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Purpose – The purpose of this study is to identify the nature and extent of the “information gap” in Iraq and explore perspectives on international academic library collaboration using social media that may assist in reducing this gap. The study investigates the information gap in Iraq in the context of the country ' s recent history of political and social upheaval. Design/methodology/approach – The study uses qualitative data collected through interviews with academic library managers, librarians and researchers in both Australia and Iraq. Findings – The findings demonstrate that currently academic librarians in Iraq and Australia use social media differently. The degradation of critical research infrastructure and reliable communication means that Iraqi librarians rely heavily on informal communication channels. The study finds that use of social media offers will enhance collaboration by Iraqi academic librarians and reduce the information gap. Research limitations/implications – There are some limitations in terms of selection sampling, approaching Iraqi participants and average quality of connections. It is suggested that snowballing and chain sampling should be used. Social implications – The ethical challenges that are faced by the Iraqi community with social cultural systems are in the early stages of valuing higher education and a scholarly communication system based on unfamiliar models. Originality/value – This study represents the first attempt to assess the information gap that exists in the wake of recent political and social upheaval, and to explore ways in which Iraqi librarians use social media to redress this gap.

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Ivanova, Elena A. "Past, Present and Future of Libraries in the Mirror of Rumyantsev Readings — 2019." Bibliotekovedenie [Library and Information Science (Russia)] 68, no. 4 (August 27, 2019): 435–47. http://dx.doi.org/10.25281/0869-608x-2019-68-4-435-447.

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International scientific and practical conference “Rumyantsev readings — 2019” was held on April 23—24 in the Russian State Library. The conference covered a wide range of issues: “Libraries and museums in the context of history”; “History of the Russian State Library”; “Disclosure of universal and specialized collections of libraries: forms and methods”; “Future of libraries: evaluations, studies, forecasts”; “Libraries as centres of information-bibliographic activities”; “Library collections and library-information services in the age of electronic communications”; “Professional development of library staff: demands of time. Library as educational centre”; “International cooperation of libraries. Library as a platform for intercultural dialogue”. The conference was attended by specialists from libraries, museums, archives, universities and research institutes, representatives of professional associations and organizations from various regions of Russia and from Australia, Belarus, Kazakhstan, Latvia, the United States of America, Tajikistan and Ukraine. Among the sections and round tables of “Rumyantsev readings” were both traditional, held within the framework of the conference on annual basis, and timed to the memorable dates and visits of foreign colleagues of the year. In 2019, the following sections were held: “Art editions in the collections of libraries: issues of study, preservation and promotion”, “Library classification systems”, “Rare and valuable books, book monuments and collections”, “Manuscript sources in the collections of libraries”, “Specialized collections in libraries”, “Collectors, researchers, keepers. Libraries in the context of history”, “Continuing education as a competence resource of library staff”, “Theory and practice of librarianship development at the present stage”, “Library digitalization: trends, problems, prospects”, “Effective library management: problems and solutions. (Pre-session meeting of the 32nd Section of the Russian Library Association on library management and marketing)”. Seminar from the series “Role of science in the development of libraries (theoretical and practical aspects)” “N.M. Sikorsky: scientist, organizer of book science and librarianship. To the 100th birth anniversary” took place. There were organized Round tables: “The new National standard for bibliographic description GOST R 7.0.100—2018 in the modern information environment”, “Library terminology in the context of digital space”, “Cooperation of libraries of the CIS countries: strategic directions”, “Flagship projects that shape the future of libraries”. The growing number of participants, the breadth of topics, the steady interest of specialists in traditional sections and the annual organization of new events in the form and content of the “Rumyantsev readings” allow the conference to stay among the largest scientific and practical events of library research in the country. The search for new topics and the introduction of topical issues on the agenda contribute to both activation of historical research and the search for ways of innovative development and intercultural interaction.

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Waghorne, James. "Australian university and medical school life during the 1919 influenza pandemic." History of Education Review 49, no. 2 (October 23, 2020): 215–28. http://dx.doi.org/10.1108/her-06-2020-0039.

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PurposeThis article examines the impact of the 1919 influenza pandemic on the life and culture of Australian universities, and the curious absence of sustained discussion about the crisis in university magazines. It considers two contexts, from the perspective of the general university population, and from the particular focus of medical students.Design/methodology/approachThe primary source for this analysis is based on detailed reading of university magazines across three universities, as well as other primary and secondary literature. The article was written during the 2020 COVID-19 pandemic, which has limited access to some other magazines held in library collections, but the corpus of material is more than sufficient.FindingsThis article shows that the pandemic further deferred the resumption of university life after a hiatus during the First World War. The failure to identify the causal agent limited technical discussion in medical school magazines.Originality/valueThis is one of the first dedicated studies of the effect of the 1919 influenza pandemic on Australian universities. It joins a growing body of work considering the effect of the influenza on different community groups.

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de Groot, Jerome. "Time, Death and Science in Alison Uttley‘s A Traveller in Time." Bulletin of the John Rylands Library 91, no. 1 (March 2015): 45–56. http://dx.doi.org/10.7227/bjrl.91.1.4.

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This article considers the childrens writer Alison Uttley, and, particularly, her engagements with debates regarding science and philosophy. Uttley is a well-known childrens author, most famous for writing the Little Grey Rabbit series (1929–75), but very little critical attention has been paid to her. She is also an important alumna of the University of Manchester, the second woman to graduate in Physics (1907). In particular, the article looks at her novel A Traveller in Time through the lens of her thinking on time, ethics, history and science. The article draws on manuscripts in the collection of the John Rylands Library to argue that Uttley‘s version of history and time-travel was deeply indebted to her scientific education and her friendship with the Australian philosopher Samuel Alexander.

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Richard Edwards, Steven, Madeleine Grace Murray, and Mark Francis Gilheany. "Minimally invasive surgery for pedal digital deformity: a systematic review." Journal of the Foot & Ankle 16, no. 3 (December 20, 2022): 306–9. http://dx.doi.org/10.30795/jfootankle.2022.v16.1647.

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Objective: The interest and application of minimally invasive surgery (MIS) in treating lesser toe deformities have increased worldwide. The symptoms are often attributed to callosities and localized pressure. Conservative treatment may improve comfort, but its success largely depends on the level of deformity. When conservative treatment fails, surgery may be indicated. This study explores the available evidence and reviews in the literature seeking to examine the efficacy of MIS in lesser toe pathology. Methods: A systematic review was performed, and the search included the following databases: Cochrane Library, CINAHL, MEDLINE®, PUBMED, Science Direct, and other relevant peer-reviewed sources between September 2019 and June 2022. In addition, a manual search was conducted in Australian, American, British, and European orthopedic and podiatric scientific data for relevant studies. Results: The search for potentially eligible information for this systematic review yielded 92 unique studies. All studies identified were obtained and reviewed. An updated search was performed in July 2022, resulting in no additional studies that satisfied the inclusion criteria. After considering all potentially eligible studies, five (5.4%) met the inclusion criteria. One thousand one hundred eighty-six lesser toe procedures (500 patients) were included. The overwhelming majority of patients were female (80.5%). The patient’s mean age was 56.9 (range 18-91) years, and the mean follow-up was 19.6 (range 6-33) months. All of the studies included early mobilization in the postoperative protocol. Conclusion: There is a need for more research using a combination of validated patient-reported outcomes to evaluate the effectiveness of MIS procedures in treating lesser toe deformities alongside the development of validated and tested treatment algorithms to guide surgical decision-making. Level of Evidence III; Therapeutic Studies; Systematic Review.

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11

Burgess, Susan F., and Susan E. Edwards. "The transformation of library education in Australia." Education for Information 8, no. 2 (April 1, 1990): 117–38. http://dx.doi.org/10.3233/efi-1990-8203.

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Connor, Kimberley G. "Trove. National Library of Australia. https://trove.nla.gov.au/." History 106, no. 371 (May 20, 2021): 510–12. http://dx.doi.org/10.1111/1468-229x.13163.

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Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.

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History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.

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Gorman, G. E. "The Education of Serials Librarians in Australia:." Serials Librarian 17, no. 1-2 (September 27, 1989): 45–67. http://dx.doi.org/10.1300/j123v17n01_04.

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Finkelstein, D. "Review: A History of the Book in Australia, 1891-1945." Library 4, no. 1 (March 1, 2003): 78–80. http://dx.doi.org/10.1093/library/4.1.78.

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Colley, Sarah. "Archaeology and education in Australia." Antiquity 74, no. 283 (March 2000): 171–77. http://dx.doi.org/10.1017/s0003598x0006631x.

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Aboriginal, Historical and Maritime archaeology have been taught in Australian universities since the 1960s, and archaeology has made major contributions to our understanding of Australia's past. Yet many Australians are still more interested in archaeology overseas than in Australia itself. This partly reflects Australia's history as a former British colony which currently has a minority of indigenous Aboriginal and Torres Strait Islander people, many of whom regard archaeology as yet another colonial imposition which at best is largely irrelevant to their own understanding of their history. Present government policies empower Aboriginal people to veto certain kinds of archaeological research they do not agree with. At minimum this may require archaeologists to engage in what can become protracted consultation, with uncertain outcomes.

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Wagner, G\"ulten S. "Future of education for library and information science: Views from Australia." Education for Information 18, no. 2-3 (July 1, 2000): 123–29. http://dx.doi.org/10.3233/efi-2000-182-303.

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Biskup, Peter. "State Libraries in Australia." Alexandria: The Journal of National and International Library and Information Issues 6, no. 2 (August 1994): 115–31. http://dx.doi.org/10.1177/095574909400600204.

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Australia is a federation of six states, two self-governing territories and a number of external territories. The state libraries were modelled on the British Museum Library and saw themselves as ‘national’ institutions, with a mandate to collect ‘books of all languages and descriptions’. Until the 1950s they remained the backbone of the Australian library system. By 1962, with the expansion of university education, the holdings of the university libraries for the first time equalled the combined resources of the state libraries and the National Library of Australia (NLA). The other development that transformed the post-war library scene was the emergence of the NLA itself from the relative obscurity of the pre-war years. The rivalry that grew up between the state libraries and the NLA was eventually put to rest by a number of factors, including the creation of the Australian Bibliographic Network and the resulting National Bibliographic Database, which made all types of library more interdependent; also the enforced sharing of the new poverty of the 1980s and the early 1990s. However, the state libraries themselves are now better housed, leaner and more efficiently run than they were even a decade ago. The 5.2 million volumes they hold account for almost 13% of the nation's bibliographic resources.

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Galligan, Anne. "Cultural in-sites: A history of the National Library of Australia." Australian Library Journal 49, no. 2 (January 2000): 99–111. http://dx.doi.org/10.1080/00049670.2000.10755912.

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Dabke, Kishor P., and Michael L. Brisk. "An Outline History of Control Engineering Education in Australia." IFAC Proceedings Volumes 33, no. 31 (December 2000): 5–10. http://dx.doi.org/10.1016/s1474-6670(17)37830-8.

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Pickett, Bronte, and Scott Polley. "Investigating The History Of Outdoor Education In South Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.

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Twomey, Christina, and Jodie Boyd. "Class, Social Equity and Higher Education in Postwar Australia." Australian Historical Studies 47, no. 1 (January 2, 2016): 8–24. http://dx.doi.org/10.1080/1031461x.2015.1122071.

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Harvey, Ross, and Susan Reynolds. "MARCup to Markup: Education for Cataloguing and Classification in Australia." Cataloging & Classification Quarterly 41, no. 3-4 (April 6, 2006): 173–92. http://dx.doi.org/10.1300/j104v41n03_02.

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Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (June 1, 2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

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John Gleeson, Damian. "Public relations education in Australia, 1950-1975." Journal of Communication Management 18, no. 2 (April 29, 2014): 193–206. http://dx.doi.org/10.1108/jcom-11-2012-0091.

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Purpose – The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975. Design/methodology/approach – This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades. Findings – This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography. Originality/value – A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.

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Giese, Diana. "Chinese Australian oral history: a project of the National Library of Australia." Asian Libraries 8, no. 3 (March 1999): 92–94. http://dx.doi.org/10.1108/10176749910267857.

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Sullivan, Peter, and Doug Chester. "Patent information education in Australia." World Patent Information 7, no. 3 (January 1985): 185–89. http://dx.doi.org/10.1016/0172-2190(85)90143-7.

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Alteri, Suzan A. "From Laboratory to Library: The History of Wayne State University’s Education Library." Education Libraries 32, no. 1 (September 19, 2017): 12. http://dx.doi.org/10.26443/el.v32i1.267.

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The Education Library at Wayne State University has a long and storied history. From its beginning at the Detroit Normal School to its final merger with the general library, the Education Library has been at the heart of not only Wayne State University, but also in the development of the College of Education. This paper chronicles the history of the library, and the people who created it, from its very beginning to its final place among the volumes of Purdy/Kresge Library.

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Meadmore, Peter. "The Introduction of the “New Education” in Queensland, Australia." History of Education Quarterly 43, no. 3 (2003): 372–92. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00127.x.

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Reformist educational discourses of the late nineteenth and early twentieth centuries, usually referred to as the “new education” or progressive education, emanated from the industrialized countries of the United States and Western Europe. They emerged partly as a response to social and economic conditions but also as an attempt by educationists to ameliorate the regimentation and pedagogical limitations of nineteenth-century schooling. A considerable degree of cross-pollination of ideas across different countries occurred through visits, study, and the exchange of publications between educationists, allowing an international focus to emerge. The various discourses that constituted progressive education were at times confusing, even contradictory, and the use of these umbrella-type categories masked and distorted the diversity of pedagogical practices. These discourses also found their way into the Southern Hemisphere including British colonies such as Australia.

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Boaden, Sue. "Education for art librarianship in Australia." Art Libraries Journal 19, no. 2 (1994): 5–6. http://dx.doi.org/10.1017/s0307472200008725.

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The growth of art history and art practice courses in Australia has been remarkable over the last 20 years. Unfortunately training for art librarianship has not matched this growth. There are eleven universities in Australia offering graduate degrees and post-graduate diplomas in librarianship but none offer specific courses leading towards a specialisation in art librarianship. ARLIS/ANZ provides opportunities for training and education. Advances in scholarly art research and publishing in Australia, the development of Australian-related electronic art databases, the growth of specialist collections in State and public libraries, and the increased demand by the general community for art-related information, confirm the need for well-developed skills in the management and dissemination of art information.

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Laws, Robert D. "The Library: An Illustrated History." Journal of Academic Librarianship 36, no. 1 (January 2010): 103. http://dx.doi.org/10.1016/j.acalib.2009.12.007.

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Sanders, Roy. "Current demand and future need for undergraduate LIS education in Australia." Australian Library Journal 57, no. 2 (May 2008): 102–27. http://dx.doi.org/10.1080/00049670.2008.10722460.

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Partridge, Helen, and Christine Yates. "A Framework for the Education of the Information Professions in Australia." Australian Library Journal 61, no. 2 (May 2012): 81–94. http://dx.doi.org/10.1080/00049670.2012.10722323.

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Rahman, Fadhlur. "Bilingual Education vs English-only Approach at Australia’s Northern Territory Schools." REiLA : Journal of Research and Innovation in Language 2, no. 1 (April 26, 2020): 1–7. http://dx.doi.org/10.31849/reila.v2i1.3854.

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The present library research highlights the “English-only” approach used in the Aboriginal classrooms in Northern Territory (NT) schools, Australia. This library study collects its data from five decades (1968-2018) of research and theorisation on the implementation of English instruction at Indigenous classrooms in Australia by referring to the changes of approaches from bilingual instruction policy to the current “English-only” approach. The writer then reports the problems occurred in the implementation of this approach in the specific classroom interaction. Factors like socio-cultural gap and dysfunctional discourse were found to be influencing the ineffective English-only classroom in the NT schools. What alternatives may have been tried in the Northern territory schools and to what degree of success?

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Perry, Barbara. "The Pictorial Collection of the National Library of Australia." Art Libraries Journal 13, no. 1 (1988): 23–25. http://dx.doi.org/10.1017/s0307472200005526.

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The National Library of Australia at Canberra includes a Pictorial Collection comprising paintings, drawings, prints and photographs which illustrate the history of Australia. The Collection is being actively developed, the ultimate goal being a comprehensive visual record of all aspects of Australian life. The Collection is open to the public, and is served by a photographic unit; a selection of pictures are always on display, and items are lent to exhibitions elsewhere. A publications programme is to culminate in the production of an illustrated catalogue. Data on selected items in the Collection is being entered into the Australian Bibliographic Network database.

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Haynes, Bruce. "History Teaching for Patriotic Citizenship in Australia." Educational Philosophy and Theory 41, no. 4 (January 2009): 424–40. http://dx.doi.org/10.1111/j.1469-5812.2008.00430.x.

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Barker, David. "Australian Legal Education – A Short History." Acta Universitatis Lodziensis. Folia Iuridica 99 (June 30, 2022): 9–17. http://dx.doi.org/10.18778/0208-6069.99.02.

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This article examines the history and development of legal education in Australia by tracing the establishment of university law schools and other forms of legal education in the states and territories from the time of European settlement in 1788 until the present day. It considers the critical role played by legal education in shaping the culture of law and thus determining how well the legal system operates in practice. It argues that Australian legal education can satisfactorily meet the twin objectives of training individuals as legal practitioners, whilst providing a liberal education that facilitates the acquisition of knowledge and transferable legal skills.

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Van Heekeren, Margaret, and Sybil Nolan. "Why history now?" Australian Journalism Review 42, no. 2 (November 1, 2020): 163–79. http://dx.doi.org/10.1386/ajr_00033_2.

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This article considers the role and standing of the history of journalism and media within the academy in Australia. The authors trace developments in the field in Australia since the late 1990s, considering its characteristics, achievements and its disciplinary strengths and weaknesses. They observe the small nature of the discipline and its relatively low status within the academy and consider the implications for future scholarship. This is examined through an analysis of the teaching of journalism and media history in j-education programmes. They argue that journalism and media history still does not receive the recognition it deserves as an essential aspect of journalism education and as one of many disciplines within media and communications.

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Campbell, Craig, and Simon Marginson. "Educating Australia: Government, Economy and Citizen since 1960." History of Education Quarterly 39, no. 2 (1999): 224. http://dx.doi.org/10.2307/370052.

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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.

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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.

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Middleton, Michael. "Scientific and Technological Information Services in Australia: I. History and Development." Australian Academic & Research Libraries 37, no. 2 (January 2006): 111–35. http://dx.doi.org/10.1080/00048623.2006.10755330.

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Trevitt, Chris. "Making a place: an oral history of academic development in Australia." Teaching in Higher Education 14, no. 6 (December 2009): 693–98. http://dx.doi.org/10.1080/13562510903378561.

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LUCAS, A. M. "Disposing of John Lindley's library and herbarium: the offer to Australia." Archives of Natural History 35, no. 1 (April 2008): 15–70. http://dx.doi.org/10.3366/e0260954108000053.

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Shortly before he died, John Lindley decided to dispose of his herbarium and botanical library. He sold his orchid herbarium to the United Kingdom government for deposit at the Royal Botanic Gardens, Kew, and then offered his library and the remainder of his herbarium to Ferdinand Mueller in Melbourne. On his behalf, Joseph Hooker had earlier unsuccessfully offered the library and remnant herbarium to the University of Sydney, using the good offices of Sir Charles Nicholson. Although neither the University of Sydney nor Mueller was able to raise the necessary funds to purchase either collection, the correspondence allows a reconstruction of a catalogue of Lindley's library, and poses some questions about Joseph Hooker's motives in attempting to dispose of Lindley's material outside the United Kingdom. The final disposal of the herbarium to Cambridge and previous analyses of the purchase of his Library for the Royal Horticultural Society are discussed. A list of the works from Lindley's library offered for sale to Australia is appended.

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Tiffen, Belinda. "Recording the nation: nationalism and the history of the National Library of Australia." Australian Library Journal 56, no. 3-4 (November 2007): 342–59. http://dx.doi.org/10.1080/00049670.2007.10722428.

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Tatnall, Arthur. "ICT, education and older people in Australia: A socio-technical analysis." Education and Information Technologies 19, no. 3 (December 24, 2013): 549–64. http://dx.doi.org/10.1007/s10639-013-9300-x.

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Weiss, Gillian, and Marjorie Theobald. "Knowing Women: Origins of Women's Education in Nineteenth-Century Australia." History of Education Quarterly 37, no. 2 (1997): 220. http://dx.doi.org/10.2307/369369.

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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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Alston, R. C. "Library History: A Place in the Education of Librarians?" Library History 9, no. 1-2 (January 1991): 37–51. http://dx.doi.org/10.1179/lib.1991.9.1-2.37.

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Wilson, Concepción S., Mary Anne Kennan, Patricia Willard, and Sebastian K. Boell. "Fifty years of LIS education in Australia: Academization of LIS educators in higher education institutions." Library & Information Science Research 32, no. 4 (October 2010): 246–57. http://dx.doi.org/10.1016/j.lisr.2010.07.006.

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Sutton, Anthea, Andrew Booth, and Pippa Evans. "“Ask, Acquire, Appraise”: A Study of LIS Practitioners Participating in an EBLIP Continuing Education Course." Evidence Based Library and Information Practice 8, no. 2 (June 10, 2013): 200. http://dx.doi.org/10.18438/b8ng74.

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Objective – The project sought to examine the aspects of the question answering process in an evidence based library and information practice (EBLIP) context by presenting the questions asked, articles selected, and checklists used by an opportunistic sample of Australian and New Zealand library and information professionals from multiple library and information sectors participating in the “Evidence Based Library and Information Practice: Delivering Services That Shine” (EBLIP-Gloss) FOLIOz e-learning course. Methods – The researchers analyzed the “ask,” “acquire,” and “appraise” tasks completed by twenty-nine library and information professionals working in Australia or New Zealand. Questions were categorized by EBLIP domain, articles were examined to identify any comparisons, and checklists were collated by frequency. Results – Questions fell within each of the six EBLIP domains, with management being the most common. Timeliness, relevance, and accessibility were stronger determinants of article selection than rigour or study design. Relevance, domain, and applicability were the key determinants in selecting a checklist. Conclusion – This small-scale study exemplifies the EBLIP process for a self-selecting group of library and information professionals working in Australia and New Zealand. It provides a snapshot of the types of questions that library and information practitioners ask, and the types of articles and checklists found to be useful. Participants demonstrated a preference for literature and checklists originating from within the library and information science (LIS) field, reinforcing the imperative for LIS professionals to contribute to EBLIP research.

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