Relevant bibliographies by topics / Library education Victoria

Academic literature on the topic 'Library education Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Library education Victoria"

1

Galloway, Ann-Christe. "People in the News." College & Research Libraries News 80, no. 3 (March 4, 2019): 182. http://dx.doi.org/10.5860/crln.80.3.182.

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Cartwright, Patricia, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff, and Irene Williams. "Lifelong learning, adult and community education in rural Victoria, Australia." Development and Learning in Organizations: An International Journal 18, no. 5 (October 2004): 17–19. http://dx.doi.org/10.1108/14777280410554960.

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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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Fitzgerald, Brendan, and Frances Savage. "Public libraries in Victoria, Australia: an overview of current ICT developments, challenges, and issues." OCLC Systems & Services: International digital library perspectives 20, no. 1 (March 2004): 24–30. http://dx.doi.org/10.1108/10650750410527304.

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Waye, PhD, Laurie. "Acknowledgements." Arbutus Review 4, no. 1 (November 1, 2013): i—ii. http://dx.doi.org/10.18357/tar41201312705.

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Publishing a journal is the work of many people. The people listed below have been integral to the creation and production of The Arbutus Review.Teresa Dawson, Director of the Learning and Teaching Centre, who created the JournalInba Kehoe, Scholarly Communications and Copyright Officer of the Library, who shepherds the online portion of the JournalLaurie Waye, Managing Editor of the Journal and Manager of the Writing CentreMichael Lukas, Guest editor of the JournalShu-min Huang, Journal Designer and Coordinator of the Writing CentreAll submissions are reviewed blind by at least two readers. These readers are graduate students, researchers, staff, and alumni from the University of Victoria. We thank them for their valuable contributions to The Arbutus Review.Akina Umemoto Helen KennedyAnirban Kar Ilijc AlbaneseBehn Skovgaard Andersen Jennifer SmithBethany Coulthard Jonathan SchmidBrendan Boyd Judy WalshBrian Coleman Julia Serena ReadyBrian Vatne Leslie BraggCarrie Hill Linnea Gay PerryChristina Suzanne Marion SelfridgeClarise Lim Scott KouriConstance Sobsey Sheri GitelsonEmma Hughes Stephanie FieldHeike LettariWe also thank the instructors who supported their students’ submissions. Their weaving together of research into the undergraduate experience has enriched their students’ education.Dr. Alexandra D’Arcy, Department of LinguisticsDr. Charlotte Schallié, Department of Germanic and Slavic StudiesDr. Daniella Constantinescu, Department of Mechanical EngineeringDr. Jillianne Code, Faculty of EducationDr. Kevin Walby, Department of SociologyDr. Laura Cowen, Department of Mathematics and StatisticsDr. Martin Adams, Department of Pacific and Asian StudiesDr. Rustom Bhiladvala, Department of Mechanical EngineeringDr. Valerie Irvine, Faculty of Education
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J. Woodley, Carolyn, Sean Fagan, and Sue Marshall. "Wadawurrung Dya Baap Ngobeeyt: teaching spatial mapping technologies." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 276–87. http://dx.doi.org/10.1108/cwis-10-2013-0059.

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Purpose – Aboriginal communities in Australia must have mapping information and technology to effectively and independently administer their land holdings and to define, evidence and thus protect their community and cultural identity. The purpose of this paper is to report on a pilot project that developed a customisable education programme to support Indigenous communities in the uptake of spatial mapping technologies to protect and manage cultural heritage in Victoria, Australia. Design/methodology/approach – A training programme to support Wadawurrung capabilities in spatial mapping technologies was developed, delivered and evaluated. Concurrently, the system's database was indigenised by Wadawurrung cultural heritage workers. Types and numbers of culturally significant sites mapped using the technologies were collated. The impact of the training and technologies for students and the Wadawurrung community was gauged through participation levels and evaluations. The approach to indigenous spatial mapping projects is informed by postcolonial theories interrogating neo-colonialist cartographic practices. Findings – Indigenous communities need to be resourced in the uptake of spatial mapping technologies and if universities are going to be involved in co-developing positive learning experiences that encourage the uptake of the technologies, they must have appropriate and respectful relationships with Aboriginal communities. Training programmes need to accommodate learners with diverse educational experiences and technological wherewithal. Research limitations/implications – Findings from the training evaluations are based on a small number of participants; however, they seem to be supported by literature. Practical implications – The education model developed is customisable for any Indigenous community in Australia. Social implications – The social and political importance of spatial mapping technologies for Indigenous Australians is evident as is the need for educational providers to have appropriate and respectful relationships with Aboriginal communities to co-develop positive learning experiences that encourage the uptake of the technologies. Originality/value – The Wadawurrung Dya Baap Ngobeeyt Cultural Heritage Mapping and Management Project developed practical strategies to build community capacity in Aboriginal Cultural Heritage Management and Protection. The educational programme developed supported learners to use technologies in cultural heritage management. Data were collected using community-developed fields for inclusion and culturally appropriate encryption of data.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.

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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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8

Cronin, R. "DINAH BIRCH, Our Victorian Education." Notes and Queries 56, no. 3 (August 12, 2009): 466–67. http://dx.doi.org/10.1093/notesj/gjp075.

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9

Dinscore, Amanda. "Victorian literature and culture: Sites for online research." College & Research Libraries News 71, no. 4 (April 1, 2010): 197–200. http://dx.doi.org/10.5860/crln.71.4.8355.

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10

Pettigrew, Wendy, and Mark Southcombe. "The End of the Wooden Shop: Wanganui Architecture in the 1890s." Architectural History Aotearoa 4 (October 31, 2007): 76–87. http://dx.doi.org/10.26686/aha.v4i0.6747.

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The 1890s was a decade of remarkable progress in Whanganui. The depression of the 1880s was over. The town became an important port and distribution centre with railway connections to Wellington and New Plymouth as well as wharves at Castlecliff and in town. Alexander Hatrick began his riverboat service on the river enabling tourists from all over the world to travel the "Rhine of New Zealand." The colonial town developed culturally. The Technical School of Design was established in 1892, the public museum opened a few years later and the library was extended. The local MP, John Ballance, was Premier until his death in 1893; his state funeral and that in 1898 of the Māori chief, Te Keepa Rangihiwinui, were defining moments in Whanganui's history. A 40-year building boom began, starting with the replacement of old town centre premises dating from the 1860s and earlier. In 1890 there were two architects in town, but only one with recognized qualifications: Alfred Atkins, FRIBA. Having been in practice with Frederick de Jersey Clere in the 1880s, Atkins' practice blossomed in the 1890s. He was architect to both the Education and Hospital Boards at a time of major commissions and advisor to the Borough Council. He designed the museum and a large warehouse and bond store for Sclanders of Nelson and organized the architectural competition for what is now known as The Royal Whanganui Opera House. This paper examines these and other buildings together with some "gentlemen's residences" as examples of the Victorian architecture which characterizes Whanganui today. During the 1890s the Borough Council continued to grapple with the problem of fires in town. The arguments raged over the merits of building in wood versus brick. This paper looks at the evolution of the Council's eventual designation in 1898 of a downtown "brick area" with bylaws requiring at least brick side walls on all new buildings. The era of building permits began and the erection of new brick walls heralded the end of the wooden shop. The brick buildings that followed changed the character of Whanganui's townscape.
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Dissertations / Theses on the topic "Library education Victoria"

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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Books on the topic "Library education Victoria"

1

Victoria, University (Toronto Ont ). Library. [Guide to the F.N. Gisborne manuscript collections in the Victoria University Library]. [Toronto, Ont: The Library, 1988.

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Cane, Georgina. Telecommunications support for professional development programs for rural library networks: Report of a study undertaken for Mildura Rural City Council Library Service & Office of Local Government. Victoria, Australia: Office of Local Government, Dept. of Infrastructure, 1998.

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A people learning: Colonial Victorians and their public museums, 1860-1880. North Melbourne, Vic: Australian Scholarly, 2007.

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4

Victorian Childhood (Shire Library). Shire, 2010.

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TAFE libraries and educational change: Accepting the challenge : conference report, Victorian Association of TAFE College Librarians, and University and College Libraries Section, Library Association of Australia, Geelong, Victoria, 4-6 September 1985. Broadmeadows [Vic.]: Victorian Association of TAFE College Librarians, 1986.

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6

Burstyn, Joan N. Routledge Library Editions : Education 1800-1926: Victorian Education and the Ideal of Womanhood. Routledge, 2018.

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School and Society in Victorian Britain: Joseph Payne and the New World of Education (Garland Reference Library of Social Science). Routledge, 1994.

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Book chapters on the topic "Library education Victoria"

1

Leone, Grace, and Jan van Schaik. "State Library of Victoria Becomes a Giant Canvas for RMIT Students." In Transformations in Tertiary Education, 187–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_15.

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