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Chaudhry, Abdus Sattar. "Information science curricula in graduate library schools in Asia." International Library Review 20, no. 2 (April 1988): 185–202. http://dx.doi.org/10.1016/0020-7837(88)90018-0.
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Trajković, Borjanka, and Dragana Litričin Dunić. "LIBRARIES, SCHOOLS AND MODERN AGE." Journal Human Research in Rehabilitation 6, no. 1 (April 2016): 105–8. http://dx.doi.org/10.21554/hrr.041602.
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For centuries the role of the library was defined as a warehouse of books. Now, in the 21st century, the library is facing perhaps the biggest challenge – its physical survival. The role of librarians is re-branded to reflect their expertise as curators of content and reliable navigators in an evergrowing ocean of information - in any format they might exist. The future libraries shall be open to all the new ideas on how to work better and accept the new technologies. On the one hand, they must recognize the need to change their methods, but on the other hand - to preserve the continuity of their objectives and mission. The new era requires modern models of learning and the attractiveness of the curricula, that is, a modern education system that shall adapt the curricula to the needs of modern society and reconcile centuries of man's need for knowledge, reading books and education in general with the new technologies.
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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.
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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Hameed, Suraiya. "Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye." International Journal of Comparative Education and Development 22, no. 3 (May 12, 2020): 169–84. http://dx.doi.org/10.1108/ijced-10-2019-0052.
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PurposeThis paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools.Design/methodology/approachQualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014).FindingsThe key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets.Research limitations/implicationsIn the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore and Australia.Practical implicationsAs more national school systems embrace diversity, an international education approach has been adopted. This study affirms the idea proposed by Hayden, Thompson and Bunnell (2016), that the use of “international” is less relevant in categorising schools that seek to embrace GCE. It is more appropriate to use “cosmopolitan,” as proposed by Rizvi (2008), where the focus is more broadly on acquiring knowledge about cultural trajectories and social identities and reinforcing the idea of global connectivity as is evident in both case study schools. The focus is on understanding and acting on local issues within the “broader context of the global shifts that are reshaping the very nature of localities” (Rizvi, 2008, p. 21). One of the key things to note is that the global and international approaches are seldom enacted in their pure form. Schools that have adopted international education are usually unique and heterogeneous in nature, and what they have done is very much dependent on their histories, their geographical locations and the economic and political statuses. This is evident in both case study schools.Social implicationsThis study has added to the existing literature by providing a rich comparative investigation of global citizenship education in two countries, Australia and Singapore. The research provided the opportunity to study different models of internationally minded schools, with similar GCE ambitions. As the study explored two types of schools in two different countries, there is no claim of generalisability of findings to all the schools in these two countries. However, educators and researchers who are interested in this field could reflect on the themes that have emerged from this study and make an informed decision on the possible transferability to their own contexts.Originality/valueBesides its contribution to existing literature, the study has also shown that for effective integration of GCE in schools, either in a national or international education system, it is necessary for a comprehensive understanding of the GCE principles. The results drawn from the study indicate that the ambiguity of the concept of GCE can result in different interpretations by school leaders, teachers and students, thus affecting its enactment in schools. In order to better understand and apply GCE, an effective conceptual model would provide a critical understanding of the multi-faceted nature of global citizenship education. A critical GCE requires schools to reflect on the entire curriculum, ensuring a seamless integration of GCE into curricula and practices.
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Cheng, Christopher. "Beacons of modern learning: Diaspora-funded schools in the China-Australia corridor." Asian and Pacific Migration Journal 29, no. 2 (June 2020): 139–62. http://dx.doi.org/10.1177/0117196820930309.
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In the early 20th century, modern school curricula and new-style schools mushroomed in the Chinese remittance landscape of southern China. Breaking away from the two-and-a-half millennia of Confucian tradition, their creation marked a pivotal point of departure between the nation’s past and future. Since overseas migration and modern education both provide a fruitful context for the circulation of new objects and a cross-fertilization of ideas, new schools serve as barometers of social-material change. Research in the present-day cities of Zhongshan and Zhuhai (formerly Heung San County) suggests that diaspora-funded schools were beacons of modern learning within the China–Australia corridor. Both their physical structures and material manifestations invited a new engagement with the modern world.
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Lyons, Oscar, Karina McHardy, Warwick Bagg, and Tim Wilkinson. "Leadership development in New Zealand and Australian medical schools: needs analysis." BMJ Leader 3, no. 4 (November 25, 2019): 123–28. http://dx.doi.org/10.1136/leader-2019-000147.
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BackgroundLeadership is a core competency of doctors. However, specific learning outcomes for leadership are often not well defined in medical school curricula. This article uses New Zealand (NZ) and Australian medical school curricula as a case example for conducting a needs analysis of leadership learning outcomes.AimsTo identify which elements of medical leadership development are already met by Australian Medical Council (AMC) Outcomes for Graduates, which elements are missing, and which missing elements might reasonably be included in prequalification curricula in NZ and Australia.MethodsThe Medical Leadership Competency Framework (MLCF) was selected as the reference framework for a general needs analysis of leadership development in the AMC curriculum.To identify curriculum gaps, we first assessed the achievability of MLCF Domains at an undergraduate level. We then considered whether the AMC Outcomes for Graduates would satisfy each MLCF Domain. Where MLCF Domains were judged unachievable at the undergraduate level, we considered whether foundations were sufficiently laid for future development.ResultsFive of eight (63%) undergraduate MLCF Domains and 7 of 12 (58%) postgraduate domains were found to be already satisfied by the AMC Outcomes for Graduates.Some key elements of leadership as described in the MLCF are not yet encapsulated in the AMC Outcomes for Graduates. Two particularly notable absences are audit and quality improvement.ConclusionsLeadership is multidimensional. Some dimensions may be more appropriately learnt after medical school. There are, however, significant gaps in current curricula in Australia and NZ as defined by the AMC. These could be met more effectively using the MLCF.
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ur Rehman, Sajjad, and Bibi Alajmi. "Knowledge organization content in graduate coursework." Library Review 66, no. 1/2 (February 7, 2017): 90–106. http://dx.doi.org/10.1108/lr-03-2016-0028.
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Purpose Knowledge organization (KO) content is central to educational programs of library and information science (LIS) and information and knowledge management (KM) programs. The components of information and KO have similar philosophies, theories, approaches, strategies and tools. LIS education programs have strong traditions of teaching KO. Fresh emphasis is noted on metadata, data mining, info-maps, knowledge maps, taxonomy, ontologies and other strategies for organizing an organization’s explicit and tacit knowledge. This paper aims to analyze how LIS schools have responded to the needs of developing competencies related to information and KO among its graduates. Design/methodology/approach This study analyzed the curricula of LIS accredited schools and leading schools in selected regions of the world based on the course titles presented on their websites. Findings This analysis provided an overall picture of the coverage of KO courses in LIS programs of 68 selected schools located in Southeast Asia, the Europe and accredited schools of North America. Research limitations/implications The paper is limited to the treatment of KO in 68 selected programs of LIS education. Practical implications Library and information education programs may benefit from the findings for incorporating needed content in KO coursework. Originality/value The study is ground-breaking as it addresses the needs of development of KO competencies among LIS professionals from the perspective of findings of a systematic study of the curricula of 68 schools.
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Barton, Peter J. M., Andrew A. Beveridge, and Kay M. Jones. "Preparation for Cardiopulmonary Resuscitation in Medical Schools in Australia: A Survey of Current Practice." ISRN Critical Care 2013 (March 27, 2013): 1–5. http://dx.doi.org/10.5402/2013/789601.
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Introduction. Cardiopulmonary resuscitation (CPR) is acknowledged worldwide as a stressful clinical activity for all young doctors. The extent of standardisation of preparation for CPR within Australian curricula is unknown. Recent trends in the UK suggest the emergence of a common endpoint, Immediate Life Support (ILS) certification. The support for a similar shared endpoint in Australia is unknown. Methodology. A telephone questionnaire survey about the preparation for teaching CPR to medical students was undertaken in all Australian medical schools in early 2012; 88% of schools replied. Results. The majority favoured early basic CPR training. There was marked variation in how schools taught advanced CPR and how CPR competence was assessed. Only one school considered their graduates to be less than well prepared for CPR and all schools agreed that a common endpoint was desirable. Discussion. There is broad support for Immediate Life Support as a common end in resuscitation competence. Medical schools where students are prepared for a rural placement on graduation may still require a higher standard of competence.
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McKnight, Michelynn, and Carol Rain Hagy. "The Research Imperative: Medical Library Association policy and the curricula of schools of library and information science." Journal of the Medical Library Association : JMLA 97, no. 2 (April 2009): 134–36. http://dx.doi.org/10.3163/1536-5050.97.2.011.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." Journal of Information Technology Education: Research 15 (2016): 049–73. http://dx.doi.org/10.28945/2335.
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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Maxwell, Jacinta. "Teachers, Time, Staff and Money: Committing to Community Consultation in High Schools." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 120–30. http://dx.doi.org/10.1017/jie.2012.31.
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State and Federal education departments have increasingly recognised the importance of community consultation in the development of school curricula, and the requirement for teachers to consult with Indigenous communities is explicit in many curriculum documents. This article reports the findings of research into how teachers of senior Aboriginal and Torres Strait Islander Studies are engaging with consultation as part of their work. As Australia moves towards full implementation of a national curriculum that requires the embedding of Indigenous perspectives across all subjects, an understanding of how teachers are currently experiencing community consultation is particularly important.
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Tonta, Yaşar. "Keynote 2: Developments in Education for Information: Will “Data” Trigger the Next Wave of Curriculum Changes in LIS Schools?" Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 2–12. http://dx.doi.org/10.47657/201617888.
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The first university-level library schools were opened during the last quarter of the 19th century. The number of such schools has gradually increased during the first half of the 20th century, especially after the Second World War, both in the USA and elsewhere. As information has gained further importance in scientific endeavors and social life, librarianship became a more interdisciplinary field and library schools were renamed as schools of library and information science/ information studies/ information management/information to better reflect the range of education provided. In this paper, we review the major developments in education for library and information science (LIS) and the impact of these developments on the curricula of LIS schools. We then review the programs and courses introduced by some LIS schools to address the data science and data curation issues. We also discuss some of the factors such as "data deluge" and "big data" that might have forced LIS schools to add such courses to their programs. We conclude by observing that "data" has already triggered some curriculum changes in a number of LIS schools in the USA and elsewhere as "Data Science" is becoming an interdisciplinary research field just as "Information Science" has once been (and still is).
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Kakar, Sheena R., Shailendra Sawleshwarkar, Darren B. Russell, and Richard J. Hillman. "Evaluation of sexual health medicine teaching at medical schools in Australia and New Zealand." Sexual Health 8, no. 1 (2011): 86. http://dx.doi.org/10.1071/sh10042.
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Background: In the absence of guidelines for sexual health medicine (SHM) curriculum for medical schools in Australia and New Zealand, little is known about the current curriculum. We therefore, sought to quantitatively and qualitatively measure the existing SHM teaching at medical schools in the region. Methods: SHM specialists and Deans (or their nominated delegates) were requested to complete a questionnaire with respect to the SHM teaching in their associated medical schools. Results: Forty-two specialists completed the questionnaire. Wide variations were found in the time spent on various topics in SHM. ‘Training to teach’ was found to be a major unmet need of SHM specialists. Four (16.7%) of 24 medical schools completed the questionnaire. The total time allocated to SHM in these medical schools varied from 13.6 to 39.0 h, with a median of 31.1 h. At least 70% of key SHM topics were covered in all curricula. Conclusion: SHM teaching varied markedly in terms of subject matter, allocated time and teaching modalities. National guidelines for the teaching of SHM to medical students could facilitate the development of more consistent standards within the medical workforce. Training in teaching and learning methods to specialists may improve dissemination of sexual health skills to the wider medical workforce.
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Chung, EunKyung, Janet Schalk, and JungWon Yoon. "How have LIS school curricula evolved over the past twenty years?" Canadian Journal of Information and Library Science 45, no. 1 (May 2, 2022): 1–30. http://dx.doi.org/10.5206/cjilsrcsib.v45i1.14192.
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This study analyzed the Association for Library and Information Science Education (ALISE) statistical reports from 1997 to 2020. This study demonstrated that over the past twenty years, the LIS trends of diversity and interdisciplinary work have all been well reflected in the LIS curricula both in iSchools and non-iSchools, and LIS schools are preparing their graduates for evolving information environments.
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Reynolds, Ruth, Suzanne Macqueen, and Kate Ferguson-Patrick. "Educating for global citizenship: Australia as a case study." International Journal of Development Education and Global Learning 11, no. 1 (June 18, 2019): 103–19. http://dx.doi.org/10.18546/ijdegl.11.1.07.
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Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
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Wyss, Paul Alan. "Library School Faculty Member Perceptions Regarding Faculty Status for Academic Librarians." College & Research Libraries 71, no. 4 (July 1, 2010): 375–89. http://dx.doi.org/10.5860/crl-53r1.
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The faculties of the library schools listed as ALA-accredited are directly involved in setting the direction of the education provided to academic librarians through curriculum development and teaching. The curricula and teaching at ALA-accredited library schools revolve around aspects of librarianship such as providing research assistance at a reference desk, collection development, and cataloging; but they do not address preparing the recipients of the MLS for the demands of faculty status at a college or university library. Thus, while academic librarians may be well prepared to assume professional duties in an academic setting, they may be less well prepared to perform activities such as research and publication that are required of faculty members seeking tenure and promotion. Until this descriptive study, the faculties of the ALA-accredited library schools had not been surveyed as a population in regard to their perceptions about faculty status for academic librarians, nor had they been surveyed about how education at library schools prepared academic librarians for faculty roles. As a result, it was vital that the faculties of the ALA-accredited library schools were surveyed so that their thoughts on faculty status for academic librarians and the education that prepares librarians for faculty roles could be known.
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Sammel, Alison J., Lisa M. Watson, and Dena W. McMartin. "Extreme freshwater events, scientific realities, curriculum inclusions, and perpetuation of cultural beliefs." PLOS Climate 1, no. 5 (May 4, 2022): e0000020. http://dx.doi.org/10.1371/journal.pclm.0000020.
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The purpose of this research was to explore and open dialogue about possible connections between the scientific realities of extreme freshwater events (EFWE), a lack of EFWE-related curricular content in schools, and future teachers’ awareness and perceptions of EFWE. In phase one, an analysis of existing weather data demonstrated ongoing moderate to severe EFWE in the two regions under investigation, Queensland, Australia and Saskatchewan, Canada, at the time of data collection. In phase two, a content analysis of school curricula in the two regions shows a dearth of mandatory content related to EFWE, though Queensland, Australia had slightly more mandated content than did Saskatchewan, Canada. In phase 3, a survey of pre-service teachers in the two regions showed a demonstrable lack of recognition of undergoing moderate to severe EFWE at time of data collection, along with a general satisfaction with the current level of curricular coverage of the topic. While respondents’ overall concern was low, there were consistent regional differences. Queenslanders were more likely to recognize their lived experience with EFWE and perceived it to be a more important inclusion in school curricula than their Saskatchewanian counterparts. Taken together, results suggested that learned cultural truths were reflected in and perpetuated by school curricula. Results highlighted cultural denial of EFWE severity and a need to change false truths by increasing visibility of EFWE in mandated school curricula. The authors propose that results warrant further research and discussion as it relates to public policy and prioritizing EFWE in formal school curricula.
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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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Kusaka, Satoshi. "Systematizing ICT Education Curriculum for Developing Computational Thinking: Case Studies of Curricula in the United States, Australia, and the United Kingdom." Journal of Education and Learning 10, no. 5 (August 30, 2021): 76. http://dx.doi.org/10.5539/jel.v10n5p76.
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Information and Communication Technology (ICT) education has been actively implemented around the world recently. ICT curriculum in schools is intended to improve students’ programming-oriented thinking rather than to train them as programmers. The core of ICT education is ‘computational thinking’. Computational thinking is taking an approach to solving problems, designing systems and understanding human behaviour that draws on concepts. Various countries try to develop ICT curriculum based on this concept. However, unlike traditional subjects, the ICT curriculum has yet to create a unified structure. This research sheds light on the characteristics of ICT education curricula by comparing and contrasting curricula in the United Kingdom (UK), the United States and Australia. Finally, a common framework is proposed on the basis of the discussion. Furthermore, while ICT education is often addressed solely from the standpoint of science and technology, a social science perspective is needed. Therefore, the importance of social science in ICT education will also be clarified.
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Rehman, Sajjad ur, and Haya Sumait. "KM Modules: An Analysis of Coursework." Journal of Information & Knowledge Management 09, no. 04 (December 2010): 377–85. http://dx.doi.org/10.1142/s0219649210002759.
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Knowledge management is a growing discipline and its structure and boundaries have been examined using different perspectives. This study is based on the KM curricula of 13 graduate degree programmes for producing a KM framework, based on the collective wisdom of curriculum designers of these programmes. Analysis of curricula was conducted at two levels of course titles and course descriptions. Keywords and phrases were identified and listed, then reduced into relevant categories in three successive exercises of subtraction. Each identified term was treated as a module. If a module was offered in more than one programme or course, the number was provided for the occurrence in order to indicate the emphasis it received in different curricula. Thus, we have been able to identify major categories of KM curricula in these schools. There is a need for academics and experts in the field to further validate these results in subsequent research.
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DAVINSON, DONALD, and NORMAN ROBERTS. "CURRICULA IN SCHOOLS OF LIBRARIANSHIP AND INFORMATION STUDIES: AN INVESTIGATION OF CONSTRAINTS AND POSSIBILITIES." Journal of Documentation 41, no. 3 (March 1985): 156–64. http://dx.doi.org/10.1108/eb026778.
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Wagner, Robin. "What Munn Missed: The Queensland Schools of Arts." Queensland Review 20, no. 2 (October 30, 2013): 187–202. http://dx.doi.org/10.1017/qre.2013.20.
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American Librarian Ralph Munn's historic tour of Australian libraries in 1934 is well documented. Along with Ernest Pitt, Chief Librarian of the State Library of Victoria, he spent nearly ten weeks travelling from Sydney and back again, visiting libraries in all the state capitals and many regional towns throughout the country. Munn's trip was funded by the Carnegie Corporation of New York, which was then, through its Dominions fund, turning attention to philanthropic opportunities in the Antipodes. The resulting report, Australian Libraries: A Survey of Conditions and Suggestions for their Improvement (commonly referred to as the Munn–Pitt Report) is often credited with initiating the public library movement in Australia.
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Anwar, Mumtaz A. "Role of Information Management in the Preservation of Indigenous Knowledge." Pakistan Journal of Information Management and Libraries 11 (December 1, 2010): 1–10. http://dx.doi.org/10.47657/201011792.
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Discusses characteristics and significance of indigenous knowledge; reviews the process of capturing and preserving IK; analyses the existing information management literature on IK; examines the role of information management in IK in light of reported experience, especially in Africa and Australia; proposes that information management discipline review its curricula to accommodate areas needed, and work for the development of tools and techniques for IK management.
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Hsu, Tien-Yu, Fan-Ray Kuo, Hsin-Yi Liang, and Min-Feng Lee. "A curriculum-based virtual and physical mobile learning model for elementary schools in museums." Electronic Library 34, no. 6 (November 7, 2016): 997–1012. http://dx.doi.org/10.1108/el-08-2015-0146.
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Purpose This paper aims to develop a curriculum-based virtual and physical mobile (CVPM) learning model, which integrates related physical and e-learning resources associated with elementary school curricula and supports elementary education. Design/methodology/approach This model provides a highly participative and well-monitored environment with fruitful interactions among students, teachers and museum staff. A practical system was implemented in the National Museum of Natural Science in Taiwan. Findings The results show that the proposed model can effectively extend related learning resources to satisfy the requirements of elementary education. In addition, this model can engage students’ self-directed explorations through problem-solving learning content during the learning process. Research limitations/implications This learning model was implemented in a one-day theme-based learning activity. Generic learning outcomes and qualitative analysis were used to examine the students’ perceptions and the teachers’ feedback of this learning model, respectively. Practical implications The results show that both students and teachers highly appreciated this learning model. The model not only strengthens the connection between museum and elementary curricula but also enhances students’ perceptions and positive attitudes toward natural science courses. Finally, this study offers suggestions for future research. Originality/value This study develops a CVPM learning model which integrates elementary school courses to satisfy the requirements of elementary education and meet museums’ educational strategies for schools. The practical learning system and services have been successfully implemented and are widely available to elementary schools in Taiwan.
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Rasheed, A. Abdul, and H. L. Meera Mohideen. "Asālibu al Ikhtibārāti fi al Madārisi al Dīniyyati bi Manṭiqati Pitigala fī Syarqi Sri Lanka (Dirāsatun Taḥlīliyyatun Waṣfiyyatun)." Al-Uslub: Journal of Arabic Linguistic and Literature 5, no. 01 (January 1, 2021): 1–22. http://dx.doi.org/10.30631/al-uslub.v5i01.96.
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Testing is an important step in the learning and teaching process. It has an important role in evaluating the teacher's duty and facilitating learners to express their opinions during and after the learning and teaching process. Arabic colleges in Sri Lanka are private institutes that do not have a proper curriculum, each following separate curricula. So, the methods of testing differ according to the curricula of these schools. It should be given attention in the field of research in order to achieve educational objectives. This study seeks to identify a best test and its importance in the field of teaching Arabic to non-native speakers and to identify Arabic colleges in Batticaloa District, East Sri Lanka, and also describes the evaluation methods used at Jamiathul Falah Arabic College in Kattankudy as a sample. The two researchers used the descriptive approach and the analytical method to complete this study and to reach the required results. They also carried out extrapolation and the library method to collect academic and cultural information, and used the interview as a tool for collecting information. The study found that schools in Batticaloa district conduct the weekly and the quarterly tests and follow different and varied forms in setting question papers. Jamiathul Falah Arabic College is distinguished by its tests, as it follows appropriate methods and good curricula according to students and their educational levels, the individual differences and concerning best methods in all its tests, such as objective type and others
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Stefl-Mabry, Joette, Jennifer Goodall Powers, and Carol Doll. "Creating and Sustaining Problem-Based Partnerships among Graduate, Undergraduate, and K-12 Learners: Opportunities and Challenges." Journal of Educational Technology Systems 34, no. 2 (December 2005): 131–53. http://dx.doi.org/10.2190/4dmj-85b4-gmh7-geqb.
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This article outlines a K-12 college learning partnership that has evolved over the past two years at the University at Albany, SUNY. Two faculty members with the School of Information Science & Policy (SISP) Joette Stefl-Mabry and Jennifer Goodall Powers, with administrative support of their Associate Dean, Carol Doll, have integrated problem-based learning (PBL) into graduate and undergraduate curricula to establish partnerships with local K-12 school districts. Dynamic PBL environments link K-12 schools, School Library Media (SLM) graduate students, and undergraduate students majoring in information science to develop content, delivery, and assessment methods for K-12 curricula while at the same time strengthening graduate and undergraduate curricula by incorporating real-world challenges into coursework. Through this partnership, K-12 schools benefit from research-based best practices in educational technology and information science graduate and undergraduate students experience real career situations within educational environments. Over the course of a semester, SLM graduate students wrestle with theory and practice in K-12 curriculum, as undergraduate students develop Web pages based on research theory summarized by their graduate student partners. Stefl-Mabry and Powers collaboratively create and/or adapt instructional methods to meet the educational requirements of graduate and undergraduate curriculum as it relates to the specific needs and abilities of their students and the learning needs of K-12 environments. PBL enhances learning and provides new instructional models for SLM graduate students to emulate as educators when they are employed in K-12 communities.
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Olson, Rebecca, Penelope Laidlaw, and Kylie Steel. "‘No one wants to be taught from a textbook!’." European Physical Education Review 23, no. 4 (July 25, 2016): 499–516. http://dx.doi.org/10.1177/1356336x16658222.
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Changes to the purpose and scope of health and physical education (HPE) in schools have prompted revisions in teacher education degrees within Australia. Using a qualitative approach, this study explored HPE teachers’ perceptions of these changes. Of particular interest was pre-service HPE teachers’ reflections on the importance of skill acquisition (also referred to as motor learning) content in their university degree, which focuses on the theories and practices involved in learning movement and perceptual skills. Findings were based on the thematic analysis of four semi-structured focus groups with 25 pre-service HPE teachers at one Australian metropolitan university. Analysis suggests that the importance of skill acquisition and the imperative to increase physical activity without a focus on competence are contradictory priorities within pre-service HPE curricula. The goal of promoting enjoyment of physical education sustained this tension, implying that there is a new discourse in HPE and suggesting the need for further research into the self-reflection and emotional dynamics of pre-service HPE teachers’ reflections on curricula.
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Gifford, Edward F. "An Australian Rationale for Music Education Revisited: A Discussion on the Role of Music in the Curriculum." British Journal of Music Education 5, no. 2 (July 1988): 115–40. http://dx.doi.org/10.1017/s0265051700006471.
Full textAbstract:
One of the outcomes of the National Music Administrators' Conference held in Brisbane, Australia, in 1980 was a ‘Rationale for Music Education’ in Australian schools. This paper uses this Rationale as a stimulus for the discussion of the role of music in the curriculum. The issues raised here are neither new nor distinctively Australian. However, an attempt has been made to evaluate critically what Eisner would categorise as the ‘contexturalist’ and ‘essentialist’ justification for music in education. In an age of accountability and timetable restraints, teachers and administrators must explain their curricula to different audiences. Therefore, the ability to justify music in the curriculum must become part of the teacher's professional equipment.
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Rushanin, Vladimir. "Prospects for higher library education within the context of implementing professional standards in library and information activities." Scientific and Technical Libraries, no. 1 (January 1, 2018): 32–42. http://dx.doi.org/10.33186/1027-3689-2018-1-32-42.
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Prospects for higher library education are discussed within the context of the professional standard «Specialist in library information activities» (2014) as a regulatory document to lay down requirement to job content and conditions, qualification and competences, actual functions (required procedures, skills, and knowledge) of various library professionals are discussed. The dependence between the education content and library practical demands and the need to overcome their disparity are revealed. The expanding range of professions for libraries is characterized. The author concludes that the professional standard is an innovative and relevant document needed to reform the higher education in librarianship and the professional training curricula. Its implementation is to improve acmeological parameters of library education, to make universities’ education program relevant to professional practice. The author emphasizes that universities will have to work hard to develop new core professional programs, to integrated them with the requirements of the professional practice (including through the more efficient interaction with employers). To consolidate professional attitude toward the challenging issues of the forthcoming reform and to implement networked education technologies for deep professional training, coordination of regional higher schools activities is needed.
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Madanipour, Parian, and Caroline Cohrssen. "Augmented reality as a form of digital technology in early childhood education." Australasian Journal of Early Childhood 45, no. 1 (November 20, 2019): 5–13. http://dx.doi.org/10.1177/1836939119885311.
Full textAbstract:
The incorporation of digital technologies is explicitly addressed in the Early Years Learning Framework for Australia. The use of augmented reality (AR) technology, as one form of digital technology, is increasingly embedded in digital applications because it allows individuals to interact with real and virtual objects. A significant body of research has reported the benefits afforded by the use of AR technology in schools and higher education settings. However, little is known about the contribution of AR technology to teaching practice and child learning outcomes in the preschool years. Here, we present a summary of the limited research that has explored the use of AR in preschool curricula and argue for the need for further research to explore the contribution of AR to high-quality pedagogical practice.
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Younus, Muhammad, and Muhammad Sajjad. "Assessing LIS graduates’ ICT skills and job market needs in the Punjab, Pakistan." Pakistan Journal of Information Management and Libraries 21 (2019): 20–45. http://dx.doi.org/10.47657/2019211437.
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This article aims to explore ICT skills of LIS graduates in the Punjab, Pakistan. It also indentifies the ICT skills needed by information market for absorption of LIS graduates. A mixed methods research design was employed to collect data from LIS graduates and heads of leading libraries in the Punjab through the questionnaire and semi-structured interviews respectively. The findings suggest that LIS graduates possess theoretical knowledge and basic skills of ICT. The majority of graduating students have an intermediate level of ICT skills. Their current ICT skills are not adequate to meet the job market needs. A number of ICT skills that LIS graduates need to possess for employability have been identified. Deficiencies in LIS curricula, the lack of practical training, the paucity of faculty teaching ICT courses and meager ICT facilities are the major factors that hinder the development of students’ ICT skills. The outcomes of the present research will help LIS schools in the Punjab to redesign their curricula by incorporating necessary contents in ICT courses and equip students with ICT skills in accordance with needs of the job market.
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Varganova, G. V. "Biographical research in the context of interdisciplinary synthesis." Bibliosphere, no. 1 (March 30, 2018): 31–35. http://dx.doi.org/10.20913/1815-3186-2018-1-31-35.
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The article determines the role of biographical research in strengthening the scientific status of library-information science. The results of biographical research allows understanding the role and mission of the library science in frameworks of the world scientific view; determining its interrelations and cooperation with different disciplines; showing the historical dynamics in research topics, scientific ideals and standards, main mechanisms for obtaining new knowledge and possibilities for its application in practical activity in the library-information sphere. Biographical research permit to highlight the contribution of individual researchers and practitioners in developing the library-information science in different historical periods. Biographical researches are encouraged by national library associations and library schools as an instrument, which helps to predict future trends in the library-information science and practice and to overcome risks in their development at the national level. The main obstacles in carrying out biographical research are the following: the information science dynamics, the lack of financial resources and professional support, electivity of the library history course in library higher schools curricula, quantitative methodology non-possession, mistrust to results of biographical research. Interdisciplinary synthesis based on overcoming disciplinary boundaries allows applying the integral potentiality of different disciplines successfully. It is essentially the main instrument for planning research, identifying main problems and sub-problems, constructing and evaluating hypothesis and sources, designing databases, processing results, developing theoretical frameworks. The interdisciplinary synthesis helps to control main study phases of biographical research, particularly analysis and interpretation of data. It predetermines the necessity of using complementary scientific methods relevant to an investigating problem. The interdisciplinary and methodological synthesis should be considered as the basic factors for obtaining objectivity, validity and reliability of biographical research results.
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Husain, Shabahat, and Mohammad Nazim. "Exploring the need of knowledge management education within library and information science educational courses." New Library World 116, no. 11/12 (November 9, 2015): 711–27. http://dx.doi.org/10.1108/nlw-07-2015-0051.
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Purpose – The study aims to explore the relevance of knowledge management (KM) education within library and information science (LIS) educational courses in India. Design/methodology/approach – The study used a quantitative research approach. A Web-based questionnaire survey was designed and distributed through FreeOnlineSurveys.com for the collection of data. A link for attending the survey was sent via electronic mail to the teachers (95 in numbers) of 65 LIS schools. A total of 43 responses (approximately 45 per cent) were received. Findings – The findings show that there is a strong interest among LIS community towards the inclusion of KM education within LIS educational courses to impart the knowledge and skills related to KM among LIS students, and to facilitate their entry into the KM job market. Most of the respondents believe that a curriculum which embodies core elements of LIS, management and information systems and technology would best meet the needs of LIS students for their involvement in KM activities. Practical implications – Findings of the present study may be used as the groundwork for the revision of current LIS educational courses as well as the revision of LIS curricula to impart the knowledge and skills-related to KM among LIS students for working in KM environment. Originality/value – As no empirical study on the relevance of KM education to LIS professionals in India has been carried out before, this study closes this gap and provides a framework to modify existing LIS courses or curricula to fulfil the requirement of KM competencies of LIS students.
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Islam, Ramona L., and Lisa Anne Murno. "From Perceptions to Connections: Informing Information Literacy Program Planning in Academic Libraries Through Examination of High School Library Media Center Curricula." College & Research Libraries 67, no. 6 (November 1, 2006): 491–514. http://dx.doi.org/10.5860/crl.67.6.491.
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Academic librarians are challenged to provide instruction to freshmen who demonstrated varied levels of research skills. To investigate how extensively particular information literacy skills are addressed at the secondary level, the authors distributed a nationwide survey to school library media specialists. Results reveal a common set of skills that respondents perceive they teach in depth and a common set of skills that are perceived as neglected. Qualitative data identify hindrances to information literacy instruction in high schools. Avenues for collaboration between academic and school librarians are suggested as a means to closing the knowledge gap between high school and college.
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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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Bawden, David. "Towards curriculum 2.0: Library/information education for a Web 2.0 world." Library and Information Research 31, no. 99 (January 19, 2008): 14–25. http://dx.doi.org/10.29173/lirg49.
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This paper reports an international comparison of changes in library/information curricula, in response to the changing information environment in which graduates of such courses will work. It is based on a thematic analysis of five case-studies from Australia, Ireland, Lithuania, Slovenia and the United Kingdom.
Specifically, it describes responses to an increasing proportion of e-content and the impact of the communication and social networking features of Web 2.0, and Library 2.0. It examines both changes in curriculum content, and in methods of teaching and learning. The latter involves pedagogy adapting and changing in the same way as the professional environment, with a greater emphasis on e-learning, and use of Web 2.0 tools. Students therefore learn about the issues by making use of these tools and systems in their studies.
Specific issues arising from these case studies include: the best mode of introduction of Web 2.0 facilities, both as topics in the curriculum and as tools for teaching and learning; the set of topics to be covered; the relation between 'conventional' e-learning and Web 2.0, problems and difficulties arising. Examples of particular courses and course units are given.
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Vass, Greg. "Preparing for Culturally Responsive Schooling: Initial Teacher Educators Into the Fray." Journal of Teacher Education 68, no. 5 (May 24, 2017): 451–62. http://dx.doi.org/10.1177/0022487117702578.
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In Australia, schools are experiencing increasing cultural diversity, alongside of nationalizing assessment and curricular and professional standards. It is raising concerns regarding the pace of systemic reform and sector wide professional renewal. Culturally responsive schooling practices may be helpful at this time because it locates the experiences of learners as powerfully influencing engagement and achievement. This article reports on “The culturally responsive schooling project,” a study focused on postgraduate students as they prepared for, undertook, and reflected on practicum experiences. Participants identified three barriers that impacted on their culturally responsive efforts: mentors encouraging limited and limiting curricula, pedagogic and assessment practices; mentors communicating resistance to doing things differently or valuing cultural responsiveness; and a fearful awareness of being evaluated by their mentors. The ambition of this discussion then is to encourage a rethink of the interconnections between teacher education, school leadership, and inservice professional development.
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Boublil, Shachar, and David Blair. "Model experiments and analogies for teaching Einsteinian energy." Physics Education 58, no. 1 (October 24, 2022): 015003. http://dx.doi.org/10.1088/1361-6552/ac96c0.
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Abstract The connections between light, matter, and energy are central to Einsteinian physics education in the age of renewable energy and modern technologies. Using activities, models, and analogies for presenting modern physics in the classroom is effective in helping students understand challenging topics. This paper describes three classroom activities designed to explore the physics behind a beautiful experiment that measured an atom’s mass increase when it absorbs a single photon and its mass reduction when a photon is emitted. The experiment demonstrates the direct link between E = mc2 and E = hf. Classroom math problems linked to the experiment use the powers of 10 to explore the large and small numbers associated with the physical concepts. The lesson we developed as part of the Einsteinian energy curriculum for year 8 students as part of the Einstein-first project in Australia, which aims to design and implement Einsteinian physics curricula for schools.
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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (August 29, 2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.
Full textAbstract:
Background: Persistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia.
Objective: This study evaluated changes in students’ attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020.
Methods: Pre- and post-training questionnaires featured 42 opinion statements grouped under headings ‘Attitudes’, ‘Confidence’, ‘Self-Perceived Knowledge’ and ‘Self-Perceived Skills’, and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores.
Results: 128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students’ mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students’ mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%).
Conclusions: Immunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.
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McGuigan, Nicholas, and Thomas Kern. "CreActive Accounting Education: Visioning Future-Oriented Accounting Programs through a Reflective Unlearning of Current Practice." Journal of University Teaching and Learning Practice 13, no. 2 (April 1, 2016): 119–40. http://dx.doi.org/10.53761/1.13.2.8.
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The future employment markets our graduates are likely to face are increasingly complex and unpredictable. Demands are being placed on higher-education providers to become more holistic and integrated in their approach. For business schools across Australia, this requires a significant (re)conceptualisation of how student learning is facilitated, in respect to content, processes and infrastructure. Future business professionals will be required to think in diverse and integrated ways, adopting transdisciplinary approaches to solve complex system-design problems. This calls for educators to focus on creativity and innovation; in response, we need to reinterpret our teaching philosophies, content and processes. In this paper we argue that, by exploring the Bauhaus pedagogical process of “unlearning” in accounting curricula, a dynamic, engaging, and creative space can be opened up for learners and educators alike. “Unlearning” can support a critical and reflective culture for both students and teachers that nurtures a deeper understanding of the “ways of thinking” as business professionals.
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Young, Kristen. "Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 42. http://dx.doi.org/10.18438/b8n90r.
Full textAbstract:
Objective – To survey the faculty members of American Library Association (ALA)-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles.
Design – Survey questionnaire.
Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang.
Subjects – The population consisted of 906 tenure-track or tenured faculty members.
Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank.
Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0%) and tenured (65.0%).
Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental) should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS) degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance of academic librarians in discipline-specific positions.
Conclusion – It is clear that library school faculty have a strong interest in the curriculum and the future directions of librarianship. It is also clear that faculty status for academic librarians, equivalent to that of teaching faculty, will remain a contentious issue for some time. The author had five recommendations for practice: Librarians who want a faculty-status position should earn another graduate degree, in addition to the MLS; ALA-accredited library schools should require that PhD and masters students have courses in experimental and non-experimental research; ALA-accredited library schools should require that PhD and masters students have courses introducing statistics; Librarians with faculty status should be involved in university governance as well as library governance; and, Librarians with faculty status should be eligible for the same sabbatical and research leaves as other faculty.
There are three recommendations for further study identified by the author. First is a qualitative study to identify the reasons behind the perceptions that faculty members have of the issues that surround faculty status for academic librarians. Second is a qualitative study to assess how faculty status affects the lives of academic librarians, both personally and professionally. Lastly, additional research should be conducted to gain a greater understanding of how faculty status impacts academic librarians within the institutions they are a part of.
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Piotrowska, Renata. "Wykorzystanie oferty edukacyjnej biblioteki szkolnej przez nauczycieli przedmiotowych — wyniki sondażu." Roczniki Biblioteczne 60 (June 8, 2017): 345–56. http://dx.doi.org/10.19195/0080-3626.60.16.
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USE OF EDUCATIONAL RES OURCES OF SCHOOL LIBRARIES BY TEACHERS OF VARIOUS SUBJECTS — RESULTS OF A SURVEYThe author of the paper discusses cooperation between teachers of various subjects and school librarians. She stresses that from the point of view of developing information literacy, such cooperation translates into development of the pupils’ skills. She points to the recommendations of American librarian societies in this respect Information Power. Guidelines for School Library Media Programs and Information Power. Building partnerships for learning as well as Polish ministerial recommendations annex to Rozporządzenie Ministra Edukacji Narodowej z 27 sierpnia 2012 r. w sprawie podstawy programowej wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach szkół [Regulation of the Minister of National Education of 27 August 2012 on the core curriculum for kindergartens and general education in various types of schools]. At the same time the author’s analysis of the curricula for various subjects in Poland in the second half of the 20th century demonstrates that the problem was marginalised with the exception of Polish language curricula. The aim of the author’s study was to establish whether teachers of selected subjects used the potential of school libraries in line with the ministerial recommendations. In addition, the author was looking for a link between the type of the subject taught at school and use of educational resources of the school library. The author discusses the results of her diagnostic survey N=244. The statistical conclusions are based on the results of chisquared tests. The results show unequivocally that teachers of Polish are statistically more likely, than teachers of other subjects included in the study, to use the educational resources of the school library, to suggest that they should be expanded and to collaborate with the librarian.
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Bakr, Mahmoud M., Ward L. Massey, and Helen M. Massa. "Digital Cadavers: Online 2D Learning Resources Enhance Student Learning in Practical Head and Neck Anatomy within Dental Programs." Education Research International 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/8506251.
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Head and neck anatomy provides core concepts within preclinical dental curricula. Increased student numbers, reduced curricula time, and restricted access to laboratory-based human resources have increased technology enhanced learning approaches to support student learning. Potential advantages include cost-effectiveness, off-campus access, and self-directed review or mastery opportunities for students. This study investigated successful student learning within a first-year head and neck anatomy course at the School of Dentistry and Oral Health, Griffith University, Australia, taught by the same teaching team, between 2010 and 2015. Student learning success was compared, for cohorts before and after implementation of a supplementary, purpose-designed online digital library and quiz bank. Success of these online resources was confirmed using overall students’ performance within the course assessment tasks and Student Evaluation of Course surveys and online access data. Engagement with these supplementary 2D online resources, targeted at improving laboratory study, was positively evaluated by students (mean 85%) and significantly increased their laboratory grades (mean difference 6%,P<0.027), despite being assessed using cadaveric resources. Written assessments in final exams were not significantly improved. Expanded use of supplementary online resources is planned to support student learning and success in head and neck anatomy, given the success of this intervention.
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Torabi, Nazi. "Library School Curricula in the US Should Address Liaison Responsibilities for Students Interested in Academic Librarianship." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 100. http://dx.doi.org/10.18438/b8h326.
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A Review of:
Attebury, R. I., & Finnell, J. (2009). What do LIS students in the United States know about liaison duties? New Library World, 110(7), 325-340.
Objectives – The two main objectives of this study were to determine the level of prevalence of liaison work in academic library job advertisements and to investigate whether the current library & information science (LIS) students are aware of liaison duties.
Design – The mixed methods used in this study are job postings analysis and online survey.
Setting – The research settings were the following:
(1) Online academic job advertisements published between November 15, 2007 and January 15, 2008 and collected from Chronicle of Higher Education’s Web site and lisjobs.com;
(2) Fifty-three electronic mail lists of ALA-accredited library schools in the US.
Subjects – The subjects of the study were 313 online academic job advertisements and 516 LIS students.
Methods – The sample size and methodology for the first part of this study were based on four previously published studies. Duplicated job postings were removed and the remaining were organized into 15 categories of access/public services, reference, instruction, bibliographer/subject specialist, combination (instruction and reference), archives/special collections, special libraries, director/dean, department head or coordinator, interlibrary loan (ILL), systems/web development, cataloguing, outreach, and acquisitions/collection-development. Only those job ads containing the term “liaison” were included in the analysis.
For the second part of the study, the authors conducted an online survey. They attempted to investigate the knowledge of LIS students on liaison librarianship, to measure the level of exposure to liaison responsibilities in their course work, and to gauge the confidence of the individual in their ability to become successful liaison librarians. The survey was distributed among 53 LIS school electronic mail lists, resulting in 516 respondents.
Main Results – The job ad analysis revealed that 29% of job postings were directly related to liaison duties. The liaison component of the positions related to access/public services, instruction, bibliographer/subject specialist, special, and outreach were the highest (50% or more). The liaison activities described in the job ads related to reference, a combination of reference and instruction, ILL, department head/coordinator, and system/Web development were also high (29% to 50%). The positions categorized as librarian, archives, director/dean, cataloguing, and collection development/acquisitions had less liaison responsibilities (
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Hazeri, Afsaneh, and Mahboobeh Farzin-Yazdi. "E-learning from the perspective of library and information science students (case study of Alzahra, Yazd and Payamenoor Universities)." New Library World 116, no. 7/8 (July 13, 2015): 420–32. http://dx.doi.org/10.1108/nlw-08-2014-0102.
Full textAbstract:
Purpose – The purpose of this study is to investigate the attitudes of library and information science (LIS) students from Alzahra, Yazd and Payamenoor universities toward e-learning, while aiming to develop awareness in the broader LIS community of alternative and supplement solutions in the LIS educational arena. Design/methodology/approach – This is a research survey conducted amongst 142 students. Data were collected via a researcher-designed questionnaire and analyzed with SPSS software using descriptive and analytical methods. Findings – Based on the findings, a relatively favorable attitude of e-learning education exists, indicating the existence of a supportive culture that can offer this type of education. According to the findings, with the provision of necessary equipment and the possibility of other incentives, e.g. running workshops, a supportive culture would be more advanced. Results also revealed that e-learning systems are more effective for the purpose of some courses that are related to the use of computers and the Internet, courses relating to information sources and courses associated with the application of new technologies in libraries. Originality/value – The emergence of new concepts and the advancement of technologies demands that LIS schools update their curricula. The findings of this paper ascertain the importance of equipping graduates with the knowledge and skills associated with e-learning technologies. LIS students need to gain specialized skills in the application of new technologies in libraries; the implementation of an e-learning system by LIS schools, and the delivery of electronic programs, provides an environment for them in which they experience the application of new technologies.
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Jackson, Stephen James. "“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980." History of Education Review 49, no. 2 (October 16, 2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.
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PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.
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Mardliyyah, Aisyam, and Tulus Musthofa. "Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 59–76. http://dx.doi.org/10.14421/almahara.2020.061.04.
Full textAbstract:
Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum.
Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.
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Jones, Tiffany. "Evidence affirming school supports for Australian transgender and gender diverse students." Sexual Health 14, no. 5 (2017): 412. http://dx.doi.org/10.1071/sh17001.
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Background The United Nations (UN) and related UN bodies have recognised transgender and gender diverse (TGD) students’ rights at the global level to full equitable access to education, and specifically sexuality education, repeatedly. Methods: This article explores the available support for this equal access in Australia. It discusses TGD student rights in a range of Australian laws and education policies. Results: It shows how the inclusion of TGD students, particularly in sexuality education, is reinforced in the current Australian National Curricula. Finally, it considers research on Australian TGD students’ educational attainment, experiences of transphobic abuse and violence, and experiences in contexts where they do and do not have staff (and other) support. It also shows that contrary to the picture of TGD students as victims leading inherently negative lives often seen in research, this group is nevertheless capable of resilience and positive education activism, which promotes their wellbeing and social outcomes. Conclusion: It argues for a shift from harmful approaches of victimising TGD students or treating them only as victims, towards celebrating the contributions of these students to their schools and societies.
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Bruguier, Elsa. "Allied Health and Nursing Academic Programs at New Jersey county colleges: Holistic Health and Complementary and Alternative Medicine Content." Complementary health practice review 13, no. 3 (October 2008): 155–70. http://dx.doi.org/10.1177/1533210108326268.
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Rising public interest in and use of holistic health (HH) practices and complementary and alternative medicine (CAM) has created a need for health care providers to become knowledgeable in these areas. HH/CAM content is increasingly included in curricula of professional health education, a trend less clear in associate, certificate, and diploma programs of 2-year colleges. A survey of directors and coordinators of allied health and nursing programs at New Jersey county colleges was conducted to determine curricular presence of HH/CAM and program constituency awareness of institutionally accessible HH/CAM information resources. Results indicated: rising interest in HH/CAM instruction; multiple forces influencing HH/CAM inclusion; HH/CAM strengthening programs; and uncertainty regarding knowledge of and perceived use of library HH/CAM resources. By including HH/CAM, New Jersey's allied health and nursing programs are progressively aligned with consumer use, and trends of professional health schools.
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Beširević, Kanita. "Digital library of required classical literature for elementary and secondary school curricula in domestic languages of Bosnia and Herzegovina." Digital Library Perspectives 36, no. 3 (August 13, 2020): 319–31. http://dx.doi.org/10.1108/dlp-05-2020-0041.
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Purpose The purpose of this study is to present, in the introductory part, the main project phases and the translation of classical literature masterpieces in the public domain from English or French languages to Bosnian, Serbian and Croatian; digital formatting to make the contents as usable and attractive for students and teachers as possible; Web presentation and digital library application; and marketing of the project and the materials published. Additionally, extensive descriptions of all project activities and elaboration on the financial constraints are given together with the observations related to the proposed self-sustainability by using the cross-platform free cloud software. Another challenge originating in a unique political context was presented with an explanation of the necessity to create digital content in three domestic languages. The central part provides a wider context by discussing the potentials of similar digital practices to be applied elsewhere based on the lessons learned. Finally, in conclusion, the short recapitulation and the final assessment of the project are given. Design/methodology/approach This paper presents the project Digital Library of Required Classic World Literature for Elementary and Secondary School Curricula in Domestic Languages of Bosnia and Herzegovina (in Bosnian: Digitalna biblioteka lektira). The descriptive methodology has been used to present the project to the scientific community and get constructive feedback. Findings This study aims to be the first significant school digital library initiative in Bosnia and Herzegovina. However, because of zero funding and plans directed to self-sustainability through the use of free cloud software solutions, its viability will be tested over time. Research limitations/implications The limitations are concerned with paper length and formal limitations. A longer study should be written to present all features of this project. However, it implies possible positive developments in digital content creation and usage in schools of Bosnia and Herzegovina. Practical implications This study was initiated to support the physical school libraries, but in the context of the coronavirus pandemic, its importance increased exponentially since the classes went online. Originality/value This paper is based on the original project and is written by the person who is the project leader and digital librarian. This paper aims to be the first significant school digital library initiative in Bosnia and Herzegovina.