Journal articles on the topic 'National Inquiry into the Teaching of Literacy (NITL)'

It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.

The National Science Education Standards recommend that science be taught using inquiry-based approaches. Inspired by the Dana Alliance for Brain Initiatives, we examined whether undergraduate students could learn how to conduct field research by teaching elementary school children basic neuroscience concepts in interactive workshops. In an inquiry-based learning experience of their own, undergraduate psychology students working under the close supervision of their instructor designed and provided free, interactive, hour-long workshops focusing on brain structure and function, brain damage and disorders, perception and illusions, and drugs and hormones to fifth-graders from diverse backgrounds, and we assessed the effectiveness of the workshops using a pretest–post-test design. The results suggest that the workshops enhanced the children's knowledge of neuroscience concepts as measured using pre- and post-open-ended assessments. The undergraduates also found their learning experience engaging and productive. The article includes detailed descriptions of the workshop activities, procedures, the course in which the undergraduates implemented the workshops, and guidance for future university–school collaborations aimed at enhancing science literacy.

As we move farther into a condition of “post literacy” in our society (a condition where reading and writing have been displaced by television and video as the primary sources of mass entertainment and communication), the problem of students entering universities and even graduate programs with substandard communication skills is becoming more pronounced.In addressing the problem, despite frequent references to the “art and science of public administration,” there seems to be far too little emphasis on communication skills. Most public administration schools concentrate on the behavioral and management sciences—while largely ignoring the equally important communication techniques upon which our students' competence and effectiveness will be assessed in their careers.We aid and abet the problem by failing to recognize those skills, or lack of them, in our program guidelines. The National Association of Schools of Public Affairs and Administration calls for specialized areas of study—management, program analysis, and policy analysis—that seem to assume a firm grounding in communication skills; but that assumption is so often incorrect.The science of public administration can only take us as far as systematizing our search for information. Effective evaluation and interpretation of that information rests in the ability to use it persuasively. It is the normative evaluation of information, mostly absent from scientific inquiry, that is so important to effective public administration. And the normative interpretation of policy conclusions is largely contingent on persuasive ability, alacrity in the use of the art, not the science, of public administration.

This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area. Keywords: Geography Literacy, Student Experience, Ethnometodology References Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc. Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47. Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317. Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268. Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72. Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473. Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc. Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak. Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37. Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University. Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352. Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press. Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583. Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications. Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62. National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press. Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University. Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications. Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321. Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.

Purpose In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion? Design/methodology/approach Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another. Findings Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories. Research limitations/implications The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale. Practical implications The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making. Social implications Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences. Originality/value This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Although model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K–12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research, as well as the emphasis of NGSS on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demonstrate that even subtle incorporation of modeling into existing science curricula can help achieve student learning outcomes, particularly for English-language learners. In closing, we express the value of models and modeling in life beyond the classroom and research laboratory, and highlight the critical importance of “model literacy” for the next generation of scientists, engineers, and problem-solvers.

In September 2015, I successfully completed the Masters in Educational Practice (MEP). This article focuses on the professional gains of this qualification including the opportunities for classroom-based inquiry, structured reflection and professional dialogue with colleagues. I discuss the benefits of mentoring support from experienced teachers, as well as ongoing professional development in key aspects of national educational policy and practice. I describe how the qualification encourages newly qualified teachers to continually reflect on their practice and how this has had a direct and long-lasting impact on my own practice and the practice of my MEP colleagues, enhancing the experience for pupils and raising standards in Welsh classrooms. Core to my own experience of the MEP was the encouragement of professional dialogue and networking with mentors, experienced teachers, academics and other newly qualified teachers. This community has formed a strong platform for generating, critically considering and sharing a wealth of ideas about excellent pedagogical practice. Within this article, I give practical examples of how my experiences of the MEP have directly benefitted the learners. I explain the relevance of the MEP modules and how these underpin the Welsh Government's three national priorities for improving educational outcomes for learners in Wales: improving literacy, improving numeracy and reducing the impact of deprivation on attainment. Therefore, I maintain that the qualification crucially demonstrates the interaction between classroom, local and national contexts. I hold that, without the MEP, I do not think that I would have developed as a practitioner as quickly or as effectively. The skill of critically reflecting on my practice is one which will benefit my learners for the rest of my teaching career.

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 11–12. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72(7), 30–33. Borowske, K. (2005). Curiosity and Motivation-to-Learn (hal. 346–350). Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington D.C.: National Academy Press. Buday, S. K., Stake, J. E., & Peterson, Z. D. (2012). Gender and The Choice of a Science Career: The Impact of Social Support and Possible Selves. Sex Roles. Diambil dari https://doi.org/10.1007/s11199-011-0015-4 Bustamance, S. A., White, J. L., & Grienfield, B. daryl. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early Childhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring Preschool Children’s Science Content Knowledge. Early Education and Development, 26(1), 125–146. https://doi.org/10.1080/10409289.2015.968240 Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Jirout, J. J. (2011). Curiosity and the Development of Question Generation Skills, (1994), 27–30. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211. Lind, K. K. (1998). Science in Early Childhood: Developing and Acquring Fundamental Concepts and Skills. Retrieved from ERIC (ED418777), 85. Diambil dari http://files.eric.ed.gov/fulltext/ED418777.pdf Lind, K. K. (2005). Exploring science in early childhood. (4 ed.). New York: Thomson Delmar Learning. Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5 Walin, H., & Grady, S. O. (2016). Curiosity and Its Influence on Children ’ s Memory, 872–876. Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389. https://doi.org/10.1007/s10643-009-0364-6 Wu, S. C., & Lin, F. L. (2016). Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 843–860. https://doi.org/10.12973/eurasia.2016.1233a Yahya, A., & Ismail, N. (2011). Factor in Choosing Courses and Learning Problems in Influencing The Academic Achievment of Student`s Technical Courses in Three Secondary School in The State of Negei Sembilan. Journal of Technical, Vocational & Eginereing Education. Youngquist, J., & Pataray-Ching, J. (2004). Revisiting ‘“play”’: Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171–178.

Loving the environment is a character that must be instilled in children from an early age. This study aims to describe how efforts to instil love for the environment in preschool. This research uses a collaboration action research method with the intervention of providing information and motivation about the importance of environmental education for ECE educators. The participants were the ECE community represented by eleven ECE teachers in the Tangerang, Sawangan Bogor, Medan, and Batam areas. Data collection was carried out by focus group discussions and interviews as well as the delivery of information related to learning and environmental literacy for children through online meetings. Content analysis was used to interpret the data in this study. The findings of this study indicate that the provision of information and motivation to eleven ECE teachers can make the eleven teachers form the spirit and knowledge of teachers to develop learning and teaching environmental literacy in early childhood classes. The teachers are also trying to green the school environment by planting trees and making various learning activities with the children to get to know and love the environment better. Keywords: ECE educators training, environmental literacy, environmental education References: Bryman, A. (2021). Social Research Methods. Oxford University Press. https://books.google.co.id/books?id=kDZwzgEACAAJ Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. https://doi.org/10.1001/archpedi.159.1.46 Chu, H., Lee, E. A., Ryung Ko, H., Hee Shin, D., Nam Lee, M., Mee Min, B., & Hee Kang, K. (2007). Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum. International Journal of Science Education, 29(6), 731–746. https://doi.org/10.1080/09500690600823532 Corraliza, J., Universidad Autónoma de Madrid., Collado, S., & Universidad de Zaragoza. (2019). Ecological Awareness and Children’s Environmental Experience. Papeles Del Psicólogo - Psychologist Papers, 40(2). https://doi.org/10.23923/pap.psicol2019.2896 Dada, D. O., Eames, C., & Calder, N. (2017). Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy. Australian Journal of Environmental Education, 33(3), 201–222. Cambridge Core. https://doi.org/10.1017/aee.2017.27 Denzin, N. K., & Lincoln, Y. S. (2012). Collecting and Interpreting Qualitative Materials. SAGE Publications. https://books.google.me/books?id=5Z8gAQAAQBAJ Disinger, J. F., & Roth, C. E. (1992). Environmental education research news. Environmentalist, 12(3), 165–168. https://doi.org/10.1007/BF01267599 Ernst, J., & Burcak, F. (2019). Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience. Sustainability, 11(15). https://doi.org/10.3390/su11154212 Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02226 Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894 Ewert, A., Place, G., & Sibthorp, Ji. (2005). Early-Life Outdoor Experiences and an Individual’s Environmental Attitudes. Leisure Sciences, 27(3), 225–239. https://doi.org/10.1080/01490400590930853 Friedman, S., Masterson, M. L., Wright, B. L., Bredekamp, S., & Willer, B. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated). National Association for the Education of Young Children. https://books.google.co.id/books?id=Kb-vzQEACAAJ Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157. https://doi.org/10.1002/ijop.12034 Jørgensen, K.-A. (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8), 1139–1157. https://doi.org/10.1080/13504622.2015.1068277 Kaiser, F. G., Brügger, A., Hartig, T., Bogner, F. X., & Gutscher, H. (2014). Appreciation of nature and appreciation of environmental protection: How stable are these attitudes and which comes first? European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee, 64, 269–277. Kaya, V., & Elster, D. (2019). A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581 Kidman, G., & Casinader, N. (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. EURASIA Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103065 Kim, G., Vaswani, R. T., Kang, W., Nam, M., & Lee, D. (2017). Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs. Sustainability, 9(7). https://doi.org/10.3390/su9071182 Larimore, R. (2016). Defining Nature-Based Preschools. The International Journal of Early Childhood Environmental Education, 4(1), 5. Lincoln, Y. S., Guba, E. G., & Publishing, S. (1985). Naturalistic Inquiry. SAGE Publications. https://books.google.co.id/books?id=2oA9aWlNeooC López-Alcarria, A., Gutiérrez-Pérez, J., & Poza-Vilches, F. (2014). Preschool Education Professionals as Mediators of Environmental Health Education. 6th International Conference on Intercultural Education “Education and Health: From a Transcultural Perspective", 132, 639–646. https://doi.org/10.1016/j.sbspro.2014.04.366 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mills, G. E. (2011). Action Research: A Guide for the Teacher Researcher. Pearson. https://books.google.co.id/books?id=-d1XAAAAYAAJ Olgan, R., & Kahri̇Man-Öztürk, D. (2011). An Investigation in the Playgrounds of Public and Private Preschools in Ankara. Education and Science, 36(161), 13. Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947 Otto, S., Kaiser, F. G., & Arnold, O. (2014). The Critical Challenge of Climate Change for Psychology. European Psychologist, 19(2), 96–106. https://doi.org/10.1027/1016-9040/a000182 Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students. The Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59 Phillipson-Mower, T., & Adams, A. D. (2010). Environmental Education Service-Learning in Science Teacher Education. In A. M. Bodzin, B. Shiner Klein, & S. Weaver (Eds.), The Inclusion of Environmental Education in Science Teacher Education (pp. 65–79). Springer Netherlands. https://doi.org/10.1007/978-90-481-9222-9_5 Rosa, C. D., Profice, C. C., & Collado, S. (2018). Nature Experiences and Adults’ Self-Reported Pro-environmental Behaviors: The Role of Connectedness to Nature and Childhood Nature Experiences. Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01055 Roth, C. E. (1992). Environmental Literacy: Its Roots, Evolution and Directions in the 1990s. ERIC/CSMEE Publications. https://books.google.co.id/books?id=8ZA6HQAACAAJ Schutte, A. R., Torquati, J. C., & Beattie, H. L. (2017). Impact of Urban Nature on Executive Functioning in Early and Middle Childhood. Environment and Behavior, 49(1), 3–30. https://doi.org/10.1177/0013916515603095 Shallcross, T., O’Loan, K., & Hui, D. (2000). Developing a School Focused Approach to Continuing Professional Development in Sustainability Education. Environmental Education Research, 6(4), 363–382. https://doi.org/10.1080/713664694 Spano, G., D’Este, M., Giannico, V., Carrus, G., Elia, M., Lafortezza, R., Panno, A., & Sanesi, G. (2020). Are Community Gardening and Horticultural Interventions Beneficial for Psychosocial Well-Being? A Meta-Analysis. International Journal of Environmental Research and Public Health, 17(10). https://doi.org/10.3390/ijerph17103584 Ulrich Müller, Viviene A. Temple, Beverly Smith, Kimberly Kerns, Kayla Ten Eycke, Jeff Crane, & John Sheehan. (2017). Effects of Nature Kindergarten Attendance on Children’s Functioning. Children, Youth and Environments, 27(2), 47–69. JSTOR. https://doi.org/10.7721/chilyoutenvi.27.2.0047 Veisi, H., Lacy, M., Mafakheri, S., & Razaghi, F. (2019). Assessing environmental literacy of university students: A case study of Shahid Beheshti University in Iran. Applied Environmental Education & Communication, 18(1), 25–42. https://doi.org/10.1080/1533015X.2018.1431163 Wals, A. E. J., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. 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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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The curriculum is the carrier of teaching activities and an important measure for cultivating national scientific and technological talents. STEAM education originated from the United States, as an interdisciplinary and integrated education mode to cultivate comprehensive talents in the future, aims at improving students' scientific and humanistic literacy, and emphasizes the cultivation of students' lifelong learning awareness, problem-solving ability, scientific inquiry ability and innovation ability. Therefore, designing a STEAM Curriculum with inquiry and engineering orientation has important guiding significance for China's basic education reform. This paper takes the "Manufacturing of Hydraulic Manipulator" as the project theme, and based on the 6E learning by design model, discusses the design of STEAM physics curriculum.

The purpose of existing science education curriculum is to promote scientific inquiry-through inquiry-based instructional practices. Scientific literacy is included foundational content knowledge, knowledge of nature of science and ability to use this set of knowledge in daily-life through defining and solving a problem. In order to assess the effectiveness of science teaching and learning, measurement and evaluation process should capture the individual differences and different levels of learning through multiple and alternative measurement practices with effective feedback provided with teachers and students. In this regard, science teachers’ measurement and evaluation practices are significant facet to understand if the classroom practices that they use promote the scientific literacy and objectives outlined by the benchmarks. The purpose of this research was to understand science teachers’ beliefs about assessment as well as their assessment practices if they are aligned with national science curriculum. Phenomenological research methodology was informed the multiple case studies in this research to understand 3 public school science teachers’ beliefs about assessment and their assessment practices during. The data were collected through structured and semi-structured interviews, classroom observations and documents related to measurement and evaluation processes of these teachers used in their classroom. As a result of the research, it was concluded that the beliefs of the participant teachers about measurement and evaluation were not appropriate with the methods they used and that they could evaluate the gains expressed in the science curriculum and also the processes of science literacy development to a limited level.

The Institute of Education Sciences (IES) and the National Science Foundation (NSF) issued common guidelines that provide a protocol by which the use of particular methodological designs in a line of research inquiry provides evidence for each successive step in the process of bringing any given instructional intervention into practice. Our purpose was to determine if research on two widely used literacy instruction approaches has been conducted at each methodological stage in the IES/NSF protocol and is relevant to identifying the approach as an evidence-based practice. We applied the IES/NSF pipeline-of-evidence guidelines to assess whether practices touted as having a research base for effectiveness have emerged from an accumulation of empirical evidence and identification of conceptual or theoretical frameworks. In mapping the six steps of the IES/NSF protocol onto the shared book reading and reciprocal teaching studies that had met What Works Clearinghouse evidence standards, we found that only reciprocal teaching involved research at each stage in the protocol and only reciprocal teaching was identified as an evidence-based instructional approach by the What Works Clearinghouse. Our results indicate that the IES/NSF pipeline-of-evidence protocol offers a productive approach to identifying evidence-based practices. The different trajectories of research on reciprocal teaching and shared book reading indicates that research at each stage in the protocol is important to the development of an instructional approach that ultimately demonstrates effectiveness in improving student learning outcomes.

The ongoing debates on physical literacy in the realm of public physical fitness (PF) in Indonesian literature has resulted in various surprising but exciting facts. However, most of the existing studies on PF have generally pivoted around the quantitative tradition. With this reality in mind, qualitatively empirical study scrutinizing the actual factors veiled within the current state of PF of the society, the primary school students, in particular, remains somewhat of a mystery, given far too little attention has been paid to the investigation of such an inquiry in the Indonesian context. The present study, therefore, was initiated to address this gap. As a manifestation of the past evaluative research on the physical literacy of Elementary School (ES) students in Gorontalo City, this qualitative case study specifically sought to determine the causal factors underlying the PF degradation in ES students in Gorontalo City. As many as 26 informants consisting of 20 ES physical education teachers and six school principals were selected as the research participants. The research data were collected using structured interviews and documents. The findings of this study revealed four main factors lying behind the PF degradation of ES students in Gorontalo City. These four causal factors are: 1) the disparity of the teaching and learning of physical education within the thematic system of the 2013 curriculum, 2) the loss of open spaces in the schools due to the misinterpretation of the school administrators about the Adiwiyata program launched by the government, 3) the booming presence of Smartphones amongst students, which somehow brings about a tendency for students to spend more time sitting without making any significant movements, and 4) the poor implementation of legal product pertaining to sports which include the National Sports Law No. 3 of 2005, 2 Presidential Instructions and 2 Regulations of the Minister of Youth and Sports as proclaimed by the government.

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK) (Shulman, 1987). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse (Stocklmayer, 2001). The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students’ cognition in science and their attainment of science literacy. This paper will focus on the “Science For Our Schools” (SFOS) model implemented at California State University, Los Angeles (CSULA) as a project of the National Science Foundation’s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who “know” science and those who “teach” science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world’s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science communicators as they narrowed the gulf between the two worlds.

JPPPF Volume 6 Issue 1 contains 15 articles: 1) Assessment Virtual Test (ASVITE): Assessment Virtual Based on Interactive Lecture Demonstration (ILD) to Support Employability Skills; 2) Improving Students' Creative Thinking Skills Using Problem-Based Learning (PBL) Models Assisted by Interactive Multimedia; 3) Designing MOOCs with VMS (Virtual Microscopic Simulation) for Measurement Student’s Level Understanding (LU); 4) The Experimental Study of Kinesthetic Style Student Learning Outcomes in Remedial Teaching Assisted by Projectile Motion Props; 5) The Development of Horizontal Anchor Items Test Tool by Rasch Model for Physics National Examination using Macromedia Flash; 6) The Development of Thermodynamics Law Experiment Media Based on IoT: Laboratory Activities Through Science Problem Solving for Gifted Young Scientists; 7) The Design of One-Dimensional Motion and Two-Dimensional Motion Learning Media Using Digital Camera and Tracker-Based Air Track; 8) The Students’ Characters Analysis in Physics Learning Process; 9) The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models; 10) Improvement of Science Process Skills Through Sound Variable Intensity Level Tool Kit; 11) The Local Wisdom-Based STEM Worksheet to Enhance the Conceptual Understanding of Pre-service Physics Teacher; 12) An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept; 13) The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic; 14) The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill; 15) Instructional Technology: Teacher’s Initial Perception of TPACK in Physics Learning.

IntroductionThis article suggests extensions to the place of ‘national collections’ of Australia’s migration histories, and considers the role of regional libraries and museums in collecting, preserving, and making accessible the history of migration. The article describes a recent collaboration between the Bonegilla Migrant Experience site, the Albury LibraryMuseum and the regionally-based Charles Sturt University (CSU) to develop a virtual, three-dimensional tour of Bonegilla, a former migrant arrival centre. Through this, the role of regional collections as keeping places of migration memories and narratives outside of those institutions charged with preserving the nation’s memory is highlighted and explored.What Makes a Nation’s Memory?In 2018 the Australian Research Council (ARC) awarded a Linkage grant to a collaboration between two universities (RMIT and Deakin), and the National Library of Australia, State Library of South Australia, State Library of Victoria, and State Library of New South Wales titled “Representing Multicultural Australia in National and State Libraries” (LP170100222). This Linkage project aimed to “develop a new methodology for evaluating multicultural collections, and new policies and strategies to develop and provide access to these collections” (RMIT Centre for Urban Research).One planned output of the Linkage project was a conference, to be held in early 2019, titled “Collecting for a Society’s Memory: National and State Libraries in Culturally Diverse Societies.” The conference call for papers suggested themes that included an interrogation of the relationship between libraries and ‘the collecting sector’, but with a focus still on National and State Libraries (Boyd). As an aside, the correlation between libraries and memories seemed slightly incongruous here, as archives and museums in particular would also be key in this collecting (and preserving) society’s memory, and also the libraries that exist outside of the national and state capitals.It felt like the project and conference had a definite ‘national’ focus, with the ‘regional’ mentioned only briefly in a suggested theme.At the same time that I was reading this call for papers and about the Linkage, I was part of a CSU Learning and Teaching project to develop online learning materials for students in our Teacher Education programs (history in particular) based around the Bonegilla Migrant Arrival Centre in Wodonga, Victoria. This project uses three-dimensional film technology to bring students to the Centre site, where they can take an interactive, curriculum-based tour of the site. Alongside the interactive online tour, a series of curricula were developed to work with the Australian History Curriculum. I wondered why community-led collections like these in the regions fall to the side in discussions of a ‘national’ (aka institutional) memory, or as part of a representation of a multicultural Australia, such as in this Linkage.Before I start exploring this question I want to acknowledge the limitations of the ARC Linkage framework in terms of the project mentioned above, and that the work that is being done in the “Representing Multicultural Australia in National and State Libraries” project is of value to professional practice and community; in this article I am using the juxtaposition of the two projects as an impetus to interrogate the role of regional collaboration, and to argue for a notion of national memory as a regional collecting concern.Bonegilla: A Contested SiteFrom 1947 through to 1971 over 300,000 migrants to Australia passed through the Bonegilla Migrant Reception and Training Centre (“Bonegilla”) at a defining time in Australia’s immigration history, as post-World War II migration policies encompassed non-English speaking Europeans displaced by the war (Pennay "Remembering Bonegilla" 43). Bonegilla itself is a small settlement near the Hume Dam, 10 km from the New South Wales town of Albury and the Victorian town of Wodonga. Bonegilla was a former Army Camp repurposed to meet the settlement agendas of multiple Australian governments.New migrants spent weeks and months at Bonegilla, learning English, and securing work. The site was the largest (covering 130 hectares of land) and longest-lasting reception centre in post-war Australia, and has been confirmed bureaucratically as nationally significant, having been added to the National Heritage Register in 2007 (see Pennay “Remembering Bonegilla” for an in-depth discussion of this listing process). Bonegilla has played a part in defining and redefining Australia’s migrant and multicultural history through the years, with Bruce Pennay suggesting thatperhaps Bonegilla has warranted national notice as part of an officially initiated endeavour to develop a more inclusive narrative of nation, for the National Heritage List was almost contemporaneously expanded to include Myall Creek. Perhaps it is exemplary in raising questions about the roles of the nation and the community in reception and training that morph into modern day equivalents. (“Memories and Representations” 46)Given its national significance, both formally and colloquially, Bonegilla has provided rich material for critical thinking around, for example, Australian multicultural identity, migration commemorations and the construction of cultural memory. Alexandra Dellios argues that Bonegilla and its role in Australia’s memory is a contested site, and thatdespite criticisms from historians such as Persian and Ashton regarding Bonegilla’s adherence to a revisionist narrative of multicultural progress, visitor book comments, as well as exchanges and performances at reunions and festivals, demonstrate that visitors take what they will from available frameworks, and fill in the ‘gaps’ according to their own collective memories, needs and expectations. (1075)This recognition of Bonegilla as a significant, albeit “heritage noir” (Pennay, “Memories and Representations” 48), agent of Australia’s heritage and memory makes it a productive site to investigate the question of regional collections and collaborations in constructing a national memory.Recordkeeping: By Government and CommunityThe past decade has seen a growth in the prominence of community archives as places of memory for communities (for example Flinn; Flinn, Stevens, and Shepherd; Zavala et al.). This prominence has come through the recognition of community archives as both valid sites of study as well as repositories of memory. In turn, this body of knowledge has offered new ways to think about collection practices outside of the mainstream, where “communities can make collective decisions about what is of enduring value to them, shape collective memory of their own pasts, and control the means through which stories about their past are constructed” (Caswell, Cifor, and Ramirez 58). Jimmy Zavala, and colleagues, argue that these collections “challenge hierarchical structures of governance found in mainstream archival institutions” (212), and offer different perspectives to those kept on the official record. By recognising both the official record and the collections developed and developing outside of official repositories, there are opportunities to deepen understandings and interpretations of historical moments in time.There are at least three possible formal keeping places of memories for those who passed through, worked at, or lived alongside Bonegilla: the National Archives of Australia, the Albury LibraryMuseum in Albury, New South Wales, and the Bonegilla Migrant Experience site itself outside of Wodonga. There will of course be records in other national, state, local, and community repositories, along with newspaper articles, people’s homes, and oral lore that contribute to the narrative of Bonegilla memories, but the focus for this article are these three key sites as the main sources of primary source material about the Bonegilla experience.Official administrative and organisational records of activity during Bonegilla’s reception period are held at the National Archives of Australia in the national capital, Canberra; these records contribute to the memory of Bonegilla from a nation-state perspective, building an administrative record of the Centre’s history and of a significant period of migration in Australia’s past. Of note, Bonegilla was the only migrant centre that created its own records on site, and these records form part of the series known as NAA: A2567, NAA A2571 1949–56 and A2572 1957–71 (Hutchison 70). Records of local staff employed at the site will also be included in these administrative files. Very few of these records are publicly accessible online, although work is underway to provide enhanced online and analogue access to the popular arrival cards (NAA A2571 1949-56 and A2572 1957–71) onsite at Bonegilla (Pennay, personal communication) as they are in high demand by visitors to the site, who are often looking for traces of themselves or their families in the official record. The National Archives site Destination Australia is an example of an attempt by the holder of these administrative records to collect personal stories of this period in Australia’s history through an online photograph gallery and story register, but by 2019 less than 150 stories have been published to the site, which was launched in 2014 (National Archives of Australia).This national collection is complemented and enhanced by the Bonegilla Migration Collection at the Albury LibraryMuseum in southern New South Wales, which holds non-government records and memories of life at Bonegilla. This collection “contains over 20 sustained interviews; 357 personal history database entries; over 500 short memory pieces and 700 photographs” (Pennay “Memories and Representations” 45). It is a ‘live’ collection, growing through contributions to the Bonegilla Personal History Register by the migrants and others who experienced the Centre, and through an ongoing relationship with the current Bonegilla Migrant Experience site to act as a collection home for their materials.Alongside the collection in the LibraryMuseum, there is the collection of infrastructure at the Bonegilla Migrant Experience (BME) site itself. These buildings and other assets, and indeed the absence of buildings, plus the interpretative material developed by BME staff, give further depth and meaning to the lived experience of post-war migration to Australia. Whilst both of these collections are housed and managed by local government agencies, I suggest in this article that these collections can still be considered community archives, given the regional setting of the collections, and the community created records included in the collections.The choice to locate Bonegilla in a fairly isolated regional setting was a strategy of the governments of the time (Persian), and in turn has had an impact on how the site is accessed; by who, and how often (see Dellios for a discussion of the visitor numbers over the history of the Bonegilla Migrant Experience over its time as a commemorative and tourist site). The closest cities to Bonegilla, Albury and Wodonga, sit on the border of New South Wales and Victoria, separated by the Murray River and located 300 km from Melbourne and 550 km from Sydney. The ‘twin towns’ work collaboratively on many civic activities, and are an example of a 1970s-era regional development project that in the twenty-first century is still growing, despite the regional setting (Stein 345).This regional setting justifies a consideration of virtual, and online access to what some argue is a site of national memory loaded with place-based connections, with Jayne Persian arguing that “the most successful forays into commemoration of Bonegilla appear to be website-based and institution-led” (81). This sentiment is reflected in the motivation to create further online access points to Bonegilla, such as the one discussed in this article.Enhancing Teaching, Learning, and Public Access to CollectionsIn 2018 these concepts of significant heritage sites, community archives, national records, and an understanding of migration history came together in a regionally-based Teaching and Learning project funded through a CSU internal grant scheme. The scheme, designed to support scholarship and enhance learning and teaching at CSU, funded a small pilot project to pilot a virtual visit to a real-life destination: the Bonegilla Migrant Experience site. The project was designed to provide key teaching and learning material for students in CSU Education courses, and those training to teach history in particular, but also enhance virtual access to the site for the wider public.The project was developed as a partnership between CSU, Albury LibraryMuseum, and Bonegilla Migrant Experience, and formalised through a Memorandum of Understanding with shared intellectual property. The virtual visit includes a three-dimensional walkthrough created using Matterport software, intuitive navigation of the walkthrough, and four embedded videos linked with online investigation guides. The site is intended to help online visitors ‘do history’ by locating and evaluating sources related to a heritage site with many layers and voices, and whose narrative and history is contested and told through many lenses (Grover and Pennay).As you walk through the virtual site, you get a sense of the size and scope of the Migrant Arrival Centre. The current Bonegilla Migrant Experience site sits at Block 19, one of 24 blocks that formed part of the Centre in its peak time. The guiding path takes you through the Reception area and then to the ‘Beginning Place’, a purpose built interpretative structure that “introduces why people came to Australia searching for a new beginning” (Bonegilla site guide). Moving through, you pass markers on the walls and other surfaces that link through to further interpretative materials and investigation guides. These guides are designed to introduce K-10 students and their teachers to practices such as exploring online archives and thematic inquiry learning aligned to the Australian History Curriculum. Each guide is accompanied by teacher support material and further classroom activities.The guides prompt and guide visitors through an investigation of online archives, and other repositories, including sourcing files held by the National Archives of Australia, searching for newspaper accounts of controversial events through the National Library of Australia’s digital repository Trove, and access to personal testimonies of migrants and refugees through the Albury LibraryMuseum Bonegilla Migration Collection. Whilst designed to support teachers and students engaging with the Australian History Curriculum, these resources are available to the public. They provide visitors to the virtual site an opportunity to develop their own critical digital literacy skills and further their understanding of the official records along with the community created records such as those held by the Albury LibraryMuseum.The project partnership developed from existing relationships between cultural heritage professionals in the Albury Wodonga region along with new relationships developed for technology support from local companies. The project also reinforced the role of CSU, with its regional footprint, in being able to connect and activate regionally-based projects for community benefit along with teaching and learning outcomes.Regional CollaborationsLiz Bishoff argues for a “collaboration imperative” when it comes to the galleries, libraries, archives, and museums (GLAM) sector’s efficacy, and it is the collaborative nature of this project that I draw on in this article. Previous work has also suggested models of convergence, where multiple institutions in the GLAM sector become a single institution (Warren and Matthews 3). In fact the Albury LibraryMuseum is an example of this model. These converged models have been critiqued from resourcing, professionalisation and economic perspectives (see for example Jones; Hider et al.; Wellington), but in some cases for local government agencies especially, they are an effective way of delivering services to communities (Warren and Matthews 9). In the case of this virtual tour, the collaboration between local government and university agencies was temporal for the length of the project, where the pooling of skills, resources, and networks has enabled the development of the resource.In this project, the regional setting has allowed and taken advantage of an intimacy that I argue may not have been possible in a metropolitan or urban setting. The social intimacies of regional town living mean that jobs are often ‘for a long time (if not for life)’, lives intersect in more than a professional context, and that because there are few pathways or options for alternative work opportunities in the GLAM professions, there is a vested interest in progress and success in project-based work. The relationships that underpinned the Bonegilla virtual tour project reflect many of these social intimacies, which included former students, former colleagues, and family relationships.The project has modelled future strategies for collaboration, including open discussions about intellectual property created, the auspicing of financial arrangements and the shared professional skills and knowledge. There has been a significant enhancement of collaborative partnerships between stakeholders, along with further development of professional and personal networks.National Memories: Regional ConcernsThe focus of this article has been on records created about a significant period in Australia’s migration history, and the meaning that these records hold based on who created them, where they are held, and how they are accessed and interpreted. Using the case study of the development of a virtual tour of a significant site—Bonegilla—I have highlighted the value of regional, non-national collections in providing access to and understanding of national memories, and the importance of collaborative practice to working with these collections. These collections sit physically in the regional communities of Albury and Wodonga, along with at the National Archives of Australia in Canberra, where they are cared for by professional staff across the GLAM sector and accessed both physically and virtually by students, researchers, and those whose lives intersected with Bonegilla.From this, I argue that by understanding national and institutional recordkeeping spaces such as the National Archives of Australia as just one example of a place of ‘national memory’, we can make space for regional and community-based repositories as important and valuable sources of records about the lived experience of migration. Extending this further, I suggest a recognition of the role of the regional setting in enabling strong collaborations to make these records visible and accessible.Further research in this area could include exploring the possibility of giving meaning to the place of record creation, especially community records, and oral histories, and how collaborations are enabling this. In contrast to this question, I also suggest an exploration of the role of the Commonwealth staff who created the records during the period of Bonegilla’s existence, and their social and cultural history, to give more meaning and context to the setting of the currently held records.ReferencesBishoff, Liz. “The Collaboration Imperative.” Library Journal 129.1 (2004): 34–35.Boyd, Jodie. “Call for Papers: Collecting for a Society’s Memory: National and State Libraries in Culturally Diverse Societies.” 2018. 1 Apr. 2019 <https://networks.h-net.org/node/73374/announcements/2079324/collecting-society%E2%80%99s-memory-national-and-state-libraries>.Caswell, Michelle, Marika Cifor, and Mario H. Ramirez. “‘To Suddenly Discover Yourself Existing': Uncovering the Impact of Community Archives.” The American Archivist 79.1 (2016): 56–81.Dellios, Alexandra. “Marginal or Mainstream? 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