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181.
Loriene Roy 《资料收集管理》2017,42(3-4):351-369
ABSTRACTIn 2013, we conducted a survey of faculty and recent graduates from graduate schools of library and information science (LIS). The purpose of this study was to assess student (as represented by recent graduates) and faculty awareness and opinions about incorporating content about Indigenous ways into their curricula. In short, we found that recent graduates and their faculty were both aware of Indigenous ways but sought varying ways to inform themselves. Faculty believed that they covered this topic in the classes they taught, while graduates reported that they did not hear of Indigenous ways in their course work. Of the courses that LIS students take in their programs, a class on collection management provides a useful platform through which to explore Indigenous identity and access and care of Indigenous cultural knowledge. 相似文献
182.
Jon P. Gant 《图书馆管理杂志》2017,57(5):585-597
Given the explosive growth of digital collections and the digital transformation of services in libraries, the need for management education in library and information science programs has grown. However, I contend in this article that confusion abounds like the “Tower of Babel” for LIS programs to accomplish this goal. A one size fits all approach does not work. Instead, management theory and principles need to be LIS-centric in accord with present day needs and conceptions. Management education also needs to be linked with scientific rigor to practice to meet the needs and expectations of LIS students. Rather than delivering management education that speaks the language of business, the content needs to resonate with the conditions for managing in the LIS context and to be supportive of the values of the LIS field. The article provides examples from research on management and innovation in libraries and other information-rich contexts. It also illustrates the types of issues that management education in LIS programs should address to deepen our understanding of the essential principles needed to manage information and knowledge. 相似文献
183.
184.
在数字时代,实验教学是图书情报学(LIS)教育的重要环节。文中介绍了中国高校基础课实验教学中心建设现状,并以武汉大学LIS实验教学示范中心建设的实践为主线,从LIS实验教学的新体系和信息平台的建设两个方面,探索有特色的图书情报学实验教学示范中心这一系统工程的实施。 相似文献
185.
The impact of parental young onset dementia on children and young people's educational careers
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It is well established that having a parent with any illness or disability can have an adverse effect on individuals’ experiences of education and on their educational progress. Advances in medical knowledge are leading to more people under 65 being diagnosed with young onset dementias and, concomitantly, to more children and young people who are in education having a parent with this diagnosis. Hardly any research has asked these young people directly about their experiences, but the limited evidence suggests that there will likely be significant emotional, mental and psychological damage with enduring impact on their lives. This article, drawing on findings from a unique narrative, auto/biographical study involving 24 British 6 to 31‐year‐olds, focuses on the consequences of parental young onset dementia for educational careers. These dementias are untimely progressive terminal illnesses with unpredictable trajectories and timelines, throughout the course of which physical, cognitive and emotional functions and abilities are inexorably lost. Participants’ experiences show that living with a parent with young onset dementia, whilst negotiating the education system, can be extremely hard. Difficulties are exacerbated by the condition's distinctive characteristics, the current lack of any cure and anticipatory, pre‐death grief. Lack of public awareness and understanding, both of young onset dementias and of dedicated resources and support services, also result in many feeling isolated and ignored. We make suggestions for positive provision and actions that educational institutions can make to begin to meet the particular needs of these young people. 相似文献
186.
This narrative inquiry examines teachers’ influences on undergraduate and graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalisation and serial interpretation. Three diverse students’ narratives constituted the science education cases: one from teacher education, another arising from cyber technology and a third involving cyber security. The influence of the university students’ former teachers cohered around five themes: 1) same program-different narratives, 2) in loco parentis, 3) counter stories, 4) learning in small moments, and 5) the importance of the liberal arts in STEM education. The students’ narratives form instructive models for their siblings and other students pursuing STEM degrees and careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of ‘unsung teachers’ whose long-term influence is greatly underestimated by the public. 相似文献
187.
Fiona Christie 《Journal of Education & Work》2017,30(4):403-418
Which are the best and worst universities in the UK for getting a job when you graduate? This question attracts readers of the employability rankings in national league tables. This study critically reviews the employability measure used in the rankings and its subsequent reporting in public news and commentary sources, such as national and local media, student and advisory websites as well as universities and the publishers themselves. A debate that is constrained by a reproduction of the content and apparent neutrality of the employability measure in the tables is revealed. Universities themselves are the most frequent commentators, and echo the content of the tables fairly uncritically. Analysis leads to a consideration that participants in higher education may not be served well by a proliferation of information that can lead to simultaneous over-simplification and obfuscation that does not result in clarity or trust. I will argue that prospective students and their advisers need to review information that is available critically, and that universities individually and collectively should facilitate the production of a more nuanced narrative about graduate career pathways that is not controlled by marketing and metrics. 相似文献
188.
Crista Weise Montserrat Castelló 《Educational research; a review for teachers and all concerned with progress in education》2020,62(3):304-323
ABSTRACT
Background
This study focuses on furthering the understanding of doctoral researcher development, through the examination of significant events and application of the trajectories analysis framework. Conducting doctoral studies requires a high level of cognitive, personal and emotional competency. Students experience positive and negative emotions that affect their confidence and their performance, in both their doctoral studies and their personal life. 相似文献189.
(续上期) 4 拓展认可标准 美国图书馆协会(ALA)早在1925年就制订了<图书馆学院标准>,并于1933年、1951年、1972年多次修订.现行的标准是ALA认可委员会(COA)制订的<图书情报学硕士学位教育计划认可标准>,由ALA理事会1992年1月28日通过,1993年1月开始实施. 相似文献
190.
Michael J. McGee Debra Haffner Mary Jo Podgurski Pamela Wilson 《American journal of sexuality education》2019,14(2):203-211
How do professionals in the field of sexuality education build a lasting career? Ever-changing policies from one administration to the next can add or eliminate funding for programs, shift the focus between science and ideology, and swing public support for or against effective curricula. At the 2017 National Sex Ed Conference, four experienced educators offered insights for creating meaningful work and sustaining it. Rev. Dr. Debra Haffner, Michael McGee, PhD, Mary Jo Podgurski, EdD, and Pam Wilson, MSW discussed their histories in the field, and offered advice to participants on how to keep engaged in the work as times change. 相似文献