加拿大公共图书馆参与文化扶贫的研究与启示     

严贝妮  卫玉婷 《图书情报工作》2021,(2):126-136

[目的/意义]对加拿大公共图书馆的文化扶贫实践活动进行研究,总结其对我国公共图书馆文化精准扶贫的启示。[方法/过程]梳理加拿大各省与地区扶贫相关战略文件,探究加拿大公共图书馆参与文化扶贫的政策导向和价值体现,采用案例分析法,以4所具有代表性的加拿大公共图书馆作为主要研究对象,归纳总结加拿大公共图书馆在面向全民的多元素养普及教育、面向儿童和青少年的学习和健康关怀、面向新移民的文化和就业帮扶、面向残障人群的保障服务等方面的服务形式和特色实例。[结果/结论]提出对我国公共图书馆参与文化精准扶贫的有益启示:深化社会包容理念,为贫困群体营造开放均等的服务环境;扩大扶贫实践主体合作格局,建构多机构联合扶贫体系;国外借鉴与本土实际相结合,推动文化精准扶贫内容优化提质。  相似文献   

When Disaster Strikes: Opportunities for Community and Institutional Renewal at Elliot Lake Public Library     

Adam Stewart 《Public Library Quarterly》2014,33(4):304-329

On June 23, 2012, the Algo Centre Mall in Elliot Lake, Ontario, collapsed suddenly, killing two people, injuring many more, and destroying many of the community’s services, including the public library. After describing the events leading up to, during, and following the destruction of Elliot Lake Public Library, I discuss five opportunities for community and institutional renewal that are not currently being realized by the library. The destruction of the library need not be an entirely negative experience but, rather, a catalyst for refocusing the library’s role and improving its services and facilities in order to better meet the changing information needs of the community.  相似文献   

加拿大新入职教师教育政策及其对我国的启示     

杨莉君  王彦峰 《高等师范教育研究》2014,(5):100-106

加拿大新入职教师教育的质量处于世界前列,具有科学、完善的教育体系,在新入职教师教育的定位、准入、模式、课程、教学、实习等方面具有独特的经验。借鉴加拿大新入职教师教育的经验,我国应当加强职前教育和职后教育的融合,优化新入职教师教育的课程结构,丰富新入职教师教育的模式,提高教育实习的科学性和有效性。  相似文献   

Symbolic resources and marketing strategies in Ontario higher education: a comparative analysis     

Roger Pizarro Milian  Cliff Davidson 《Journal of Further & Higher Education》2018,42(2):143-157

Existing research on marketing within PSE tends to focus on homogeneous groups of high-status organisations. This study ameliorates this gap in the literature, conducting a comparative analysis of promotional materials produced by public universities and community colleges in Ontario, Canada. We find that these two groups draw on unique strategies to communicate their quality to external constituents. Public universities emphasise faculty and institutional-level accomplishments, such as research grants and rankings. Meanwhile, community colleges, lacking access to these symbolic resources, employ corporate-like strategies, such as taglines and non-traditional logos.  相似文献   

加拿大图书馆学情报学教学发展趋势   总被引：2，自引：1，他引：1  

罗军  寻阳 《图书情报工作》2001,45(11):81-83

介绍加拿大7所大学的图书馆学情报学专业为适应社会的发展而进行的系列改革,包括加强学科间的横向联合,组建新型专业;增加课程,扩大学生选择课程的范围;校企联合,互惠互补;面向市场,培养复合型人才等。同时,还论述了加拿大图书馆学情报学教育的发展趋势。  相似文献   

Universities and regional economic development: The entrepreneurial University of Waterloo   总被引：3，自引：0，他引：3  

Allison Bramwell 《Research Policy》2008,37(8):1175-1187

This paper argues that the contribution of some universities to local and regional economic dynamism is much richer than overly mechanistic depictions suggest. Beyond generating commercializable knowledge and qualified research scientists, universities produce other mechanisms of knowledge transfer, such as generating and attracting talent to the local economy, and collaborating with local industry by providing formal and informal technical support. A detailed case study of the University of Waterloo, in Waterloo, Ontario, Canada, with its progressive Coop and Entrepreneurial education programs, and innovative Intellectual Property policy, illustrates the way in which the university has contributed to growth and innovation in the local and regional economy.  相似文献   

合作与差异：加拿大导师制度的选择 ——基于三所一流大学的经验          下载免费PDF全文

时广军 《复旦教育论坛》2022,20(3):105-112

导师制度的建设与完善是推进研究生教育高质量发展的重要环节。基于对加拿大三所世界一流大学的分析，发现其研究生导师制度呈现出“合作与差异”并重的特色，表现在：导师角色上，以多方引导人、共同责任人为定位；导师职责上，重视规范职责与协商职责并行；导师时间上，提倡全程参与研究生教育；导师指导效果保障上，多维度促进导师专业成长。研究结果对我国研究生导师制度建设的启示如下：探索“自我询问”机制，引领导师理解自己；尝试“期望协议”，明晰师生的主体职责；落实导师合作小组，拓展指导效果；深化“分类指导”细则，关注学生多样性；打造规制、引导、自主“三合一”服务体系，促进导师专业成长。  相似文献   

美国和加拿大医学院校医学伦理学教育的现状   总被引：6，自引：0，他引：6  

梅人朗 《复旦教育论坛》2005,3(6):82-85

为评估美加医学院校医学伦理学教育的现状,Dr Lehmann等人对125所美国医学院和16所加拿大医学院的院长和伦理学课程主任进行了问卷调查。本文报道了美加医学院校医学伦理学教育的形式、内容和安排,教师和课程资源,组织机构,以及对伦理学教育的支持。  相似文献   

A critical review of multiculturalism and interculturalism as integration frameworks: The case of Canada     

《Int J Intercult Relat》2023

Pluralist societies face challenges developing diversity-related policies to integrate newcomers and facilitate harmonious relationships between ethnocultural minorities and majorities. The integration policies that governments implement have significant implications for intergroup relations in diverse societies. The current paper (i) discusses the characteristics of two integration policies, multiculturalism and interculturalism; (ii) examines how these integration policies have been studied within the psychological literature; and (iii) explores the policy implications of these concepts for intergroup relations research and psychosocial adaptation of immigrants. In addressing the above points, we have paid specific attention to multiculturalism in Canada and interculturalism in Europe and in Quebec, the French speaking region of Canada, which highlight the developing role pluralist integration strategies are playing in the social and policy debates surrounding integration, inclusion, and social cohesion.  相似文献   

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada     

Jing Jin  Yina Liu 《Literacy》2023,57(2):171-184

Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts.  相似文献