Credit 9 hours. Prerequisites: Education 321 and Music 291. The content of this block includes: reading, language arts, sciences, social studies, and music, as related to the needs of the child. Teaching strategies in the curricular areas will be explored and refined through working with children in a school environment. Primary emphasis of this block is focused on the future teacher's performance in working with children. Five hours lecture and eight hours laboratory per week. Kinesiology 331 must be taken concurrently. Evaluation techniques are viewed and applied in the experiences gained in this block.
The __________ School Board has recently proposed a bond levy to add new facilities as well as conduct some major repairs to the school. The bond includes building a new gymnasium, a new science room and lab, a new Media Center/Library, new Chapter 1 and SpecialEducation classrooms, and other facilities such as more parking space, an increase in storage area, and new locker rooms. Along with new construction, the board is proposing to remodel facilities such as the drama/music areas, the entire roof,
According to a survey published by ALISE, in 2000, the number of the hours of study in order to obtain the Master Degree varies between 36 and 54 according to the school(9). Before 1970, no program had more than 36 hours. The number of optional hours increased to 100. Only a small number of accreditations are allowed from school to school. A special attention is given to the practical activities developed under the direct supervision of the university personnel, disciples and practitioners. The same statistical report shows the master studies are followed by women in a proportion of 70%, and the graduate studies, by men in the same percentage. For the Doctor title the percentages are equal. The foreign students following LIS programs in USA represent only 6% of the total number. They come from China, South Korea, Thailand, Taiwan and India. The report also points out that the master diploma is obtained by 86% white students, 5% Afro Students, 2% Asiatic students, 3% Hispanics, 4% Indians from America and Alaska.
In South Asia countries main emphasis is laid on traditional aspects, cataloguing and classification dominate the curriculum. Library management, information source and services also are equally popular in the region. LIS syllabi are quite old and need to be restructured with redefined objectives to accommodate emerging changes in libraries, IT in libraries and expectation of users. Though the courses are designated as library and information science, there is little or no element of information science in the programme. Any attempts to change or development of curricular and service attitude seem to be lacking throughout the region. Literature available from India, Pakistan and Bangladesh it is evident that realized the necessity to change. Moreover the course content of the region is not meeting the requirement of the emerging job opportunities in the multinational companies. The core course area is still struck to classification, cataloguing, indexing and vocabulary control, the emerging themes, information science, knowledge management, e- learning, ICT application, application of network in teaching, search technique, library marketing have not been adequately included in the curricula. In reality there is lack of consistency between LIS-education and practice. Analysis of course content reveals that LIS programme in South Asia concentrate mainly on training students to manage a library by providing in-depth knowledge of traditional library practice. Trainees are provided with basic knowledge level of traditional library practices. In India and Pakistan options to specialize subject is provided. In India master programme are provide with a choice of bibliography and literature in humanities, social science, natural science, medical, agricultural, engineering and special libraries. Another option given is to select dissertation topic or any one form
As information resources of all types and disciplines are being stored and retrieved in digital form, libraries are responding to the demands for more effective retrieval of such documents and to provide even more digital access to scholarly and recreational library materials. This has led schools of library and information science to develop special programs, degrees, and certificates in digital librarianship. These programs vary from one school to another, but they all demon- strate the multidisciplinarity of education for librarians who will work specifically with digital librarianship. Library and Information Scienceeducation has always had a multidiscipline ori- entation, with traditional faculty consisting of those with degrees in the fields of sociology, communications, history, public administration, education, engineering, and computer science, as well as advanced degrees in library and information science. But with the advent of special programs in digital librarianship, the curriculum has begun to switch to a multidiscipline cur- riculum content which may be evolving into a sub-specialization in the field. These trends are examined in this paper and recommendations are made regarding future research needed to de- termine the advisability and sustainability of this trend.
DOI: 10.4236/oalib.1103963 7 Open Access Library Journal barbershop and became his own boss. He never lost his passions for reading, a passion he wanted to pass on to others, especially young people in the Hispanic and Latino communities. According to a national Endowment for the Arts sur- vey, the reading level among Hispanic is half that of non-Hispanic whites”. Mar- tinez wanted to change that. He started out by lending volumes from his two hundred book collection to people waiting for a haircut. The books ranged from Spanish language masterpieces like One Hundred years of Gabriel Garcia Mar- ques and Don Quixote by Cervantes, to American books by Hemingway or Sil- verstein translated into Spanish, to a singed autobiography by actor Anthony Quinn. He became an advocate for literacy. He talked to parents about reading to their children. He talked to young people diving into books. He tells parents, “Do you want your child to be ahead of the line or at the back of the line, moms and dads? You have to support, endorse, and read to your kid … If you do that, your kid will be at the head of the line … and be someone special in this world. Reading does it.” And he started speaking at schools and to other groups to promote literacy. He advises his audiences to read twenty minutes a day so that they consume one million words a year. One of his favorite sayings is that books can take a person all over the world a library card will take you further than a driver’s license. “I started reading at a very, very young age”, says Martinez “and I still do. I read a lot every day. I look forward to that. I love literature”.
librarianship. Under Party rule, libraries were under the control of the Ministry of Culture, which was dedicated to centralized Party ideals. The library directors were appointed by the KSČ, and budgets were granted mainly “just to keep it [the library system] alive.” 10 Libraries were allowed to make requests for funding, but the process for distributing money was inconsistent and filled with bureaucratic complications regarding the areas of wages, building maintenance and periodical purchases. 11 A diagram of the structural ties of research libraries during communism is included in Appendix A. The chart traces the path of power from the government, through the Ministry of Finance, the Secret Police and the Ministry of Culture to the libraries. It also shows some of the issues involved with this power structure such as bureaucratic constraints and the other agencies that affected the way libraries functioned, such as the publishing industry.
Voice-over instructions provide an interesting format for learning. Thumbnails provide the convenience to "start and stop" at any time and pick up where you left off easily. There is an opportunity to earn one hour of continuing education credit from the AOA Paraoptometric Resource Center for successfully passing the test provided at the end of the module by answering 16 of the 25 questions correctly. There is a $10 processing fee for members/$25 for non- members. *Please note that these CD-ROMs are not Mac compatible.
As the first of the higher degrees in ILS the B.Bibl. Honours degree aims to build research capacity in students with, for instance, Advanced Research Methods. The entire base of 40 respondents was asked if they had done research since completing Honours and 21 (53%) had. Of the respondents 3 gave no further details and the remaining 17 responded as follows with more than one example being possible. 10 (25%) responded that the research was part of a formal programme with 4 Master's by full dissertation, 3 course work Master's in Information Studies and I attempted Master's (unspecified). Another 2 responses related to a Doctorate in Education on Outcomes Based Education (OBE), and a Master's in Business Administration (MBA). There were 9 (23%) responses that research formed part of their job, with 3 saying it was carried out as a lecturer, part of teaching research methods or working with research students.
1) Address a core aspect of education – technology is necessary and important in our society and is also a university and college-wide initiative. As the 1997 report to the president on the use of technology to strengthen K-12 education in the U.S. states, “While information technologies have had an enormous impact within American’s offices, factories, and stores over the past several decades, our country’s K-12 educational system has thus far been only minimally affected by the information revolution. ... Few colleges of education adequately prepare their graduates to use information technologies in their teaching.” This course aims to help you become better prepared.
In November 1998 the Green Paper Adult Education in an Era of Lifelong Learning was published. This contains a comprehensive overview of adult education provision in Ireland. The publication was followed by a wide consultative process with key interests nationwide. This included the hosting of six regional seminars, a public advertisement for written submissions, individual meetings with over seventy national level organisations representing education, training, employment, industrial development, research, social, cultural and community and voluntary sector interests. The consultation process culminated in a National Forum on Adult Education in Dublin Castle in September 1999. The outcome informed the process of preparing a White Paper.
This special issue furthers the research method education debate through reporting the experiences of projects funded by the Higher Education Academy in the United Kingdom (UK). In 2013-14 the Social Science cluster of the Academy called for proposals addressing the following: embedding research methods into the curriculum, the re-use of open
Faculty had even stronger unfavorable perspectives for institution support of web conferencing systems they used to teach students at a distance. The data indicated that seventeen percent disagreed and strongly disagreed that they are supported sufficiently with training for web conferencing systems on their campuses. This finding was reinforced by the strong significance of the co-predictor, overall distance education teaching effectiveness. These concerns expressed by the faculty are supported in the body of research regarding faculty dependency on course
There have been many changes in marketing of library and information services with the passage of time. According to Freeman and Katz (1978), until the early 1970s, "most libraries did not see much of marketing. Most marketing-related documentations were labeled with the concept of user needs, user training, and economics of information and the majority of the literature was in the form of practitioner's account." Tucci (1988) found that during 1978-1988, "the crop of marketing of library services was growing but was not ready for harvesting. During the period of this review, long time theories and concepts for marketing of goods, such as 4Ps and STP model dominated in marketing of library and information services literature. The need for customer focus was felt but promoting libraries was the main concern during this period." Cox (2000) emphasized that "there was increase integration of marketing with planning focus; continued examination of what marketing is and is not, specifically how it differs from sales, promotion and public relations; and increased new tools and methods for developing marketing research strategies. But, till now the service quality concept started challenging the 4P approach." Presently, the focus of the library and information services marketing is on relationship marketing (Besant and Sharp, 2000), internal marketing (Dworkin, 2003), image building (Bass Bridges and Morgan, 2000), and customer loyalty. Such concepts make marketing a library wide philosophy and desire involvement of one and all from front-line staff to board members. So, the marketing concept has changed from selling concept to product development and customer focused concept. Concepts like customer services, service quality, relationship management played a vital role in development of marketing from boardroom concept to whole organization concept.
Contact or in-class delivery of an education programme has long held prominence, offering both the learners and the educators opportunities to interact and influence each other in very beneficial ways. Many successful professionals have fond memories of professors whose manner both in and out of class greatly influenced their professional development. The impact of face-to-face interaction is invaluable. Furthermore, the impartation of content, knowledge and skills are more easily managed in contact delivery. But the prospect of earning a qualification without having to relocate or put the rest of one’s life on hold, is appealing to many students, especially at higher degree levels. Owen and Leonhardt (2009) observe that distance learning/teaching has gained new heights with the introduction of ICTs and growing enrollments attest to this. It is now increasingly feasible to offer excellent LIS education through synchronous, asynchronous or even hybrid distance education. Considering the economic reality of many South Africans, this latter option should be explored further by LIS educators. However, by the same token, distance delivery offers huge challenges for the student. For example, a typical UNISA student is someone juggling a wide variety of personal circumstances that militate against success. Such a student could be a working mother/father and wife/husband and parent. Such a student could be from a poor background both educationally and socially having little or no resources for proper studying. Then there are the ever present barriers of language proficiencies, self discipline, textual literacy and the absence of positive role models. If a student is at the wrong end of the above challenges, then distance delivery becomes not a solution but a further barrier. Bringing such a student to campus would alleviate some of the challenges such as resources. But it is no panacea since the absence from family is a two-edged sword.
The education in librarianship had its debut in Nigeria in 1940s when the practicing librarians (mostly non-Nigerians) decided to locally organize short courses for candidates who were preparing for the British Library Association Examinations. In 1950s, the library staff at the then University College, Ibadan (now University of Ibadan) and British Council Libraries developed a scheme which aimed at preparing various categories of library staff from different parts of Nigeria for the same professional examination. Few years later, Miss Joan Parker (later Mrs. Allen) who was the Regional Librarian in Northern region initiated in-service training for staff in the Native Authority Library to equip them with the required skills and competences in librarianship. Thereafter, the United Nations Educational, Scientific and Cultural Organization (UNESCO) organized the first seminar on the development of public libraries in Africa at the University College, Ibadan. At the seminar, the decision to establish standard library schools in Africa was taken to train leaders for the profession who will assume full responsibility for effective operation of library services in all types of libraries in Africa as well as conduct in-service training of other library staff (Ugocha, 2011). It was also recommended at the seminar that the West Africa Library Association (WALA) should be formed.
Some studies have focused on a particular group. Carlos (2005) assessed the course offerings from nine ALA-accredited library schools to see if they taught students about serving patrons with disabilities. The anticipated results were largely based on a study from the previous year. This took the form of a questionnaire sent to the deans and directors of all ALA-accredited LIS programs; most respondents claimed to offer courses at least once each year that addressed the Americans with Disabilities Act as well as services and adaptive technology for people with disabilities (Walling, 2004). Carlos (2005) used a different method, consulting syllabi, reading requirements, and catalog descriptions of the nine schools for the 2004-2005 school year. Based on Walling’s results, Carlos was surprised to find only three schools and four total courses that offered any information on the subject. Carlos points out that limitations included the number of schools surveyed and the timeframe (only one year’s worth of classes) and the fact that she worked only with information publicly available online; she also notes, regarding the other study, that “as Walling herself acknowledges, a school director might not actually know much about what is being taught in individual classes” (Carlos, 2005, p. 31).
The first meeting covers a basic overview of library re- sources including the catalog, Research Guide (in particular the Research Guide for SCE students), remote library access, printing, setting up a research appointment, and research- ing in the Academic Search Complete database. Since the nontraditional student population has not, for the most part, conducted any kind of library research in many years, this session is typically slower paced than a traditional fifty- minute one-shot session with students from the Day School. This also ties in with Mellon’s theory that a traditional fifty- minute one-shot is not sufficient to quell library anxiety or to make the library and librarian more approachable. Addition- ally, since this class is primarily taught by adjunct faculty, the instructors are often not as familiar with Providence College resources as regular faculty may be, and therefore it’s even more crucial that students leave the class with a good grasp of how to access articles and books. Each session concludes with a brief assignment where the students put their new knowledge into practice. For the first session assignment, students locate an article pertinent to the current class read- ings and print out the first page of that article.
Constructivism and formative assessment focus on the processes experienced by students in the process of knowledge creation on their own pace and abilities. The final product of education is not the most important aspect of constructivism learning nor formative assessment; teachers should focus on the process and experiences that a student needs to go through in order to achieve the ultimate educational goal. In doing so, each student must be considered different in terms of advantages, weaknesses, existing knowledge and experiences. Formative assessment on how a student is able to learn new material constructively by associating it with existing knowledge will establish lasting relationships in their minds. Through this relationship, students are facilitated and assessed based on their ability to apply learning to the real-world context. Thus, the future educators should be taught the theory and practice of constructivism and how to integrate this pedagogical skill with formative assessment in the classroom.
Besides the Traditional Undergraduates (TUG), Online Undergraduates (OUG) and Graduate (GRAD) programs in the five colleges of Hope International University, there are a number of Institutes (http://www.hiu.edu/institutes/) and special partnerships operating within HIU. This document spells out library policies regarding the use of the Darling Library by these special students.