scholarly journals Literature Quizzes: Celebrating the Ongoing Importance of Wide Reading

Author(s):  
Gerri Judkins

Literature Quizzes are an integral part of the Southwell School Library programme. Students read widely, hoping to represent us in the annual Kids’ Lit QuizTM (www.kidslitquiz.com ). In this time of electronic entertainment entice your students to enjoy literature, books and ebooks. Reading encourages empathy with others whose lives and situations differ, global awareness, and knowledge of history. Myths and legends influence cultural practice and social realism helps them cope with life’s problems. Reading is a resource for our humanity. At this workshop play brain-training games. These will be given away along with signed books from New Zealand authors. Learn how to write quiz questions and select teams. Hear how we use cognitive technology to help students retain and retrieve literary information. Make Lit Quizzes part of your library programmes and see your readers grow exponentially. There may be a regional of the Kids’ Lit QuizTM near you!

2005 ◽  
Vol 5 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Neil T Lunt ◽  
Ian G Trotman

Since the 1960s there has been a growing interest in evaluation shown by most Western countries. Alongside discussion of practical and theoretical issues of evaluation, such as methodological developments, best practice, and cross-cultural practice, there has also been increased interest in mapping the history of evaluation activity. Historical discussions are significant for three reasons; first, in providing a record for future generations of evaluators. Second, they provide a consideration of the domestic and international context that has shaped evaluation development, giving each country its distinct institutional make-up and brand of evaluation activity. Third, they assist a country's evaluation capacity development by building on its strengths and compensating for the weaknesses of its history. This article traces the emergence of evaluation within New Zealand using the metaphor of dramaturgy to introduce the settings and actors that we consider to have been constituent of what was played out in the New Zealand situation. Our remit is a broad one of attempting to describe and explain the range of evaluation activities, including program evaluation, organisational review, performance management, and process and policy evaluation. Within this article a broad overview only is possible. As an example of a more in-depth study, a comprehensive article could be prepared on the history of performance management in the public service. Our comments cover developments in the public sector, tertiary sector, and private and professional organisations. It is a companion paper to one on the history of evaluation in Australia, prepared by Colin A Sharp in a recent issue of this journal (Sharpe 2003).


2021 ◽  
Author(s):  
◽  
Richard Thomson

<p>Published by A H & A W Reed to immediate success late in 1961, New Zealand in Colour was the first of many large-format books of colour photographs of New Zealand. While they belonged to a tradition of scenic reproduction as old as European settlement, technological changes and the social and economic disruptions of the Second World War intensified the importance of the image in print culture. Drawing on recent historiographic approaches that seek to decentre New Zealand across transnational and city-hinterland relationships, this thesis argues that reproduction, through photography but also as a cultural practice, was intrinsic to a Pakeha conception of place. Looking at scenery was an activity thought to be peculiarly suited to New Zealand, but it was also a prime form of tourist consumption and was therefore essential to New Zealanders’ successful participation in modernity, which required ‘seeing ourselves’ but also awareness of recognition from other moderns. During the decades after the Second World War, modernity took on a more international character with greater mobility of people and goods and a strengthening consumer culture. The complex kinds of looking involved in being modern were increasingly expressed as a tension between modern and anti-modern impulses. The colour pictorial displayed New Zealand as a cultural landscape of cameras, cars, and holidays, but also as a refuge from modernity. The ‘coffee table book’ was a luxury consumer object of advanced technology, but the gift was the preferred method for its circulation. To be at home with this New Zealand may require a move to the suburbs, but it offers a view of nation and nationalism in which mobility, leisure, and consumption have become the chief explanatory tools.</p>


2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>


Author(s):  
Elizabeth Probert

In 2007 the principals of three schools in Auckland, New Zealand, formed a cluster with the aim of improving standards of information literacy in their schools over three years. Research, reported in a paper at the 2008 IASL conference, demonstrated that few teachers in the cluster were explicitly teaching their students the skills they needed when undertaking research or inquiry. In early 2008, a group of Lead Teachers, led by the teacher librarian in the largest school, and including trained library staff, designed a cluster model for teachers to use with their students when processing information. They also designed cluster-wide professional development which each school implemented in different ways. This paper reports on the findings of an evaluation carried out to measure the effectiveness of the first round of professional development.


2021 ◽  
Author(s):  
◽  
Hamish Clayton

<p>The unreliable narrator is one of the most contested concepts in narrative theory. While critical debates have been heated, they have tended to foreground that the problem of the unreliable narrator is epistemological rather than ontological: it is agreed that narrators can be unreliable in their accounts, but not how the unreliable narrator ought to be defined, nor even how readers can be expected in all certainty to find a narration unreliable. As the wider critical discourse has looked to tighten its collective understanding of what constitutes unreliability and how readers understand and negotiate unreliable narration, previously divided views have begun to be reconciled on the understanding that, rather than deferring to either an implied author or reader, textual signals themselves might be better understood as the most fundamental markers of unreliability. Consequently, taxonomies of unreliable narration based on exacting textual evidence have been developed and are now widely held as indispensable.   This thesis argues that while such taxonomies do indeed bring greater interpretive clarity to instances of unreliable narration, they also risk the assumption that with the right critical apparatus in place, even the most challenging unreliable narrators can, in the end, be reliably read. Countering the assumption are rare but telling examples of narrators whose reliability the reader might have reason to suspect, but whose unreliability cannot be reliably or precisely ascertained. With recourse to David Ballantyne’s Sydney Bridge Upside Down, this thesis proposes new terminological distinctions to account for instances of such radical unreliability: namely the ‘unsecured narrator’, whose account is therefore an ‘insecure narration’.  Ballantyne’s novel, published in 1968, has not received sustained critical attention to date, though it has been acclaimed by a small number of influential critics and writers in Ballantyne’s native New Zealand. This thesis argues that the novel’s long history of neglect is tied to the complexities of its radically unreliable narration. With social realism the dominant mode in New Zealand literature from the 1930s to the 60s, the obligation of the writer to accurately render—and critique—local conditions with mimetic accuracy was considered paramount. Even those critics to have argued the novel’s importance often maintain, largely or in part, a social realist view of the book’s significance. Doing so, however, fundamentally elides the complexity of the novel’s narrative machinery and to deeply ironic ends: for, this thesis argues, Sydney Bridge Upside Down deploys its insecure narration as a complaint against the limits of social realism practised in New Zealand. Its unsecured narrator, Harry Baird, slyly overhauls realist reference points with overtly Gothic markers and cunning temporal dislocations to thus turn social realism’s desire for social critique back on itself via radical unreliability.</p>


2021 ◽  
pp. 247-253
Author(s):  
Linda Selby ◽  
Liz Probert

This is the story of how an information literacy course for teachers in New Zealand has proved to be a catalyst for change. It has resulted in students being better able to make sense of the endless information they can access, improved reading skills and led to more effective use of the school library.


2021 ◽  
Author(s):  
◽  
Mele Katea Paea

<p>How does knowledge of cultural practices help us think differently about how leadership is understood and practised in a particular context? This thesis presents a Tongan leadership model from a Tongan perspective. It is based on a study of cultural practices that shape the ways in which Tongans perceive and experience leadership differently. The location of the study is the New Zealand Public Service, and the approach taken here is to reflect on Tongan leadership from a strength-based perspective, promoting the leadership capabilities that Tongans bring with them into another cultural context.  The core of this thesis is a deep empirical study of Tongan leadership based on Tongan public servants’ perceptions and experiences of Tongan identity and Tongan leadership practices in New Zealand. The theoretical framework is based primarily on a Tauhi Vā (nurturing relationships) approach that draws on sources, which explore and discuss the key conceptual foundations of Tongan culture. It draws on the central value of māfana (warm love/inner warm passion) as the driver for leadership as Tauhi Vā Māfana (nurturing warm relationships).  The thesis also argues that the methodology for exploring leadership as cultural practice should be located in the cultural practices being studied. It further explores the research question, what is the most culturally appropriate way to study leadership as cultural practice? In this case, the methodology for this study is therefore grounded in a Tongan perspective called Talanoa Māfana (talking about the truth in love/warm relationships). This is based on a type of ‘oral communication’, carried out in both group and individual contexts. The thesis set out to build on existing talanoa methodology to develop Talanoa Māfana providing new insights into cultural practice as methodology alongside cultural practice as the topic of study.  The study first asked participants what ‘being Tongan’ meant to them and what their experiences of leadership were. Moving into the public service context, it asked how their Tongan identities shaped their work in the New Zealand Public Service, and how they would like to see their leadership practices supported in this context. Drawing on the findings, this study conceptualises Tongan leadership as Tauhi Vā Māfana. It is based on the dynamic interplay between fāmili (familial relationships), māfana, fua fatongia (fulfilling obligations), and faka`apa`apa (sacred wisdom) within a given socio-cultural context. Tauhi Vā Māfana presents leadership as a cultural practice of nurturing warm relationships, in which people are influenced to change in a given context. This concept describes the types of leadership capabilities that Tongan participants bring to the New Zealand Public Service and goes on to explore the challenges that they face in trying to act on these capabilities in a non-Tongan cultural context.  This thesis presents a Tongan model of leadership, and so brings to the wider leadership literature an empirical study that considers leadership as cultural practice. It is part of the emerging wider conversation about the importance of understanding leadership in terms of how people perceive and experience it from within their own socio-cultural backgrounds and in specific contexts. It challenges leadership scholars and practitioners to think about how they could use the knowledge of cultural practices to understand and utilise leadership differently, in the face of the dominance of Western leadership models. This study is also a wider invitation to consider the relevance of its themes and methodology to developing alternatives to organisational research based on Western perspectives, such as the emerging literature on Pacific and indigenous perspectives.</p>


Author(s):  
Cilla Corlett

The Education Review Office (ERO) undertakes reviews of schools and early childhood centres throughout New Zealand. ERO also undertakes national evaluations. The purpose of each review/evaluation is to help bring about improved educational achievement for young New Zealanders and to provide information to schools, parents, communities and the government to assist decision making. During 2004/5, ERO conducted a national evaluation of student access to the information landscape in schools. The quality of policies, programmes and practices associated with the school library was one focus in this evaluation. The quality of teaching practice (particularly in the areas of student information literacy and in developing positive attitudes towards reading) was also evaluated. This paper gives an outline of the role of ERO, the rationale and purpose of the national evaluation, and the methodology used. It provides some initial discussion of preliminary findings. It also reports on anecdotal feedback received on the process of the evaluation and its impact on participating schools.


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