scholarly journals Information Literacy: Reflexion Encompassing Disciplines, Knowledge and Practice

2021 ◽  
Author(s):  
Christiane Eteve
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Active Life ◽  
Research Themes ◽  
Cognitive Education ◽  
Knowledge And Practice

After the « Meeting of Information Literacy» in march 2003, where Professional of School Libraries expressed their desagree with training in Information/Documentation, Secondary School Librarers and Education and Information Researchers link their forces to built a Curriculum from pre-school to universities. The principe was : Information Literacy in not only the result of some skills dispenses and learned through hazard but a continuum training from primary school to higher education and Active Life. What Information Knowledges must teach and learn ? Three research themes where used to respond: Academic Didactics, Sociology of Curriculum, and Cognitive education.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Educational Roles of Primary and Secondary School Teacher-Librarians in Hong Kong

2021 ◽  
Author(s):  
Peter Warning ◽  
Chun Ho Randolph Chan ◽  
Hing Yuk Bernie Ma ◽  
Samuel Kai Wah Chu ◽  
Wendy Wai Yue Wu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Information Literacy ◽  
School Teacher ◽  
Holistic Approach ◽  
Library Services ◽  
Reading Habits ◽  
Teacher Librarians

This study explores the professional development and current work situation of Teacher-librarians (TLs) in primary and secondary schools in Hong Kong, and investigates and compares the educational roles of primary and secondary schools TLs in teaching subject courses, developing stakeholders’ information literacy, collaborating with teachers and cultivating students’ reading habits. Key findings include: relatively more secondary school TLs have professional qualifications; secondary school TLs spend on average more than one-quarter of their time teaching subject (non-library related) courses, compared to primary school TLs (15%), which they see as restricting their ability to provide library services; primary school TLs spend more time on the preparation and delivery of library lessons than secondary school TLs; both primary and secondary TLs spend less that 5% of their time collaborating with teachers; and that primary school TLs appear to have a more holistic approach to information literacy acquisition.

scholarly journals To build upon solid rock or to build upon sand:

2021 ◽  
Author(s):  
Ana Lúcia Terra
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Information Literacy ◽  
Solid Rock ◽  
School Library ◽  
School Context ◽  
School Libraries ◽  
General View ◽  
Reading Habits

Starting with a rereading of the information literacy theories, we characterized the development of this concept, distinguish it and relate it with associated terms. After this theoretical framing, we focused on the role of the information literacy in the school context. We present our study based in the analyses of information behaviour, reading habits and information practices of students in Vila do Conde municipal area, using the school library collections and technological resources, considering also the location, access and use of information. We do a brief general view over this group of school libraries in this municipal area, but we focused our analysis of the research universe in three schools of 1st level, one E.B. 2,3 and another secondary school, using an inquiry by a questionnaire. To better contextualise our study we also make the characterization and framing of each school library in its surroundings (city, rural and piscatorial) in order to allow a comparative analysis of the results.

scholarly journals The State of School Infrastructure in the Assembly Constituencies of Rural India: Analysis of 11 Census Indicators from Pre-Primary to Higher Education

2020 ◽  
Vol 17 (1) ◽  
pp. 296 ◽  
Author(s):  
Akshay Swaminathan ◽  
Menaka Narayanan ◽  
Jeff Blossom ◽  
R. Venkataramanan ◽  
Sujata Saunik ◽  
...  
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Primary School ◽  
Policy Development ◽  
Census Data ◽  
Access To Higher Education ◽  
Access To Education ◽  
Senior Secondary School ◽  
Village Level ◽  
Senior Secondary

In India, assembly constituencies (ACs), represented by elected officials, are the primary geopolitical units for state-level policy development. However, data on social indicators are traditionally reported and analyzed at the district level, and are rarely available for ACs. Here, we combine village-level data from the 2011 Indian Census and AC shapefiles to systematically derive AC-level estimates for the first time. We apply this methodology to describe the distribution of 11 education infrastructures—ranging from pre-primary school to senior secondary school—across rural villages in 3773 ACs. We found high variability in access to higher education infrastructures and low variability in access to lower education variables. For 40.3% (25th percentile) to 79.7% (75th percentile) of villages in an AC, the nearest government senior secondary school was >5 km away, whereas the nearest government primary school was >5 km away in just 0% (25th percentile) to 1.9% (75th percentile) of villages in an AC. The states of Manipur, Arunachal Pradesh, and Bihar showed the greatest within-state variation in access to education infrastructures. We present a novel analysis of access to education infrastructure to inform AC-level policy, and demonstrate how geospatial and Census data can be leveraged to derive AC-level estimates for any population health and development indicators collected in the Census at the village level.

Theatrology, the New Cultural Management School in Romania

2018 ◽  
Vol 8 (2) ◽  
pp. 255-273
Author(s):  
Ivona Tătar-Vîstraş
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Labour Market ◽  
Paradigm Shift ◽  
Cultural Management ◽  
National Theatre ◽  
New Directions ◽  
Management School

Abstract We are witnessing a paradigm shift regarding the theatrologist’s position in the Romanian theatre environment. While, until recently, theatrology meant cultural journalism, this definition is no longer sufficient or attractive for secondary school graduates. Romania’s higher education offer has changed increasingly in the last years, in the attempt to keep up with the requirements of the labour market; the solution was provided by the area of cultural management. Every last faculty in this sector covers the new direction of study and research. This article seeks to investigate the existing educational offers, which should allow an understanding and a new complete image of the theatrologist in Romania; in our opinion, this image will have an increasing impact on the national theatre community, shaped, of course, by the new directions of study.

Status of Higher Secondary School Libraries in Thiruvallur District

2014 ◽  
Vol 9 (3) ◽  
pp. 18-22
Author(s):  
M. Seenivasan ◽  
◽  
N. Ashok Kumar ◽  
Keyword(s):  
Secondary School ◽  
School Libraries

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ СОГЛАСОВАНИЯ ГУМАНИТАРНОГО СТИЛЯ МЫШЛЕНИЯ И ЕСТСТВЕННОНАУЧНОГО ЗНАНИЯ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА// Academy Journal No.5(17), 2019/ Chief Editor Susan Belih /OEAPS Inc.(Open European Academy of Public Sciences). Tallinn, Estonia. 09.05.2019: OEAPS Inc., 2019. - pp. 45-53.

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Людмила Константиновна Синцова
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Methods ◽  
Natural Science ◽  
Chief Editor ◽  
Interactive Teaching ◽  
European Academy ◽  
Secondary School Education ◽  
New Knowledge ◽  
Knowledge Practice

В статье рассматривается проблема согласования гуманитарного стиля мышления и естественнонаучного знания. Практика показывает, что у студентов, выбравших для обучения гуманитарные специальности, преобладает гуманитарное мышление. Оно сформировано условиями профильного обучения в средней школе и продолжает развиваться на этапе получения высшего образования. Гуманитарный тип мышления характеризуется диалогичностью, вариативностью, креативностью, самостоятельностью в освоении новых знаний, способностью к интеллектуальным изобретениям и экспериментам с неизвестными и неочевидными результатами, к рефлексивности и критичности результатов деятельности. Важнейшими условиями повышения эффективности в освоении содержания естественнонаучных дисциплин студентами-гуманитариями являются учет возможностей и познавательных интересов студентов, использование резервов учебной информации, интерактивных методов обучения.The article deals with the problem of harmonizing the humanitarian style of thinking and natural science knowledge. Practice shows that students who choose humanities to study in humanities have humanitarian thinking that prevails. It is shaped by the profile of secondary school education and continues to evolve at the stage of higher education. The humanitarian type of thinking is characterized by dialogue, variability, creativity, autonomy in the development of new knowledge, the ability to intellectual inventions and experiments with unknown and non-obvious results, to reflexivity and criticality of the results of activities. The most important conditions for increasing the effectiveness in mastering the content of natural science disciplines by students of the humanities are taking into account the capabilities and cognitive interests of students, the use of reserves of educational information, interactive teaching methods.

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