Guide to the production and use of audio-visual aids in library and information science teaching (Anthony H. Thompson)

1984 ◽  
Vol 2 (4) ◽  
pp. 325-327
Author(s):  
R.L. Pearce
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Colette Leung

Carey, Edward. Heap House. Toronto: Harper Collins Publishers Ltd, 2013. Print.This Young Adult gothic mystery novel tells the story of the Iremonger House, also known as Heap House, and its inhabitants Clod Iremonger and Lucy Pennant. The book contains Victorian themes and imagery, and also deals with supernatural elements.Clod Iremonger belongs to one of the most powerful families in England. The Iremongers made their fortune by gathering the trash of other people in London. All of this trash has combined to create the giant, toxic sea known as the Heaps. At the centre of the Heaps is the gigantic Iremonger house, made up of a combination of other houses and castles. The Iremongers live in Heap House.Although the Iremongers are very rich, they are also very reclusive, strict, and cruel. Clod’s grandfather rules over the clan, determining their futures, from career to marriage. A large host of servants run the household, known simply as Iremongers. These servants are distant relatives of the Iremonger clan, and lose all identity when they enter service. The Iremongers, servant and family alike, all share one other strange peculiarity - each member is presented with an object upon birth, which must be kept on their persons at all times. These objects could be anything - from a mantlepiece to a bath plug. Clod is about to turn sixteen, and become a man. However, Clod is also special. A sickly child, he has always been able to hear objects talking - each repeating a unique name, over and over. When his Aunt’s birth object goes missing, and a new servant girl named Lucy Pennant enters the household, Clod’s entire world begins to change. With the help of kindred spirit Lucy, Clod begins to uncover the mysteries of his family, and why he can hear objects speak. He also begins to find his own independence.Heap House is definitely a novel for older readers. The book alternates between the viewpoint of Clod and Lucy. The world set-up is slow to unfold, and complicated, which could leave readers initially confused. Some interactions and descriptions are quite drawn out, and the mystery may not be compelling enough to encourage further reading. The novel also deals with complex issues of social class, sickness, death, corruption, bullying, abuse, incest, environmental destruction, and loss of identity. Edward Carey, the author, has also provided illustrations for readers, in between each chapter. Although this can be helpful in visualizing Heap House itself, it could also be distracting for older readers who do not need visual aids to interpret the story. The novel does not end neatly either, which could frustrate readers at the lack of resolution to introduced stories and characters. The intricacies of the novel, however, do make it a very unique read, full of Victorian imagery and evocative of industrial London.The novel is part of a trilogy, including the sequel Foulsham, and a yet un-named title. The author’s website also features an interactive exploration of the setting of released novels.Recommended: 3 out of 4 starsReviewer: Colette LeungColette Leung is a graduate student at the University of Alberta, working in the fields of Library and Information science and Humanities Computing who loves reading, cats, and tea. Her research interests focus around how digital tools can be used to explore fields such as literature, language, and history in new and innovative ways.


2018 ◽  
Vol 1 (2) ◽  
pp. 01
Author(s):  
Martha Suzana Cabral Nunes ◽  
Telma de Carvalho

É com grande satisfação que apresentamos aos nossos leitores mais um número da CONCI – Convergências em Ciência da Informação. Neste novo fascículo trazemos os trabalhos apresentados no 2º Encontro Regional Norte-Nordeste de Educação em Ciência da Informação – 2º ERECIN N-NE, evento da Associação Brasileira de Educação em Ciência da Informação (ABECIN) que teve como tema “O desafio da inclusão na práxis pedagógica: saberes e fazeres em Ciência da Informação”. O 2º ERECIN N-NE ocorreu de 11 a 15 de junho de 2018 na Universidade Federal de Sergipe e congregou ainda o I International Forum on Library and Information Science e o XI SNAC – Seminário Nacional de Avaliação Curricular.


Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 36-59 ◽  
Author(s):  
Jan R. Maluleka ◽  
Omwoyo B. Onyancha

This study sought to assess the extent of research collaboration in Library and Information Science (LIS) schools in South Africa between 1991 and 2012. Informetric research techniques were used to obtain relevant data for the study. The data was extracted from two EBSCO-hosted databases, namely, Library and Information Science Source (LISS) and Library, Information Science and Technology Abstracts (LISTA). The search was limited to scholarly peer reviewed articles published between 1991 and 2012. The data was analysed using Microsoft Excel ©2010 and UCINET for Windows ©2002 software packages. The findings revealed that research collaboration in LIS schools in South Africa has increased over the past two decades and mainly occurred between colleagues from the same department and institution; there were also collaborative activities at other levels, such as inter-institutional and inter-country, although to a limited extent; differences were noticeable when ranking authors according to different computations of their collaborative contributions; and educator-practitioner collaboration was rare. Several conclusions and recommendations based on the findings are offered in the article.


Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Ike Khazamula Hlongwane

Recognition of Prior Learning (RPL) practice offers sound benefits to library and information science (LIS) schools. Despite these envisaged benefits, very little is known about RPL practice in LIS schools in South Africa. This study sought to establish whether principles of good assessment were being followed in the LIS schools to ensure the integrity of the RPL outcomes. A combination of a questionnaire and document analysis were used to collect data from the ten LIS schools in the South African higher education and training landscape. The questionnaire was used to collect quantitative data through a survey method. In addition, the researcher employed content analysis to collect qualitative data from institutional RPL policy documents. The findings indicate that RPL assessment processes across LIS schools in South Africa were largely subjected to principles of good practice. The study found that in accordance with the SAQA RPL policy the purpose of assessment was clarified to the candidate upfront, the quality of support to be provided to the candidate in preparing for the assessment was established, an appeals process was made known to the candidate, and the choice of assessment methods was fit for purpose to ensure credible assessment outcomes. It is therefore recommended that other disciplines or departments use LIS schools’ experiences as a benchmark to improve their own RPL endeavours.


Mousaion ◽  
2019 ◽  
Vol 36 (4) ◽  
Author(s):  
Mpilo Siphamandla Mthembu ◽  
Dennis Ngong Ocholla

Public libraries play a crucial role in the information and knowledge society. Their access and services in the fourth industrial revolution require review as well as the knowledge of the competency requirements for Library and Information Science (LIS) graduates to offer professional services. This paper presents the competencies LIS graduates require for work. It also seeks to examine the challenges they encounter in public libraries. The study is driven by the notion that a skills gap and a lack of training for LIS professionals are still daunting challenges in most public libraries. The post-positivism paradigm was employed through the triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and a survey were employed as research methods. The study scanned job advertisements in four newspapers spanning a three-year period (from January 2015 to December 2017). Semi-structured interviews were conducted with assistant directors and structured questionnaires were administered to LIS graduates. Grade 12, one to three years of work experience, computer literacy and communication skills are the most required competencies to work at public libraries. There seems to be no balance between theory and practice offered in most LIS schools, which suggests the need for curricula revision. Employed LIS graduates are facing several challenges, which include lack of practical exposure or knowledge, lack of qualification recognition and individual promotions, and lack of ICT skills and knowledge.


Author(s):  
Oksana P. Soldatkina

On the meeting of the Editorial Board of the journal “Library Studies” (“Bibliotekovedenije”) in the Russian State Library on March 2, 2010.


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